Academic content standards for kindergarten through grade twelve, adopted by the California State Board of Education
CA State Standards History-Social Science, Adopted October 1998
Grade Four History-Social Science Content Standards California: A Changing State
4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
3-Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
Grade Five History-Social Science Content Standards United States History and Geography: Making a New Nation
5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
1-Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).
Grade Eight History-Social Science Content Standards United States History and Geography: Growth and Conflict
8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
Grade Eleven History-Social Science Content Standards United States History and Geography: Continuity and Change in the Twentieth Century
11.7 Students analyze America's participation in World War II.
Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
11.10 Students analyze the development of federal civil rights and voting rights.
Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
Grade Twelve History-Social Science Content Standards Principles of American Democracy and Economics
12.2 Students evaluate and 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.
Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one's work; right to join or not join labor unions; copyright and patent).
Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).
12.10 Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.
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Library of Congress lesson plan for grades 5 - 8 refers to Language Arts and US History and includes an interview.
Desler , G. (2002, December 16). Teacher lesson plan: Nothing to fear but fear itself. Retrieved March 8, 2008, from http://memory.loc.gov/learn/lessons/99/fear/intro.html
Virtual Middle School from the CSUSM library's Education page
S.F. Urban High School oral history project
Grade Four History-Social Science Content Standards California: A Changing State
4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.
3-Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
Grade Five History-Social Science Content Standards United States History and Geography: Making a New Nation
5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.
1-Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).
Grade Eight History-Social Science Content Standards United States History and Geography: Growth and Conflict
8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
Grade Eleven History-Social Science Content Standards United States History and Geography: Continuity and Change in the Twentieth Century
11.7 Students analyze America's participation in World War II.
Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
11.10 Students analyze the development of federal civil rights and voting rights.
Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
Grade Twelve History-Social Science Content Standards Principles of American Democracy and Economics
12.2 Students evaluate and 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.
Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one's work; right to join or not join labor unions; copyright and patent).
Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements).
12.10 Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.
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Library of Congress lesson plan for grades 5 - 8 refers to Language Arts and US History and includes an interview.
Desler , G. (2002, December 16). Teacher lesson plan: Nothing to fear but fear itself. Retrieved March 8, 2008, from http://memory.loc.gov/learn/lessons/99/fear/intro.html
Virtual Middle School from the CSUSM library's Education page
S.F. Urban High School oral history project