​Curriculum Standards
This Lesson is Standards Aligned
It has been designed to meet certain national history, social studies, civics and government, and Common Core standards as defined by the National Center for History in the Schools, the National Council for the Social Studies, the Center for Civic Education, and the Common Core State Standards Initiative. The standards for the lesson are listed here.
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Reading Standards for Literacy in History/Social Studies
(from the Common Core State Standards Initiative)
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Standard 2, Grades 9–10: 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.
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Standard 2, Grades 11–12: 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.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
(from the Common Core State Standards Initiative)
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Standard 2, Grades 9–10, 11–12: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
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Standard 4, Grades 9–10, 11–12: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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Standard 7, Grades 9–10, 11–12: 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.
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Standard 9, Grades 9–10, 11–12: Draw evidence from informational texts to support analysis, reflection, and research.
National Social Studies Standards
(from the National Council for the Social Studies)
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Time, Continuity, and Change; Thematic Strand II: Social studies programs should include experiences that provide for the study of the past and its legacy.
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Individual Development and Identity; Thematic Strand IV: Social studies programs should include experiences that provide for the study of individual development and identity.
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Individuals, Groups, and Institutions; Thematic Strand V: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
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Power, Authority, and Governance; Thematic Strand VI: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.
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Civic Ideals and Practices; Thematic Strand X: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
National Standards for Civics and Government (from the Center for Civic Education)
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Standard I: What are Civic Life, Politics, and Government?
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(A) What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?
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Standard II: What are the Foundations of the American Political System?
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(C) What is American political culture?
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Standard III: How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?
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(B) How is the national government organized and what does it do?
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(C) How are state and local governments organized and what do they do?
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(E) How does the American political system provide for choice and opportunities for participation?
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Standard V: What are the Roles of the Citizen in American Democracy?
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(A) What is citizenship?
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(B) What are the rights of citizens?
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(C) What are the responsibilities of citizens?
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(D) What civic dispositions or traits of private and public character are important to the preservation and improvement of American constitutional democracy?
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(E) How can citizens take part in civic life?
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National History Standards
(from the National Center for History in the Schools)
Era 10, Standard 2E: The student understands how a democratic polity debates social issues and
mediates between individual or group rights and the common good.
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Grades 7–12: Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. [Explain historical continuity and change]
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Grades 9–12: Examine the emergence of the Gay Liberation Movement and evaluate the invocation of democratic ideals concerning the civil rights of gay Americans. [Consider multiple perspectives]
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Grades 9–12: Evaluate the continuing struggle for e pluribus unum amid debates over national vs. group identity, group rights vs. individual rights, multiculturalism, and bilingual education. [Consider multiple perspectives]
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U.S. History
