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TRENTON PUBLIC SCHOOLS

SECONDARY CURRICULUM GUIDE

SOCIAL STUDIES

I. Acknowledgements

II. Board Policy

III. District Mission and Introduction

IV. Curriculum

BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 1

Acknowledgments

Board of Education Members Ms. Sasa Olessi Montano. .............................................................................................President Ms. Mary Taylor-Hayes...................................................................................................Vice President

Ms. Denise Millington, Mr. Jason Redd, Dr. Jane Rosenbaum, Ms. Patrice Daley Ms. Roslyn Council, Ms Justine L. Torres, Mr. Gerald Truehart,,..........................................Board Members

District Administration Mr. Francisco Durán, Superintendent...................................................................................Superintendent of Schools Ms. Lucy Feria......................................................................................................................Chief Academic Officer Mr. Ron Zalika .....................................................................................................................Supervisor of Social Studies

Curriculum Writing

Committee

Debra Amon Lakia Bristow Barry Conboy

Melissa Feeney William Pyper Kira Royster

Matthew Russell Leslie Sanders Robin Strand

Lysette Toro-Mays


POLICY

TRENTON BOARD OF EDUCATION

PROGRAM

2230 CURRICULUM GUIDES

The Board of Education directs the preparation of a guide for each approved course of study in order to direct and assist teaching staff members toward the attainment of goals addressed by that course.

Each curriculum guide will contain, as appropriate to the course of study, content standards; objectives, concepts, and skills to be taught; attitudes and appreciations to be developed; suggested activities designed to achieve the objectives; suggested methods of instruction; performance indicators; evaluation criteria intended to test the extent to which learning objectives have been achieved; and a reading list of supplemental titles for the guidance of teachers.

The curriculum guides will be the basic instructional tool for each course of study.

Each teacher shall conduct the course of study as required by the curriculum guide. Any deviation from the content of the guide must be approved by the Assistant Superintendent for Curriculum, Instruction, and Assessment in advance of its implementation.

The Superintendent shall be responsible for the preparation of curriculum guides, and shall develop a plan for such preparation that includes the participation of appropriate staff members and resource personnel; the participation of members of the community; the participation of pupils at appropriate grade levels; continuing research in instructional methods, materials, and activities; systematic review of all curriculum guides to ensure their continuing usefulness in achieving goals set by the Board; and a system of administrative review to ensure that curriculum guides are being followed by teaching staff members to the degree of conformity desired by the Board.

All new curriculum guides and revisions of existing guides shall be submitted to the Board for approval before they are implemented.

Copies of all current curriculum guides shall be kept on file in the office of the Assistant Superintendent for Curriculum, Instruction, and Assessment.

N.J.S.A. 18A:33-1

Adopted:


Mission Statement "All students will graduate with a vision for their futures, motivated to learn

continually and prepared to succeed in their choice of college or career."

Trenton Public School District

Introduction

Curriculum is a written plan that drives instruction. It delineates the skills and

concepts taught and evaluated to enhance student achievement. The Trenton

Public School District Curriculum Guide includes:

• Alignment to the New Jersey Core Curriculum Content Standards and Supporting

Cumulative Progress Indicators

• "Big ideas" that are essential, enduring, have value beyond the classroom and answer the

question, Why is this topic worth studying?

• Content (students will know ...) and skills (students will be able to ...)

• Assessments

• Teaching strategies and resources

• Cross curricular connections

• A scope and sequence

• A pacing guide

• Technology integration

• Modifications for special education students, English language learners and gifted students


TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR:

HISTORY THROUGH FILM: AMERICA FOREIGN POLICY AFTER WWII

Course Description History Through Film: America After WWII is a secondary elective course that examines American foreign policy after 1945. Students critically analyze how American historical conflicts are portrayed and worked out in popular films. By watching, discussing, and writing about these films, students will examine how motion pictures create a window into American foreign affairs. Students learn how to read American films as cultural texts that help us as a society better understand history and culture. Students will also interpret this history through class dialogue, debates, select readings, internet-based activities, and extensive media analysis. Students will work both individually and in groups, using a variety of methods, including technology, to present their research and conclusions. The following curriculum is aligned with the 2009 New Jersey Core Curriculum Standards (6.1. US History, 21st Century Life & Career Skills, and the National Common Core Standards for English Language Arts and Literacy in History/Social Studies.

Pacing Guide

Unit Unit Pacing Days

1 US Foreign Policy During

the Cold War

MP1 or MP3 23

2 Contemporary Foreign Affairs MP2 or MP 4 22


Unit 1: US Foreign Policy During The Cold War Pacing: MP 1 or MP3

Content Area/Course: History Through Film

NJ Core Content Curriculum Standards Addressed in this Unit

6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United

States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.

6.1.12.A.12.b Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.

6.1.12.A.12.c Explain how the Arab-Israeli conflict influenced American foreign policy. 6.1.12.B.12.a Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European

nations in the post World War II period. 6.1.12.C.12.d Assess the role of the public and private sectors in promoting economic growth and ensuring

economic stability. 6.1.12.D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil

liberties. 6.1.12.D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing

counties affected international relations. 6.1.12.D.12.d Compare and contrast American public support of the government and military during the Vietnam

War with that of other conflicts. 6.1.12.D.12.e Analyze the role that media played in bringing information to the American public and shaping public

attitudes toward the Vietnam War.

Common Core State Standards Addressed in this Unit RH.11-12.1 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.11-12.2 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.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords

with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how

an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RH.11-12.5 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.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

WHST.11-12.1 Write arguments focused on discipline-specific content. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

Stage 1- Desired Results


approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing

products in response to ongoing feedback, including new arguments or information. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital 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 text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. WHST.11-12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4 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.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression


Essential Questions • What were the causes and results of the Cold

War?

• How did the US deal with the Cold War, both

domestically and abroad?

• What lessons for Americans emerged from the

Vietnam War?

• What is America’s responsibility to the world’s

community?

Enduring Understandings

• Individual and group efforts have shaped the civil

rights struggle in America

• Regional geographic differences can result in

social, economic, and political differences

• Citizens can influence government in many ways if

they choose to participate

Unit Content: Unit Skills

Cover in This Approximate Order: 1. Cold War - causes and rise of brinksmanship as

the major weapon of war

2. Nuclear Weapons and expansion of communism - expansion across the globe and international tensions they created

• Korean War • Bay of Pigs • Cuban Missile Crisis • Vietnam • Reagan Gorbachev Era • Collapse of Soviet Union

Chronological Thinking • Compare present and past events to evaluate the

consequences of past decisions and to apply lessons learned

• Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.

Spatial Thinking • Construct various forms of geographic

representations to show the spatial patterns of physical and human phenomena.

• Relate current events to the physical and human characteristics of places and regions.

Critical Thinking • Distinguish valid arguments from false arguments

when interpreting current and historical events. • Evaluate sources for validity and credibility and to

detect propaganda, censorship, and bias. Presentation Skills

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.


Suggested Performance Task & Criteria:

• History Versus Hollywood Project: (See Appendix for description)

Other Evidence (Formative & Summative):

Formative:

• Differentiated Interactive Notebook Entries • Student Role-Playing Activities • Teacher Observation • Exit Slips & 3-2-1 Reflections • Quizzes

Summative: Required: Common Unit Assessment at end of MP

Instructional Activities/Strategies to enable students to achieve desired results:

Suggested Instructional Activities/Strategies to enable students to achieve desired results:

1. Cold War Films:

Fail Safe Manchurian Candidate Thirteen Days Path of War Hunt for Red October

Accommodations for ELL and Special Education Students:

See Appendix

Unit Resources Technology Integration

Primary/Secondary Sources:

• See Appendix for primary source

documents and readings

• American Vision, Chapters 26, 27, 28, 29, and 30

Suggested Software/Hardware/Websites:

• Microsoft Office Applications

• Desktop Computers/Mobile Laptop Carts

• Cicero: Beyond the Textbook (Grant Code:

WW08100)

• See Social Studies Department Webpage for Comprehensive List of General Resources

Stage 2- Assessment

Stage 3 – Learning Pan


Unit 2: American Involvement in Foreign Affairs Pacing: MP 2 or MP4

Content Area/Course: History Through Film: America After WWII

NJ Core Content Curriculum Standards Addressed in this Unit 6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies. 6.1.12.A.15.b

Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.

6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.

6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.

6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.

6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.

6.1.12.B.15.a Evaluate the effectiveness of the United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises.

6.1.12.C.15.a Relate the role of America’s dependence on foreign oil to its economy and foreign policy. 6.1.12.D.15.a

Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.

6.1.12.D.15.b Compare the perspectives of other nations and the United States regarding United States foreign policy.

6.1.12.D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.

6.1.12.D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

Common Core State Standards Addressed in this Unit RH.11-12.1 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.11-12.2 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.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords

with textual evidence, acknowledging where the text leaves matters uncertain. RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how

an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RH.11-12.5 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.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent

Stage 1- Desired Results


understanding of an idea or event, noting discrepancies among sources. RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR

text complexity band independently and proficiently. WHST.11-12.1 Write arguments focused on discipline-specific content. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience. WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing

products in response to ongoing feedback, including new arguments or information. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital 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 text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. WHST.11-12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.4 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.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression


Essential Questions

Enduring Understandings

• Should the United States get involved in foreign

countries’ wars? • Should the United States attempt to prevent

genocides at the possible expense of American lives?

• Do the economic rewards for getting involved with Middle Eastern countries outweigh the risks?

• Is the United States responsible for spreading democracy throughout the world?

• The United States possesses the power to influence

many countries through political decisions, the military, culture, economics and technology

• In the global age other countries including smaller countries have the potential to influence the United States in dramatic ways

• The United States has a long history of intense debate between those that want to maintain an isolationist stance and those that want the United States to assume responsibility for dealing with the world’s problems

• The United States has been forced to decide whether or not it should get involved in foreign civil wars, coup d’etats, genocides, relief for natural disasters, and foreign wars

• The United States plays an important role as a third party mediator in Middle Eastern peace negotiations

• The global network of radical fundamentalist Muslims threatens stability in many parts of the world thereby influencing the United States’ policy making decisions

Unit Content: Unit Skills

Cover in This Approximate Order:

1. Iran Hostage Crisis

• Argo 2. Somalia

• Black Hawk Down

3. US War on Terror

• The Kingdom • Zero Dark Thirty

Chronological Thinking • Compare present and past events to evaluate the

consequences of past decisions and to apply lessons learned


Spatial Thinking • Construct various forms of geographic representations

to show the spatial patterns of physical and human phenomena.


Critical Thinking • Distinguish valid arguments from false arguments when

interpreting current and historical events. • Evaluate sources for validity and credibility and to detect

propaganda, censorship, and bias.

Presentation Skills • Take a position on a current public policy issue and

support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.


Suggested Performance Task & Criteria:

• History Versus Hollywood Project: (See Appendix for description)

Other Evidence (Formative & Summative):

Formative:

• Differentiated Interactive Notebook Entries • Student Role-Playing Activities • Teacher Observation • Exit Slips & 3-2-1 Reflections • Quizzes

Summative: Required: Common Unit Assessment at end of MP



• See Unit Resources section

Accommodations for ELL and Special Education Students:

See Appendix

Unit Resources Technology Integration

Primary/Secondary Sources:

• See list of films in Instructional Activities

• See list of primary source readings in Appendix

• American Vision, Chapters 31-34

Suggested Software/Hardware/Websites:

• Microsoft Office Applications

• Desktop Computers/Mobile Laptop Carts

• Cicero: Beyond the Textbook (Grant Code:

WW08100)

• See Social Studies Department Webpage for Comprehensive List of General Resources

Stage 2- Assessment

Stage 3 – Learning Pan


Content Area Social Studies Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Era Postwar United States (1945 to early 1970s) Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 12. Postwar United States: Cold War Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years.

A. Civics, Government, and Human Rights

6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.

6.1.12.A.12.b Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.

6.1.12.A.12.c Explain how the Arab-Israeli conflict influenced American foreign policy. B. Geography, People and the Environment

6.1.12.B.12.a Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period.

C. Economics, Innovation, and Technology

6.1.12.C.12.a Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.

6.1.12.C.12.b Assess the impact of agricultural innovation on the world economy. 6.1.12.C.12.c Analyze how scientific advancements impacted the national and global economies

and daily life. 6.1.12.C.12.d Assess the role of the public and private sectors in promoting economic growth and

ensuring economic stability. D. History, Culture, and Perspectives

6.1.12.D.12.a Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East.

6.1.12.D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.

6.1.12.D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.

6.1.12.D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.

6.1.12.D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.




Era Postwar United States (1945 to early 1970s) Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 13. Postwar United States: Civil Rights and Social Change The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.


6.1.12.A.13.a Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.

6.1.12.A.13.b Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.

6.1.12.A.13.c Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States.

B. Geography, People, and the Environment

6.1.12.B.13.a Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.

6.1.12.B.13.b Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.


6.1.12.C.13.a Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.

6.1.12.C.13.b Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.

6.1.12.C.13.c Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today.

6.1.12.C.13.d Relate American economic expansion after World War II to increased consumer demand. D. History, Culture, and Perspectives

6.1.12.D.13.a Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.

6.1.12.D.13.b Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.

6.1.12.D.13.c Analyze the successes and failures of women’s rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities.

6.1.12.D.13.d Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.

6.1.12.D.13.e Explain why the Peace Corps was created and how its role has evolved over time. 6.1.12.D.13.f Relate the changing role of women in the labor force to changes in family structure.




Era Contemporary United States (1970-Today) Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 14. Contemporary United States: Domestic Policies Differing views on government’s role in social and economic issues led to greater partisanship in government decision making. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.


6.1.12.A.14.a Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times.

6.1.12.A.14.b Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.

6.1.12.A.14.c Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups.

6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.

6.1.12.A.14.e Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.

6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.

6.1.12.A.14.g Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).

6.1.12.A.14.h Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security.


6.1.12.B.14.a Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.

6.1.12.B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.

6.1.12.B.14.c Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.

6.1.12.B.14.d Analyze the use of eminent domain in New Jersey and the United States from a variety of perspectives.


6.1.12.C.14.a Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies.

6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy

6.1.12.C.14.c Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society.

6.1.12.C.14.d Relate the changing manufacturing, service, science, and technology industries and


educational opportunities to the economy and social dynamics in New Jersey. D. History, Culture, and Perspectives

6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies. 6.1.12.D.14.b Assess the effectiveness of actions taken to address the causes of continuing urban

tensions and violence. 6.1.12.D.14.c Determine the impact of the changing role of labor unions on the economy, politics,

and employer-employee relationships. 6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences,

and individuals with disabilities have met their goals of equality in the workplace, politics, and society.

6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions.

6.1.12.D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.





Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 15. Contemporary United States: International Policies The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests, and the development of democratic societies.


6.1.12.A.15.a Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure.

6.1.12.A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.

6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.

6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.

6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.

6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.


6.1.12.B.15.a Evaluate the effectiveness of the United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises.


6.1.12.C.15.a Relate the role of America’s dependence on foreign oil to its economy and foreign policy.

6.1.12.C.15.b. Assess economic priorities related to international and domestic needs, as reflected in the national budget.

D. History, Culture, and Perspectives

6.1.12.D.15.a Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.

6.1.12.D.15.b. Compare the perspectives of other nations and the United States regarding United States foreign policy.

6.1.12.D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.

6.1.12.D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.





Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 16. Contemporary United States: Interconnected Global Society Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.


6.1.12.A.16.a Determine the impact of media and technology on world politics during this time period.

6.1.12.A.16.b Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies.

6.1.12.A.16.c Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries.


6.1.12.B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.


6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.

6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship. 6.1.12.C.16.c Assess the impact of international trade, global business organizations, and overseas

competition on the United States economy and workforce. D. History, Culture, and Perspectives

6.1.12.D.16.a Analyze the impact of American culture on other world cultures from multiple perspectives.

6.1.12.D.16.b Explain how and why technology is transforming access to education and educational practices worldwide.

6.1.12.D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.


6.2.8.C.4.d Analyze the relationship between trade routes and the development of powerful city-states and kingdoms in Africa.

6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.


6.2.8.D.4.a Explain how contact between nomadic peoples and sedentary populations had both positive and negative political, economic, and cultural consequences.

6.2.8.D.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy,

and evaluate the impact these hierarchical structures had on the lives of various groups of people.

6.2.8.D.4.d Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.

6.2.8.D.4.e Assess the demographic, economic, and religious impact of the plague on Europe.

6.2.8.D.4.f Determine which events led to the rise and eventual decline of European feudalism. 6.2.8.D.4.g Analyze the immediate and long-term impact on China and Europe of the open

exchange between Europe and the Yuan (Mongol) Dynasty. 6.2.8.D.4.h Determine the extent to which the Byzantine Empire influenced the Islamic world and

western Europe. 6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of

Timbuktu to the development and spread of learning, and the impact Islam continues to have on African society.

6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.


6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations. 6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and

the environment. D. History, Culture, and Perspectives

6.2.12.D.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.

6.2.12.D.5.b Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries.

6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political equality in various countries.


Content Area Social Studies Standard 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past

interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Era Contemporary Issues Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI) 6. Contemporary Issues Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.


6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.


6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.


6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.

6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.

6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.

6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.


6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate the impact on traditional cultures and values.


Content Area Social Studies Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and

promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Grade Level By the end of grade 12

Content Statement Strand CPI # Cumulative Progress Indicator (CPI)

Active citizens in the 21st century: • Determine the

credibility and value of information, while also considering context, point of view, and multiple perspectives.

• Analyze sources of prejudice and discrimination and propose solutions to eliminate them.

• Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.

• Critically analyze information, make ethical judgments, and responsibly address controversial issues.

• Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.

• Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions.


6.3.12.A.1 Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.

6.3.12.A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.

B. Geography, People and the Environment

6.3.12.B.1 Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.


6.3.12.C.1 Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders.

D. History, Culture, and Perspectives 6.3.12.D.1 Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.


Social Studies Timeframe Table Note: The numbering of time periods (in Content Statements and coded CPI numbers) sometimes reflects the overall era and

sometimes reflects a time period within an era, as indicated below. Standard Grades 5-8 Grades 9-12 Standard 6.1 U.S. History: America in the World

Three Worlds Meet (Beginnings to 1620) 1. Three Worlds Meet

Colonization and Settlement (1585-1763) 2. Colonization and Settlement

Revolution and the New Nation (1754-1820s) 3. Revolution and the New Nation

Expansion and Reform (1801-1861) 4. Expansion and Reform

Civil War and Reconstruction (1850-1877) 5. Civil War and Reconstruction

Colonization and Settlement (1585-1763)* 1. Colonization and Settlement

Revolution and the New Nation (1754-1820s) 2. Revolution and the New Nation

Expansion and Reform (1801-1861) 3. Expansion and Reform

Civil War and Reconstruction (1850-1877) 4. Civil War and Reconstruction

The Development of the Industrial United States (1870-1900) 5. The Development of the Industrial United States

The Emergence of Modern America (1890-1930) 6. Progressive Reforms 7. World War I 8. Roaring Twenties

The Great Depression and World War II (1929-1945) 9. The Great Depression 10. New Deal 11. World War II

Postwar United States (1945 to early 1970s) 12. Cold War 13. Civil Rights and Social Change

Contemporary United States (1970-Today) 14. Domestic Policies 15. International Policies 16. Interconnected Global Society

Standard 6.2 World History/ Global Studies

The Beginnings of Human Society 1. Paleolithic and Neolithic Ages

Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) 2. Ancient River Valley Civilizations

The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) 3. The Classical Civilizations of the

Mediterranean World, India, and China Expanding Exchanges and Encounters (500 CE-

1450 CE) 4. Expanding Exchanges and Encounters

The Emergence of the First Global Age (1350-1770) 1. Global Interactions and Colonialism

Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) 2. Renaissance, Reformation, Scientific

Revolution, and Enlightenment Age of Revolutions (1750-1914)

3. Political and Industrial Revolutions, Imperialism, Reform, and Global Impact

A Half-Century of Crisis and Achievement (1900-1945) 4. The Era of the Great Wars

The 20th Century Since 1945 (1945-Today) 5. Challenges for the Modern World

Contemporary Issues 6. Contemporary Issues

* The earlier era, Three Worlds Meet (Beginnings to 1620), is not included at the high school level.


Social Studies Skills Table Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using

them to solve a problem or find a solution to a public policy question?

Social Studies Skill K-4 5-8 9-12

Chronological Thinking • Place key historical events and people in historical eras using timelines.

• Construct timelines of the events occurring during major eras.

• Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.

• Explain how the present is connected to the past.

• Explain how major events are related to one another in time.


Spatial Thinking • Determine locations of places and interpret information available on maps and globes.

• Select and use various geographic representations to compare information about people, places, regions, and environments.

• Construct various forms of geographic representations to show the spatial patterns of physical and human phenomena.

• Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments.

• Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.


Critical Thinking • Distinguish fact from fiction. • Compare and contrast differing interpretations of current and historical events.

• Distinguish valid arguments from false arguments when interpreting current and historical events.

• Identify and use a variety of primary and secondary sources for reconstructing the past (i.e., documents, letters, diaries, maps, photos, etc.).

• Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.

• Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.

Presentational Skills • Use evidence to support an idea in a written and/or oral format.

• Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

• Take a position on a current public policy issue and support it with historical evidence, reasoning, and constitutional analysis in a written and/or oral format.


Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS

StandardS for

Literacy in History/Social Studies, Science, and technical Subjects

6–12



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College and Career readiness anchor Standards for reading The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

range of reading and Level of text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing for additional standards relevant to gath-ering, assessing, and applying information from print and digital sources.

Note on range and content of student reading

Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.


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RHReading Standards for Literacy in History/Social Studies 6–12 The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Key Ideas and details

1. Cite specific textual evidence to support analysis of primary and secondary sources.

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

1. 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.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. 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.

2. 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.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

5. 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.

6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

6. 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.

6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.


7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

9. Analyze the relationship between a primary and secondary source on the same topic.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.


10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 50


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RSTRSTReading Standards for Literacy in Science and Technical Subjects 6–12 Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:

Key Ideas and details

1. Cite specific textual evidence to support analysis of science and technical texts.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.



5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.


7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.


10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.BOE Approved: 8/26/13 Trenton Public Schools: Dept. of Social Studies 51


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College and Career readiness anchor Standards for Writing The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

text types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Note on range and content of student writing

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.


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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:text types and Purposes

1. Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section

that follows from and supports the argument presented.

1. Write arguments focused on discipline-specific content.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.

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.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

1. Write arguments focused on discipline-specific content.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.

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.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.


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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:text types and Purposes (continued)

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing what

is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize ideas,

concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize complex ideas,

concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

3. (See note; not applicable as a separate requirement)



Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.


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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:Production and distribution of Writing




5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

research to Build and Present Knowledge

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital 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 text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from informational texts to support analysis reflection, and research.

9. Draw evidence from informational texts to support analysis, reflection, and research.

9. Draw evidence from informational texts to support analysis, reflection, and research.

range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




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