9 th -12 th Grade Social Science Standards with Literacy Standards Connections

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1 9 th -12 th Grade Social Science Standards with Literacy Standards Connections Illinois High School Social Science Learning Standards The Illinois high school social science learning standards are organized into two types of standards: inquiry skills and disciplinary concepts. The standards provide a baseline, not a ceiling, for what all students should know and be able to do at the conclusion of a high school social science course. Disciplinary Concepts Specific content and courses should be determined locally and reflect the following state mandates: African American History, Civics and Patriotism (U.S. Constitution, Declaration of Independence, Elections, and Voting), Consumer Education, U.S. History, Holocaust and Genocide Study, and History of Women. The codes used in the Standards for the Disciplinary Concepts are as follows: Civics standards = CV Economics standards = EC Economic Financial Literacy = EC.FL Geography = G History = H Anthropology = Anth Psychology = Psy Sociology = Soc How to Read the Standards Inquiry Skills The Inquiry Skills are to be used in tandem with the disciplinary concepts. In addition, the Literacy for History/Social Studies (Social Science) Standards can provide teachers with methods and avenues to help students achieve the inquiry skills and disciplinary concepts. The Literacy for History/Social Studies Standards have been placed under the inquiry skill they correspond with on the following pages as they can work hand in hand. Additional literacy standards have been placed at the top of the document that provide more ideas for possible connections within the Social Science classroom depending on the tasks planned by the teacher. Literacy Standards Connection IL Social Science Standard

2 Inquiry Skills The literacy standards listed below can be used in tandem with the Social Science Inquiry Skills. These are standards that could be addressed within the Social Science classroom depending on the tasks planned by the teacher. Possible Literacy Standard Connections: 9 th -10 th (All Inquiry Skills) Possible Literacy Standard Connections: 11 th -12 th (All Inquiry Skills) RH Analyze in detail a series of events described in a text; determine RH Evaluate various explanations for actions or events and determine which whether earlier events caused later ones or simply preceded them. explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH Determine the meaning of words and phrases as they are used in a RH Determine the meaning of words and phrases as they are used in a text, text, including vocabulary describing political, social, or economic aspects of including analyzing how an author uses and refines the meaning of a key term over the history/social science. course of a text (e.g., how Madison defines faction in Federalist No. 10). RH Compare the point of view of two or more authors for how they RH Evaluate authors' differing points of view on the same historical event or issue treat the same or similar topics, including which details they include and by assessing the authors' claims, reasoning, and evidence. emphasize in their respective accounts. RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. RH Compare and contrast treatments of the same topic in several RH By the end of grade 12, read and comprehend history/social studies texts in primary and secondary sources. the grades text complexity band independently and proficiently. RH By the end of grade 10, read and comprehend history/social studies WHST Conduct short as well as more sustained research projects to answer a texts in the grades 9-10 text complexity band independently and proficiently. question (including a self-generated question) or solve a problem; narrow or broaden the WHST Conduct short as well as more sustained research projects to inquiry when appropriate; synthesize multiple sources on the subject, demonstrating answer a question (including a self-generated question) or solve a problem; understanding of the subject under investigation. narrow or broaden the inquiry when appropriate; synthesize multiple sources on WHST Gather relevant information from multiple authoritative print and digital the subject, demonstrating understanding of the subject under investigation. sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the WHST Gather relevant information from multiple authoritative print and text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any digital sources, using advanced searches effectively; assess the usefulness of one source and following a standard format for citation. each source in answering the research question; integrate information into the Developing Questions and Planning Inquiries Constructing Essential Questions Constructing Supporting Questions SS.IS : Address essential questions that reflect an enduring issue in the field SS.IS : Explain how supporting questions contribute to an inquiry (Essential and Supporting Question Connections) *SL c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (Essential and Supporting Question Connections) *SL c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Determining Helpful Sources SS.IS : Develop new supporting and essential questions through investigations, collaboration, and using diverse sources. RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Gathering and Evaluating Sources RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH Compare and contrast treatments of the same topic in several primary and secondary sources. WHST Draw evidence from informational texts to support analysis, reflection, and research. RH Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Evaluating Sources and Using Evidence SS.IS : Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources. RH Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. WHST Draw evidence from informational texts to support analysis, reflection, and research.

3 Developing Claims and Using Evidence RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. WHST Write arguments focused on discipline-specific content. WHST a - Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. WHST b - Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. SS.IS : Identify evidence that draws information from multiple sources to revise or strengthen claims. RH Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. WHST Write arguments focused on discipline-specific content. WHST a - Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. WHST b - Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. Communicating Conclusions and Taking Informed Action Communicating Conclusions SS.IS : Construct and evaluate explanations and arguments using multiple sources and relevant, verified information. *SL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. *SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. WHST Write arguments focused on discipline-specific content. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. *SL Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. *SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. WHST Write arguments focused on discipline-specific content. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Critiquing Conclusions SS.IS : Articulate explanations and arguments to a targeted audience in diverse settings. *SL Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and *SL Initiate and participate effectively in a range of collaborative discussions (one- issues, building on others' ideas and expressing their own clearly and persuasively. issues, building on others' ideas and expressing their own clearly and persuasively. *SL Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, *SL Evaluate a speaker's point of view, reasoning, and use of evidence and identifying any fallacious reasoning or exaggerated or distorted evidence. rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, RH Assess the extent to which the reasoning and evidence in a text support the and tone used. author s claims. RH Evaluate an author's premises, claims, and evidence by corroborating or WHST e - Provide a concluding statement or section that follows from or supports the challenging them with other information. argument presented. WHST e - Provide a concluding statement or section that follows from or supports WHST f - Provide a concluding statement or section that follows from and supports the argument presented. the information or explanation presented (e.g., articulating implications or the significance WHST e - Provide a concluding statement or section that follows from and supports of the topic). the information or explanation provided (e.g., articulating implications or the significance of the topic). Taking Informed Action (dependent on format in which students Take Action, written or in oral format) *SL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. WHST Write arguments focused on discipline-specific content. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. SS.IS : Use interdisciplinary lenses to analyze the causes and effects of and identify solutions to local, regional, or global concerns. SS.IS : Use deliberative processes and apply democratic strategies and procedures to address local, regional, or global concerns and take action in or out of school. (dependent on format in which students Take Action, written or in oral format) *SL Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. WHST Write arguments focused on discipline-specific content. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. *Denotes Speaking & Listening Standards (SL) The S&L Standards are to be directly taught in English and Language Arts courses, but offer assistance to Social Science teachers in understanding the processes students use to comprehend and deliver information.

4 Civics Standards Civic and Political Institutions SS.CV : Distinguish the rights, roles, powers, and responsibilities of individuals and institutions in the political system. SS.CV : Evaluate the opportunities and limitations of participation in elections, voting, and electoral process. SS.CV : Analyze the impact of constitutions, laws, and agreements on the maintenance of order, justice, equality and liberty. SS.CV : Explain how the US Constitution established a system of government that has powers, responsibilities, and limits that have changed over time and are still contested while promoting the common good and protecting rights. Participation and Deliberation: Applying Civic Virtues and Democratic Principles SS.CV : Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights. SS.CV : Describe how political parties, the media, and public interest groups both influence and reflect social and political interests. SS.CV : Describe the concepts and principles that are inherent to American Constitutional Democracy. Processes, Rules and Laws SS.CV : Analyze how individuals use and challenge laws to address a variety of public issues. SS.CV : Evaluate public policies in terms of intended and unintended outcomes and related consequences. SS.CV : Explain the role of compromise and deliberation in the legislative process. Geography Standards Human-Environment Interaction: Place, Regions and Culture SS.G : Use maps (created using geospatial and related technologies, if possible), satellite images, and photographs to display and explain the spatial patterns of physical, cultural, political, economic and environmental characteristics. SS.G : Use self-collected or pre-existing data sets to generate spatial patterns at multiple scales that can be used to conduct analysis or to take civic action. Human Population SS.G : Analyze and explain how humans impact and interact with the environment and vice versa. SS.G : Evaluate how political and economic decisions have influenced cultural and environmental characteristics of various places and regions. SS.G : Analyze how human societies plan for and respond to the consequences of human-made and naturally occurring catastrophes and how these events impact, trade, politics and migration. Geographic Representations Human Environment Interaction Population SS.G : Analyze how historical events and the diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. SS.G : Evaluate how economic activities and political decisions impact spatial patterns within and among urban, suburban, and rural regions. SS.G : Evaluate how short and long term climate variability impacts human migration and settlement patterns, resource use and land uses. Global Interconnections SS.G : Describe and explain the characteristics that constitute a particular culture. SS.G : Explain how and why culture shapes worldview. SS.G : Explain how globalization impacts the cultural, political, economic, and environmental characteristics of a place or region. SS.G : Evaluate how competition for scarce natural resources contributes to conflict and cooperation within and among countries.

5 Economics and Financial Literacy Standards Economic Decision Making SS.EC : Analyze how scarcity and incentives influence choices to consume or produce for different individuals and groups. SS.EC : Use marginal benefits and marginal costs to propose a solution to an economic issue for an individual or community. Exchange and Markets SS.EC : Evaluate how much competition exists within and among sellers and buyers in specific markets. SS.EC : Evaluate the effectiveness of government policies to improve market outcomes, address inequality, or reduce inefficiencies. SS.EC : Analyze the ways in which competition and government regulation influence what is produced and distributed in a market system. The National and Global Economy SS.EC : Use data and economic indicators to analyze past and current states of the economy and predict future trends. SS.EC : Describe how government policies are influenced by and impact a variety of stakeholders. SS.EC : Analyze how advances in technology and investment in capital goods and human capital affect economic growth and standards of living. SS.EC : Analyze the role of comparative advantage in global trade of goods and services. SS.EC : Explain how globalization trends and policies affect social, political, and economic conditions in different nations. Financial Literacy SS.EC.FL : Analyze the costs and benefits of various strategies to increase income. SS.EC.FL : Explain how to make informed financial decisions by collecting information, planning, and budgeting. SS.EC.FL : Explain how time, interest rates, and inflation influence savings patterns over a lifetime. SS.EC.FL : Analyze costs and benefits of different credit and payment options for goods and services, the role of lenders, and interest. SS.EC.FL : Evaluate risks and rates of return of diversified investments. SS.EC.FL : Analyze the costs and benefits of insurance, including the influences of an individual s characteristics and behavior. History Standards Change, Continuity, and Context SS.H : Evaluate how historical developments were shaped by time and place as well as broader historical contexts. SS.H : Analyze change and continuity within and across historical eras. SS.H : Evaluate the methods utilized by people and institutions to promote change. SS.H : Analyze how people and institutions have reacted to environmental, scientific, and technological changes. Perspectives SS.H : Analyze the factors and historical context that influenced the perspectives of people during different historical eras. SS.H : Analyze the concept and pursuit of the American Dream. SS.H : Identify the role of individuals, groups, and institutions in people s struggle for safety, freedom, equality and justice. SS.H : Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups. Historical Sources and Evidence SS.H : Analyze the relationship between historical sources and the secondary interpretations made from them. Causation and Argumentation SS.H : Analyze the causes and effects of global conflicts and economic crises. SS.H : Analyze multiple and complex causes and effects of events in the past. SS.H : Analyze the geographic and cultural forces that have resulted in conflict and cooperation.

6 Anthropology Standards SS.Anth SS.Anth SS.Anth SS.Anth SS.Anth SS.Anth Analyze the elements of culture and explain the factors that shape these elements differently around the world. Explain how cultures develop and vary in response to their physical and social environment, including local, national, regional, and global patterns. Explain why anthropologists study culture from a holistic perspective. Evaluate one s own cultural assumptions using anthropological concepts. Apply anthropological concepts and anthropological knowledge to a variety of everyday, real-world situations. Explain how local actions can have global consequences, and how global patterns and processes can affect seemingly unrelated local actions. Psychology Standards SS.Psy SS.Psy Identify scientific methodologies utilized in psychological research. Evaluate the conclusions made by psychological research, including ethical concerns. SS.Psy Understand a variety of psychological perspectives and apply their concepts and theoretical ideas to the investigation of similarities and differences in behavior and mental processes. SS.Psy SS.Psy SS.Psy Analyze how biological, psychological, and sociocultural factors and their interactions influence individuals behavior and mental processes. Evaluate the complexities of human thought and behavior, as well as the factors related to the individual differences among people. Identify and apply psychological thinking to personal and societal experiences and issues. SS.Psy SS.Psy Apply psychological knowledge to their daily lives. Use appropriate psychological terminology with reference to psychologists, their experiments, and theories in order to explain the possible causes of and impact on behavior and mental processes. SS.Soc SS.Soc SS.Soc SS.Soc SS.Soc Sociology Standards Identify and apply the sociological perspective and a variety of sociological theories. Analyze the impact of social structure, including culture, institutions, and societies. Hypothesize how primary agents of socialization influence the individual. Describe the impact of social relationships on the self, groups, and socialization processes Explain the social construction of self and groups and their impact on the life chances of individuals. SS.Soc Analyze the impact of stratification and inequality on groups and the individuals within them.