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History/Social Science Content Standards
Quick Guide
Grades Six through Twelve
San Bernardino City
Unified School District
Curriculum, Instruction and Accountability
Secondary Education
sbcusd.com
June
2009
Connecting Student Achievement to Standards
Grade Six
World History and Geography: Ancient Civilization
Text: Houghton Mifflin: World History - Ancient History
Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major
western and non-western ancient civilizations. Geography is of special significance in the development of the human story. Continued
emphasis is placed on the everyday lives, problems and accomplishments of people, their role in developing social, economic and
political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher
levels of critical thinking by considering why civilizations developed, where and when they did, why they became dominant, and why
they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link,
despite time, between the contemporary and ancient worlds.
Standards
Students will be able to
 Describe what is known through archaeological studies of the early physical and cultural development of humankind from the
Paleolithic Era to the agricultural revolution.
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Analyze the geographic, political, economic, religious and social structure of the early civilizations of Mesopotamia, Egypt, and
Kush.
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Analyze the geographic, political, economic, religious and social structures of the early civilizations of the Ancient Hebrews.
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Analyze the geographic, political, economic, religions and social structures of the early civilization of ancient Greece.
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Analyze the geographic, political, economic, religious and social structures of the early civilization of India.
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Analyze the geographic, political, economic, religious and social structures of the early civilization of China.
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Analyze the geographic, political, economic, religious and social structures of the early civilizations of Rome.
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Connecting Student Achievement to Standards
Grade Seven
World History and Geography: Medieval and Early Modern Times
Text: McDougal Littell: World History and Geography - Medieval and Early Modern Times
Students in grade seven study the social, cultural, and technological changes that occurred in Europe, Africa and Asia from
500 – 1789 A.C.E. After reviewing the ancient world and the ways in which archaeologists and historians uncover the past, students
study the history and geography of great civilizations that were developing concurrently throughout the world during medieval and
early modern times. They examine the growing economic interaction among civilizations as well as the exchange of ideas, beliefs,
technologies and commodities. Students learn about the resulting growth of Enlightenment philosophy and the new examination of
the concepts of reason and authority, the natural rights of people and the divine right of kings, and the experimentalism in science and
the beliefs. Finally, students assess the political forces initiated by the Enlightenment and the rise of democratic ideas and the
influence of those ideas on the world today.
Standards
Students will be able to
 Analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
 Analyze the geographic, political, economic, religious and social structures of civilizations of Islam in the Middle Ages.
 Analyze the geographic, political, economic, religious and social structures of civilizations of China in the Middle Ages.
 Analyze the geographic, political, economic, religious and social structures of civilizations of the Sub-Saharan civilizations of
Ghana and Mali in Medieval Africa.
 Analyze the geographic, political, economic, religious and social structures of civilizations of Medieval Japan.
 Analyze the geographic, political, economic, religious and social structures of civilizations of Medieval Europe.
 Compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean
civilizations.
 Analyze the origins, accomplishments and geographic diffusion of the Renaissance.
 Analyze the historical developments of the Reformation.
 Analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political and cultural
institutions.
 Analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (Age of Exploration, the
Enlightenment, and the Age of Reason).
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Connecting Student Achievement to Standards
Grade Eight
United States History and Geography: Growth and Conflict
Text: McDougal Littell: Creating America
Students in grade eight study the ideas, issues and events from the framing of the Constitution up to Reconstruction and the
Industrial Revolution. After reviewing the development of America’s democratic institutions founded in the Judeo-Christian heritage
and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American
politics, society, culture and economy and relate them to the emergence of major regional differences. They learn about the challenges
facing the new nation, with an emphasis on the causes, course and consequences of the Civil War. Students make connections
between the rise of industrialization and contemporary social and economic conditions.
Standards
Students will be able to
 Understand the major events preceding the founding of the nation and relate their significance to the development of American
constitutional democracy.
 Analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the
federal government.
 Understand the foundation of the American political system and the ways in which citizens participate in it.
 Analyze the aspirations and ideals of the people of the new nation.
 Analyze U.S. foreign policy in the early Republic.
 Analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis
on the Northeast.
 Analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis
on the South.
 Analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis
on the West.
 Analyze the early and steady attempts to abolish slavery and realize the ideals of the Declaration of Independence.
 Analyze the multiple causes, key events and complex consequences of the Civil War.
 Analyze the character and lasting consequence of Reconstruction.
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Analyze the transformation of the American economy and the changing social and political conditions in the United States in
response to the Industrial Revolution.
Connecting Student Achievement to Standards
Grade Nine
World Geography
Text: McDougal Littell: World Geography
The world geography course is designed to familiarize high school students with both the physical location of places on earth and the
cultural differences and similarities among the various countries of the world. Students will be exposed to the economic, political,
social and geographic characteristics and trends in the major world regions. In addition, students will learn and practice various social
studies skills; map reading, graph and chart interpretation, oral communication, library research techniques, and paragraph essay
writing within a social science context.
World Geography is taught as a local option in the San Bernardino City Schools, which entails the study of:
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Physical Geography
The United States and Canada
Latin America
Europe
Russia and the Republics
Career Awareness
Africa
Southwest Asia
South Asia
East Asia
Southeast Asia, Oceania and Antarctica
World Geography uses the National Geographic Standards to support, guide and enhance the curriculum.
The W orld in Spatial Terms
The geographically informed person knows and understands:
Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial
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perspective.
Standard 2: How to use mental maps to organize information about people places, and environments in a spatial context.
Standard 3: How to analyze the spatial organization of people, places, and environments on Earth's surface.
P laces and Regions
The geographically informed person knows and understands: ·
Standard 4: The physical and human characteristics of places. Standard 5: That people create regions to interpret Earth's complexity. Standard 6: How culture and experience influence people's perceptions of places and regions. Physical Systems
The geographically informed person knows and understands: Standard 7: The physical processes that shape the patterns of Earth's surface. Standard 8: The characteristics and spatial distribution of ecosystems on Earth's surface. Human Systems
The geographically informed person knows and understands:
Standard 9: The characteristics, distribution, and migration of human populations on Earth's surface.
Standard 10: The characteristics, distribution, and complexity of Earth's cultural mosaics.
Standard 11: The patterns and networks of economic interdependence on Earth's surface.
Standard 12: The processes, patterns, and functions of human settlement.
Standard 13: How the forces of cooperation and conflict among people influence the division and control of Earth's surface.
Environment and Society
The geographically informed person knows and understands: Standard 14: How human actions modify the physical environment. Standard 15: How physical systems affect human systems. Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources. The Uses of Geography
The geographically informed person knows and understands: Standard 17: How to apply geography to interpret the past. Standard 18: How to apply geography to interpret the present and plan for the future.
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Connecting Student Achievement to Standards
Grade Ten
World History, Culture and Geography: The Modern World
Text: Glencoe McGraw Hill: World History – Modern Times
Students in grade ten study major turning points that shaped the modern world, from the later 18th century through the present,
including the cause and course of the two world wars. They will trace the rise of democratic ideas and develop an understanding of
the historical roots of current world issues as they pertain to international relations. Students will extrapolate from the American
experience that democratic ideals are often achieved at a high price, remain vulnerable and are not practiced everywhere in the world.
Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and
cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of
perspectives.
Standards
Students will be able to
 Relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the
development of Western political thought.
 Compare and contrast the Glorious Revolution of England, the American Revolution and the French Revolution and their
enduring effects on the worldwide political expectations for self-government and individual liberty.
 Analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
 Analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa,
Southeast Asia, China, India, Latin America, and the Philippines.
 Analyze the causes and course of the First World War.
 Analyze the effects of the First World War.
 Analyze the rise of totalitarian governments after Word War I.
 Analyze the causes and consequences of World War II.
 Analyze the international developments in the post-World War II world.
 Analyze instances of nation building in the contemporary world in two of the following regions or countries: Middle East,
Africa, Mexico, and other parts of Latin America, or China.
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Analyze the integration of countries into the world economy including the information, technological, and communications
revolutions (e.g., television, satellites, computers).
Connecting Student Achievement to Standards
Grade Eleven
United State History and Geography: Continuity And Change in the Twentieth Century
Text: Glencoe McGraw Hill: American Vision Modern Times
Students in grade eleven study the major turning points in American history in the Twentieth Century. Following a review of the
nation’s beginnings and the impact o of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of
global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and
cultural effects. They trace the change in the ethnic composition of American Society; the movement toward equal rights for racial
minorities and women; and their role of the United States as a major world power. An emphasis is placed on the expanding role of the
federal government and federal courts as well as the relationship with citizens and state government and courts. Students consider
the major social problems of America and trace their causes through historical events that have occurred. Students learn that the
United Sates has served as a model for other nations and the rights and freedoms Americans enjoy are not by chance, but the results of
a defined set of political principles that may not always be basic to citizens of other countries. Students understand the preservation
and protection of rights under the U.S. Constitution depend on the government and the citizens.
Standards
Students will be able to
 Analyze the significant event surrounding the founding of the nation and its attempts to realize the philosophy of government
described in the Declaration of Independence.
 Analyze the relationship among the rise of industrialization, large scale rural to urban migration, and massive immigration from
Southern and Eastern Europe.
 Analyze the role religion played in the founding of America, its lasting moral, social and political impact, and issues regarding
religious liberty.
 Trace the rise of the U.S. to its role as a word power in the 20th century.
 Analyze the major political, social, economic, technological, and cultural developments of the 1920s.
 Analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the
federal government.
 Analyze the American participation in World War II.
 Analyze the economic boom and social transformation of post World War II America.
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Analyze the United States foreign policy since Word War II.
Analyze the development of federal civil rights and voting rights.
Analyze the major social problems and domestic policy issues in contemporary American society.
Connecting Student Achievement to Standards
Grade Twelve
Principles Of American Democracy
Text: Glencoe McGraw Hill: American Government – Democracy in Action
Students in grade twelve pursue a deeper understanding of the institutions of American government as a one-semester course. They
compare systems of government in the world today and analyze the life and changing interpretations of the U.S. Constitution, the Bill
of Rights, and the current state of the legislative, executive and judiciary branches of government. An emphasis is placed on analyzing
the relationship among federal, state, and local governments, with particular attention paid to important historical documents such as
The Federalist Papers. The content standards represent the culmination of civic literacy as students prepare to vote, participate in
community activities and assume the responsibilities of citizenship.
Standards
Students will be able to
 Explain the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other
essential documents of American democracy.
 Evaluate, take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships
among them, and how they are secured.
 Evaluate, take and defend positions on the fundamental values and principles of civil society.
 Analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
 Summarize landmark U.S. Supreme Court interpretations of the U.S. Constitution and its amendments.
 Evaluate issues regarding campaigns for national, state and local elective office.
 Analyze and compare the powers and procedures of national, state, tribal and local governments.
 Evaluate, take and defend positions on the influence of the media on American political life.
 Analyze the origins, characteristics and development of different political systems across time, with emphasis on the quest for
political democracy, its advances an obstacles.
 Formulate questions about and defend their analysis of tensions with within the U.S. constitutional democracy and the
importance of maintaining a balance between these concepts.
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Connecting Student Achievement to Standards
Grade Twelve
Principles of Economics
Text: Glencoe McGraw Hill: Economics - Today and Tomorrow
Students in grade twelve learn to make reasoned decisions on economic issues as citizens, workers, consumers, business owners and
managers, and members of civic groups in this one-semester course. There will be increased understanding in the application of tools
such as graphs, statistics and equations in the American economic system. Students will enrich their knowledge of the operation and
the institutions of economics, rather than a course in household or business management or budgeting.
Standards
Students will be able to
 Understand common economic terms and concepts and economic reasoning.
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Analyze the elements of America’s market economy in a global setting.
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Analyze the influence of the federal government on the American economy.
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Analyze the elements of the U.S. labor market in a global setting.
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Analyze the aggregate economic behavior of the U.S. economy.
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Analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the
United States’ borders.
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