Grades 9-10: NYS Social Studies and ELA Standards (Key Ideas and Performance Indicators)

Social Studies Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space, and the ways different people view the same event or issue from a variety of perspectives.

Students in grades 9 and 10 will demonstrate this understanding by-

Defining culture and civilization, explaining how they developed and changed over time. Investigating the various components of cultures and civilizations including political systems
Explaining the political development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time
Analyzing historic and political events from around the world by examining accounts written from different perspectives
Investigating important political events and developments in world history such as the rise of the Greek, Roman, and African civilizations, and the development of constitutional democracies, through the eyes and experiences of those who were there, as reported in their literature, histories, diaries, letters, debates, and artifacts (Taken from: National Standards for World History)
Explaining how important political events and developments in world history such as imperialism and nationalism can be viewed from multiple perspectives, noting how different values, motives, beliefs, frames of reference, and perspectives influence interpretations of the past

Social Studies Standard 5: Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity of establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Key Idea 1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from: The National Standards for Civics and Government, 1994)

Students in grades 9 and 10 will demonstrate this understanding by-

Analyzing how the values of a nation and international organizations such as the United Nations, NATO, OAS, and the African National Congress influence the guarantee of human rights and make provisions for human needs
Describing the nature and evolution of constitutional democracies throughout the world
Comparing and contrasting various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, judicial systems, and political culture(Adapted from: Curriculum Standards for the Social Studies, National Council for the Social Studies)
Identifying and analyzing advantages and disadvantages of various governmental systems over time and in different locations
Analyzing various writings of Hobbes, Locke, Rousseau, and other Enlightenment thinkers to compare and contrast their political philosophies
Explaining the meaning of “social contract theory” and discussing how it was applied to the establishment of civil society and legitimate governments in many nations of the world
Comparing and contrasting the American federal system with that of other democratic nations

English Language Arts Standards

Standard 1: Students will read, write, listen, and speak for information and understanding.

Grades 9 and 10 students will demonstrate this understanding by-

Locating and using school, public, academic, and special library resources to gather information about the significant political contributions made by various world civilizations including Greek, Roman, Chinese, Indian, African, and Mesoamerican
Reading from informational texts such as reference materials, primary and secondary sources, national and international newspapers, journals, biographies and autobiographies, and online and electronic databases to collect information about the evolution of constitutional democracies throughout the world
Writing research reports, document-based essays, and feature articles about the spread of Islam and its role in preserving Greek and Roman culture
Taking and organizing notes taken from various historical websites such as The Ancient World Web (http://www.julen.net/aw/), the Perseus Project (http://www.perseus.tufts.edu) or Odyssey in Egypt (http://www.website1.com/odyssey) to prepare written reports about the contributions made by ancient civilizations to civics and government
Listening to media presentations such as documentaries, films, news broadcasts, and taped interviews about the rise of nationalism and its effects in different parts of the world during the 20th century
Listening to school and public panel discussions about human rights violations and the roles played by the United States, England, and other members of the United Nations in advancing human rights throughout the world

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Grades 9 and 10 students will demonstrate this standard by-

Reading from texts, editorials, public documents, electronic resources including databases, texts of speeches, and historical periodicals to gather information about the rise of totalitarianism during the 20th century and its impact on global history
Analyzing and evaluating nonfiction texts and documents as part of a document-based essay by determining the significance and reliability of the information and the author’s perspective and frame of reference
Writing expository essays, editorials, political speeches, and responses to thematic essay questions
Articulating one or more perspectives on a political issue (such as one’s own and/or those of a special interest group) to summarize arguments on different sides of issues and historical dilemmas
Developing critiques of historians’ arguments from more than one perspective, such as social, cultural, political, and geographic
Writing in order to influence or persuade others to support a particular point of view or perspective on a political issue
Listening to news reports and documentaries in order to identify different perspectives on political questions of national and international concern such as ethnic conflicts, environmental problems, and minority rights
Conducting interviews with political representatives about global issues in order to identify the causes for the problem, alternative solutions, potential consequences, and best alternative course of action
Debating global problems such as human rights issues, the extension of women’s rights, child labor, illegal immigration, universal health care, and solutions to world hunger
Presenting oral reports about current or historic global events including information from historic documents, government archives, speeches, and professional journals
Role playing different sides in a debate about various political issues challenging the world today including terrorism, nuclear proliferation, resource depletion, hunger, AIDS, and economic development