• List the learning goals (not the activities) that will guide the planning, delivery and assessment of your unit. These goals should define what your expect students to know and be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. Number or code each learning goal so you can reference it later.• Show how the goals are aligned with local, state, or national standards. (Identify the source of the standards).• Describe the types and levels of your learning goals.• Discuss why your learning goals/objectives are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs.
Mississippi Valley State University
Teacher Work Sample
Teaching Process Two
Learning Goals
Due 2/7/2022 @ 12am
TWS Standard
The teacher sets significant, challenging, varied and appropriate learning goals.
Task
Select Learning Goals/Objs.
Provide and justify the learning goals/obj. for the unit.
Be sure to include the article below on discussion as a reference related to this. Use APA format and appropriate references and intext citations. Uses the Mississippi kindergarten Social Studies to get goals.
https://www.familyeducation.com/entertainment-activities/21-free-educational-apps-for-kids
https://www.mdek12.org/OAE/college-and-career-readiness-standards
Directions: Write a 2 page discussion on the items below. Use the link above to include in the discussion, along with the kindergarten social studies attachment and MS college career readiness social studies standards to verbally explain more in detail.
· List the learning goals (not the activities) that will guide the planning, delivery and assessment of your unit. These goals should define what your expect students to know and be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. Number or code each learning goal so you can reference it later.
· Show how the goals are aligned with local, state, or national standards. (Identify the source of the standards).
· Describe the types and levels of your learning goals.
· Discuss why your learning goals/objectives are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs.
Suggested Page Length: 2 full pages along with a reference page
Learning Goals
Learning Goal 1: The students will explain historically significant events that shaped America.
Mississippi-College-and Career Readiness Standard for Social Studies :
H.K.1-The students will recognize symbols, customs, and celebration representative of our community, Mississippi and the United States.
LG1 aligns with this standard because the students will become knowledgeable about important events of the United States and
Levels and Appropriateness of Goals-
Learning Goal 2: The students will identify historical figures that are used as symbols of American culture.
Mississippi-College-and Career Readiness Standard for Social Studies :
H.K.2- The students will describe the impact of significant historical figures and events.
LG2
Levels and Appropriateness of Goals-
Mississippi-College-and Career Readiness Standard for Social Studies :
Learning Goal 3: The students will examine historical events that are significant to American culture.
H.K.2- The students will describe the impact of significant historical figures and events.
LG3-
Levels and Appropriateness of Goals-
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4
Teache
r
Work Sample
Subm
i
t
ted by:
Kelly Headrick
March 7,
20
08
Grade : Kindergarten
Subject : Social Studies
Western Kentucky Uni
v
ersity
EDU 489
Student Teaching Seminar
I
WKU 90
14
Table of Contents
Contextual Factors ……………………………………………………………
3
Learning Goals …………………………………………………………………………………..
6
Assessment Plan ……………………………………………………………..8
Design for Instruction ……………………………………………………… 13
Instructional Dec
is
ion Making ……………………………………………..
19
Analysis of Student Learning ………………………………………………
21
Reflection and Self Evaluation …………………………………………….2
5
References …………………………………………………………………
28
Appendices ……………………………………………………………….29
A. Unit Pretest/Posttest
B. Pr etes r oS teSt Ai-,s i%ve ► Key
C. Student Score Summary: Pretest
D. Student Score Summary: Posttest
E. Samples of Formative Assessment for Student N
F. Samples of Formative Assessni.” , for Student S
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Contextual Factors
Knowledge of Community , District , and School Factors : This Title I elementary
school is located in the County School District. Although the town is growing,
with a population of around 14,000, the area still remains very rural. The school has the
largest enrollment in the district, with over 700 students. From preschool to sixth grade,
the school maintains a goal that all students can learn at high levels and that all students
can read at or about grade level. The school is predominantly Caucasian, with a few
students who are African American, Chinese, Japanese, Mexican, or biracial. There are a
variety of socioeconomic classes represented, with services such as free/reduced lunch
and an excellent family/resource center. There are structured procedures for everything
from behavior in the hallway, restrooms, and cafeteria, to a voice level rubric. The
school is lucky to have an iY:mrnense number of parent volunteers, as well as an active
Parent Teacher Organization and several community business partners.
A1J,._ ArEd A Jl’ ^ i`
Kii0wge oY Classroo ‘K Z C i ris. f iieie ai’c niaily iactorrs that n akc 01is Yiindergar”teo
classroom student-friendly and a great place to learn. There are many resources and
materials available, including a vast library,
2 c
omputers that students can access, a Smart
Board, overhead projector, posters with key vocabulary and concepts, and a wide variety
of manipulatives and center activities. There are reading and math blocks that are ability-
grouped before lunch, and the rest of the day is spent with students in their homeroom
conducting literature focus activities, social studies and science connections, and special
classes. Students are seated at tables of six, and schoolwide discipline procedures apply.
Parent/Teacher conferences are held regularly and a folder is sent home nightly to parents
e,u^with student ^iork and notes and Y epo rts c f behavv io .
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Knowledge of Student Characteristics . Based on Thoughtful Education, the students
have a variety of learning styles. The majority of students, 13, are Mastery learners,
which means they prefer structured and organized instruction and activities. 4 students
are Understanding, 4 students are Interpersonal, and 2 are Self-Expressive learners. The
students are all 5-6 years old, and there are 12 males and II females. They are
predominantly Caucasian, with one student who is Mexican-American and one who is
Biracial. The classroom has a predominantly American culture, with one migrant family,
and almost half of the students have parents who are divorced or remarried. All students
are proficient English speakers; I student speaks English as his second language but he is
very proficient. There are 2 students with IEP’s who have been identified for special
education services. 4 students attend speech therapy, and 2 students attend Lit Lab
because of low reading skills. The students are very interested in sports, love to work on
the computers, and enjoy working in centers and hands-on activities. 75% of the
i assiooiii is considered aveiagelull glade level, while I5 /o ai’c above average. and 1 3%
are below. The students are considered developing readers. In regard to background
knowledge and prior learning, the students are limited on knowledge about the presidents.
They have discussed some historical figures briefly, but have not concentrated on
Lincoln,
Washington
, or other noted presidents. They have an idea who the president is,
but they do not understand the role the president plays or what the title really means.
They have discussed some of the presidents briefly, as they have learned about money,
but the majority of the information I teach will be new.
Instructional Implications : All of the before mentioned factors will play a vital role in
< ik^i ai^i^iiig lily iirau"i.iCtioii an d as3cssliic'ilt. nS':l_^.s^ i of a tut , 'Lux e pro ce dures and Sai rk,iuCt*wiC or the
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school , as well as this class , provide the framework for establishing a maintained
classroom environment while I am teaching. It will be important for me to be familiar
with and utilize the same rules that the students are accustomed to. The wide variety of
resources will prove to be helpful in facilitating student learning while i am teaching.
In a lot of ways , this class is typical of that of most Kindergarten classes. These
students are very energetic and social. As a result , it will be important for me to make
sure that all of my lessons are engaging and keep them actively involved . I will also need
to provide an abundance of hands -on learning experiences , which will provide additional
practice in still-developing fine motor skills, as well as many visual aids . Another factor
to consider is that most of the students are Mastery learners. This means that I must
make sure that instruction and processes are clear and structured, and that I provide step-
by-step directions.
Furthermore . I must also consider my students ‘ developmental levels. As a
w,vhole, the group is still developing as readers; thus, my assessments and activities must-
not involve long written activities as these skills are still progressing . Instead, I will
provide opportunities for students to show or explain what they have learned . I will also
need to make accommodations for my two students with IEP ‘s; I may need to provide
extra assistance for these students , including additional time, support , or readers /scribes.
Since the concept of presidents is relatively new to students, it will be my responsibility
to provide the foundation of this material . I will reinforce these concepts by connecting it
to information students have already covered , such as money , and the presidents that
appear on the currency they are so familiar with.
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Learning Goals
Learning Goal 1: The student will describe various leaders of our country and
interpret their
historical
significance.
Program of Studies- SS-P-HP-U-3: Students will understand that history has been
impacted by significant individuals and groups.
LGI aligns with this standard because the students will become knowledgeable about
important presidents of our country. These presidents were important leaders and
founders of our country, and thus have greatly impacted our
nation’s history.
Level of Bloom- Analysis: LG1 fits this level and is appropriate because it requires
students to analyze the accomplishments of our national leaders in order to interpret their
historical significance.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
.’i. _.
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7
Ei[ rtan ^ltit a i0iui7CY presidents i%J ivYYaJc^ YYiStdiic”t iiYYiitiYUxYY^.r;. Thisui
knowledge will serve as the basis for later concepts, such as their relation to major events
that shaped our country. This goal will provide opportunities for hands-on learning,
which is vital to this age group. It will also allow students to be
appropriately challenged.
Learning Goal 2: The student will explain the historical significance of holidays
such as Presidents ‘ Day and evaluate why these celebrations are observed today.
Program of Studies- SS-P-HP-S-3: Students will investigate the significance of patriotic
symbols, patriotic songs, patriotic holidays and landmarks (e.g., the flag of the United
States, the song “My Country, “A’ is of Thee,” the Fourth of July, Veterans’ Day, the
Statue of Liberty).
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LG2 aligns with this standard because the students will become knowledgeable about the
patriotic holiday of Presidents’ Day. Through learning about this holiday, its history,
why it exists, and why it is still observed today, the students will have a grasp on the
different leaders who helped to found our country. Once they learn the background
behind the holiday, the will be able to evaluate why it is important.
Level of Bloom- Evaluating: LG2 fits this level and is appropriate because it requires
students to learn the background of the holiday of Presidents’ Day and justify why it is
still important to our country today.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
them with a foundation of important presidents and historical figures, as well as the
background of a holiday that we all observe. This goal will provide opportunities for
hands-on learning, which is vital to this age group. It will also allow students to be
appropriately challenged.
Leaiariag Goal J+: The studelli will ewal late like hisior-ieai signnifle” ice of fka doflati
symbols, monuments , and landmarks
Core Content- SS-EP-5.2.1: Students will identify significant patriotic and historical
songs, symbols, monuments/landmarks (e.g., The Star Spangled Banner, the
Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veterans’ Day,
Martin Luther King’s birthday, Fourth of July) and explain their historical significance.
LG3 aligns with this standard because the students must be able to identify important
national symbols and what they represent in order to evaluate their significance to our
nation’s history.
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Level of Bloom – Evaluating: LG3 fits this level and is appropriate because it requires
students to not only be able to identify various national symbols, monuments, and
landmarks, but to also understand what they represent and the story they tell. This
understanding will be the basis for evaluating why these symbols have historical
significance.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
fundamental knowledge concerning important and historically significant national
symbols . This goal too appropriately challenges students , and provides opportunities for
use of technology and hands-on activities.
Overview:
Learning Goal Assessments Format of
Assessments
Adaptations
Learning Goal 1: Pre-Assessment Pretest: Individual Pretest:
The student will oral assessment O Each test given
describe various Questions: i, 2, 3, S, individually to
leaders of our 9,
10
, 14 students.
country and 0 Test questions
interpret their are read orally
historical to students and a
significance. scribe is
provided to
accommodate
developing
reading and
writing skills
and the two
students with
IEP’s.
Formative Tools: Writing Formative
Assessment prompt with rubric, . Level of
handouts, checklist, Support:
anecdotal notes Students with
Criteria: Students IEP’s may need
write about what ^ additional
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they would do if personal
they were president, assistance on
complete a Lincoln activities, such
handout where they as readers or
circle the picture scribes.
that represents a fact • Time:
Students
about him, put with IEP’s may
events of his life in need additional
order, construct time to complete
Lincoln’s log cabin, assignments.
Washington handout • Input: Many
(put an X on facts visual, engaging
about him), activities, as
construct well as hands-on
Washington’s hat, learning
Comparison (hold opportunites.
up puppet of
president that
corresponds with
fact read);
(anecdotal
notes/checklist).
Post Assessnieiit Post Test: Post Test: (See
(Summative) Individual oral above adaptations
assessment for pretest)
Questions: 1, 2, 3, 8,
9, 10, i4
Learning Goal Assessments Format of Adaptations
Assessments
Learning Goal 2: Pre-Assessment Pretest: Individual Pretest:
The student will i oral assessment • Each test given
explain the Questions: 5, 6, 7 individually to
historical students.
significance of • Test questions
holidays such as are read orally
Presidents’ Day and to students and a
evaluate why these scribe -is
celebrations are provided t:,
observed today. accommodate
developing
reading and
writing skills
and the two
I I I students with
IEP’s.
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Formative Tools: Writing Formative:
Assessment Prompt and scoring • Level of
rubric Support:
Criteria: The student Students with
describes when IEP’s may need
Presidents’ Day is additional
and why it is personal
celebrated. assistance on
activities, such
as readers or
scribes.
• Time: Students
with IEP’s may
need additional
time to complete
assignments.
® Input: Clear
instructions and
processes given
to accommodate
Mastery
learners.
Post Assessment Post Test: Post Test: (See
(Summative) Individual oral above adaptations
assessment for pretest)
Questions: 5, 6, 7
Learning Goal Assessments Format of Adaptations
Assessments
Learning Goal 3: Pre-Assessment Pretest: Individual Pretest:
The student will oral assessment • Each test given
evaluate the Questions: 4, 1 1, 12, individually to
historical 13 students.
significance of o Test questions
national symbols, are read orally
monuments, and to students and a
landmarks. scribe is
provided to
accommodate
developing
reading and
writing skills
and the two
students with
IEP’s.
4 V ximL1 W \/ l Vrli. . lvi L. 1 Oflila^J VC.
Assessment l Rushmore 1 e Level of
1
0
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Post Assessment
(Sulmmati v c)
presidents handout,
presidential coins
handout, Puzzle
Pieces handout
(identification of
national landmarks
and symbols).
Criteria: The
students recognize
the four presidents
on Mt. Rushmore
and key information
about each, as well
as the presidents
who are on major
currency, and
national symbols
and landmarks of
our country.
Post Test:
ii,uivluual via,
assessment
Questions: 4, 11, 12,
13
Support:
Students with
IEP’s may need
additional
personal
assistance on
activities, such
as readers or
scribes.
e Time: Students
with IEP’s may
need additional
time to complete
assignments.
® Input: Clear
instructions and
processes given
to accommodate
Mastery
learners. Many
visual, engaging
activities, as
well as hands-on
learning
opportunites.
Post Test: (See
above adaptations
for pretest)
(See Appendix A for Pre/Posttest Assessment) (See Appendix B for Answer Key)
In order to measure student growth and progress, the pretest and posttest were
exactly the same. The tests were given orally to students individually, with the teacher
recording student responses. Questions 1, 2, 3, 8, 9, 10, and 14 align with learning goal
1; there are more questions that represented this goal as a result of its broadness.
Questions 5, 6, and 7 aligned with learning goal 2, and questions 4, 11, 12, and 14
correspond with learning goal 3. There were a variety of types of questions on both the
pretest and posttest. Questions 2 and 3 were selected response, in the form of multiple
it
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choice, asking students how a president is chosen and who can become a president.
Questions 8-10 and question 13 were selected response, in the form of matching, asking
students to match the presidents’ names with the coins they are on, and to match the Mt.
Rushmore presidents’ names with their pictures. There were also 7 constructed response
questions. Number I asks students to describe what a presidents is and what they do,
while number 4 asks students how many stars and stripes are on the flag. Questions 5, 6,
and 7 ask students to describe when Presidents’ Day is, why it is celebrated, and whose
February birthdays the holiday is based on. Questions 11 and 12 relate to identifying the
White House and the Statue of Liberty, as well as their locations. Question 14 is a
Performance Question, which requires students to compare and contrast Washington and
Lincoln. A 3×4 rubric was utilized for scoring the performance question.
There are a total of 14 points on the pre- and post-assessments. Each question has
the value of one point, regardless of its structure or number of parts. There were 7 points
ref fecling LG i, 3 points for LG2, and 4 points for LG3. In order for the students to nmeei
mastery for the overall test, they must score 11 points out of the possible 14, or 78.57%.
Mastery criteria for LG 1 is 6 out of 7 (85.7%); mastery for LG2 is 2 out of 3 (66.7%);
and mastery for LG3 is 3 out of 4 (75.0%).
A variety of assessment modes and methods will be incorporated into formative
assessments. Each day of the eight-day unit will consist of a new topic or concept; even
though concepts will build upon one another, it will be important to frequently
formatively assess student progress before moving on to new material. I plan on using
handouts that require students to recognize examples from nonexamples. As this is a
Kindei:gar ten class, a lot of assessment will be conducted on are individual basis, and
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there will be many opportunities to assess by observations , checklists , or anecdotal notes.
There will be independent and whole class activities that will be assessed , and additional
assistance and reinforcement may need to be provided before moving on . A review will
be given prior to the posttest and any misconceptions will be clarified.
Design for Instruction
There were 21 students that took the pre-assessment. None of these students met
the criteria for mastery . The highest grade on the pretest was 8 out of 14. The overall
class average was 2 . 9 out of the possible 14 points, or 21%. 6 students scored I out of
14, which was the lowest score . There were several students who scored 2’s, 3’s , or 4’s,
and one student who scored a 7. Only one student achieved mastery for LG 1, and the
average score for this goal was 2.4 out of 7 points, or 34 %. None of the students reached
mastery for LG2 or LG3 . The average score for LG2 was 0.
24
out of 3 possible points,
or 8%, and the average score for LG3 was 0 . 38 out of 4 possible points , or 9.5%.
The results of Elie pretesi led to several conclusions. The students clearly do not
have a deep understanding of the concepts on the pretest , thus in-depth instruction will be
needed concerning all three learning goals. The unit will cover eight days, with a new
concept being introduced each day, while building on previously learned material. The
students collectively scored best on LG I questions ; however 34% is far from mastery.
They majority of the instruction , as reflected on the pre-assessment , will focus on LG
1
because it is more broad than the other two goals . One child did reach mastery for this
goal, so concepts will be enhanced and new material will be covered to accommodate this
student.
(See Appendix C foi l detailed spveadsheet of student results on pretest.)
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Overview:
Day Lesson Title Instructional Addressed Assessments
Strategies/Activities Learning
Goal
Day 1 What is *Presidents’ Day Learning Writing Prompt (with
Presidents’ introductory video Goal 2 scoring rubric): When
Day? from United is Presidents’ Day?
Streaming Why do we celebrate
* Whole-group it?
discussion: why and
when is it
celebrated?
Day 2 What is a *Introduction: Read- Learning Classroom
President? aloud Teacher for Goal 1 observations (during
President discussion and
*Complete “What is completion of concept
a President?” map).
concept map as Writing Prompt (with
whole group, scoring rubric): If
I
including roles and Were President I
responsibilities. Would…
* Whole-group
discussion of how a
president is elected.
*Ice cream election:
the class votes for
their favorite kind of
ice cream to
demonstrate the
election process.
Day 3 Abraham *Introduction: Read- Learning *”Young Abraham”
Lincoln aloud Just Like Goal 1 handout (students are
Abraham Lincoln read various facts and
and A Picture Book must circle ones that
ofAbraham Lincoln. apply to Lincoln).
*Whole-group *-Sequencing handout
discussion about key (students cut out
points in his life maior events in his
history and life and must put them
accomplishments. in order).
*”Do You Know *Construct a model of
Who’s On the Lincoln’s log cabin
Penny?” song. (using popsicle sticks
*Guest Speaker I on construction paper)
(dressed as Lincoln. j .,. ^`d _ ;acts thai
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presented his story they have learned.
to entire
Kindergarten).
Day 4 George *Introduction : Read – Learning *Construct a mini-
Washington aloud A Picture Goal I book of George
Book of George Washington (with key
Washington . facts about him).
*Whole-group * Handout (students
discussion of life place an X on pictures
history and that show things that
accomplishments . pertained to him).
*”Do You Know *Construct his “3-
Who’s on the corner hat” (when hat
Quarter?” song . is complete , they must
tell something they
learned about
Washington in order
to wear it).
Day 5 Comparing * Review of facts Learning * Handout (list of
and about Washington Goal I facts , students color
Contrasting and Lincoln ‘ s lives . whether it represents
Washington * Complete Venn Lincoln , Washington,
and Lincoln Diagram pocket or both).
chart as whole-group * Each student
(facts written on constructs puppets of
sentence strips). Washington and
Lincoln
(observation/anecdotal
notes ). Asa fact is
read , they must raise
the puppet that
corresponds with it
(may be Lincoln,
Washington, both, or
neither).
* Students may sort
the sentence strips
into the appropriate
pockets on the Vern
Diagram chart for
additional
reinforcement.
Day 6 Mount * Introduction : Learning * Observation and
Rushmore Mount Rushmore Goal 3 anecdotal notes during
video from United (also discussion.
L Streaming. Learning *Handout (A fact
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* Whole-class
discussion of history
of the monument , its
scale , and how it
was constructed .
*Reading from The
Mount Rushmore
Presidents big book
from Core
Knowledge.
*Introduction of the
4 presidents on the
monument.
Goal 1) about a president is
read and the student
must identify the
president by placing a
corresponding number
by it).
Day 7 A Deeper * Introduction : Read- Learning * Handout:
Look at aloud Thomas Goal 3 (also Presidential coins
Theodore Jefferson and Learning (students identify
Roosevelt Theodore Roosevelt . Goal 1). which presidents are
and Thomas * Whole-class shown on common
Jefferson discussion about life coins).
history , interesting * Roleplay (anecdotal
facts , and notes/observations):
accomplishments , Students come up and
including the legend say a fact they learned
of the teddy bear . about either
R
oosevelt
or Jefferson (from
their point -of-view),
and the rest of the
class must decide
which one it
corresponds with.
Day 8 Symbols of *Flag video clip Learning * Handout: Pictures of
our Country from United Goal 3 the flag, the White
Streaming . House , the Statue of
*Statue of Liberty Liberty , and Mount
clip from United Rushmore are given.
streaming . The students must
*Discussion of identify the
history and monuments/symbols
significance . and color them
*Tour the White accurately and
House (show realistically.
pictures of White
House , including
those from personal
I I trip.) Discussion of ( I I
what living in the
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White House would
entail.
Activity One:
One activity that demonstrated a variety of instructional strategies/techniques
occurs on Day 2, in the lesson over what exactly a president is. These activities were
chosen because the unit will cover a number of important presidents who have impacted
our nation’s history. In order for students to understand the significance of these
presidents, they must first understand what a president is, including their roles and
responsibilities, and based on the results of their pre-assessments, the students have very
little understanding in this area . This set of activities correlates with LG 1. The book
Teacher for President will be read aloud, in which a student explains to a news station
why they feel their teacher would make a great president, because of the roles she fills
and the qualities she possesses. Based on the information from the book as well as
additional tactors, the students will complete a concept chart entitled “What is a
President?” as a whole-group. Then, the students will learn about how a president is
elected by the people of the United States who vote, and a mock election will be held,
voting for the class’s favorite kind of ice cream. This will model a simplified version of
the election process for the students. Finally, students will be assessed by completing the
writing prompt “If I were president, I would…” Students must consider actual roles and
responsibilities the president has when responding; and their answers will show whether
they truly grasp what the president does.
Activity Two:
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Another activity designed involves students comparing and contrasting Abraham
Lincoln and George Washington. Based on their pretests, the students have little
background knowledge about these two presidents, but it is very limited. The also have
not looked at similarities and differences between the two. These activities relate to LGI
as well, and provide a variety of hands-on activities for students. This lesson would
begin with review of important facts about the two presidents. Then, as a whole-group
the students would complete a Venn Diagram pocket chart. As the students present an
idea or fact, I will write it on a sentence strip and we will place it in the appropriate
column of the diagram. Then, students would complete a handout, in which a fact is read
and they must color to signify if it corresponds with Lincoln, Washington, or both.
Finally, additional assessment would be provided as students would construct a puppet of
Lincoln and Washington. When a fact is read, they must hold up the puppet that
corresponds; it may be about Washington, Lincoln, both, or neither. Anecdotal notes and
observations would rye utiiized. To provide additionai reinforcement, the students might
go to the Venn Diagram pocket chart as a center, and sort all of the sentence strip facts
into the appropriate column.
Activity Three:
A third activity that will be used, which correlates with LG3, occurs on Day 6 of
the lesson, which covers Mount Rushmore. Based on the pretest, the students have no
prior knowledge on this subject. The lesson would begin with a video clip from United
Streaming. This clip was chosen because it really shows the construction process of the
monument, as well as its scale. There is even one portion that shows one of the workers
scaling down one of the sculptures’ noses. A whole-group discussion will be conducted
is
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to review the history of the monument, as well as how it was constructed and why. We
will discuss how all of this hard work was done to honor these presidents, and what
exactly this means . Next, a big book about Mount Rushmore will be read, which gives
an overview of the four presidents who appear on it. This is great review of Lincoln and
Washington, and an introduction is provided of Roosevelt and Jefferson, who will be
covered more in depth on the following day. The students will be assessed by
observation and anecdotal notes during discussion. They will also be assessed by
completing a handout, which has pictures of the four presidents on Mount Rushmore. I
will read a few facts about a president and identify their name, then the students will
write the number I give them for that president beside their picture.
Technology will be greatly utilized for planning and implementing this unit. First
of all, i will use the Internet to research concepts that will be taught and find materials to
be used during instruction. I will also incorporate video clips into instruction; these tools
can demonstrate some concepts (such as the scale of monuments) visually. The videos
will be shown using a projector onto the Smart Board. The Smart Board will also be used
to show pictures of presidents, symbols, or landmarks.
Instructional Decision Makin
There are many times during teaching where one must alter their original plans to
meet the learning needs of ail students. The first instructional decision occurred during
Day 2 over what a president is. We were briefly discussing hov-1 our president is chosen,
how the people of the United States vote for and elect the president. We had a classroom
election over the group’s favorite kind of ice cream to model the process, and most of the
students seemed to be grasping the concept. However, at the end of our discussion, one
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WKU 9014
student raised her hand and said, “I thought the president was picked by those little rooms
our mommies and daddies go in.” I asked her what she meant, and she said, “You know,
those little rooms our parents go in to pick the president.” The other students nodded
their heads, and signaled that they, too, knew about these “little rooms.” I realized that
she was talking about voting booths, and that even though I had explained that the
president was elected by votes, I had not explained the process of voting. We then had a
class discussion about how to vote, and who is eligible to vote. It is easy to assume that
our students have mastered some of these abstract concepts, but in this case, there was
confusion between how going in that “little room” meant that you had voted. Just as we
had put our heads down on our desks and secretly voted for our favorite ice cream, adults
vote privately as well in these booths. I explained to students that this would ensure that
everyone could vote for whom they truly thought was right for the job. After our
discussion, the students fully understood this concept.
I’he second instructional decision made occurred on Day 5, when comparing and
contrasting Abraham Lincoln and George Washington. We were working on completing
the Venn Diagram pocket chart, and I was calling on students to explain a fact that they
had learned and tell where it went on the chart. One student that I called on said,
“Washington and Lincoln were friends.” I asked the students, “Did Washington and
Lincoln live at the same time ‘ F to which they answered in unison , “Yes!- I realized that
this Concept had not been thoroughly explainer) during niter lessons on the two presidents.
The students’ ideas of “long ago” all fell into the same time period, and they thought that
Lincoln and Washington had lived at the same time. I explained to students that this was
not so; Lincoln was president several years after Washington had died, and although he
20
WKU 9014
greatly looked up to and admired Washington, the two had never met and therefore could
not have been friends. The students’ misconceptions were cleared up after that. A few
days earlier, when we had our Lincoln guest speaker, one of the students had asked,
“Why didn’t you bring Washington with you?” At the time, I hadn’t realized this was
such a misconception the whole class possessed, but after our discussion, it was cleared
up.
Analysis of Learning
After completing both the pre- and post-assessments, several conclusions could be
drawn concerning student progress. Graph A (below) shows the results for the pretest
and posttest for the whole group, which consisted of 21 students.
Whole Group Results
Number of
Correct
Responses
I
A B C D E F G H I J K L M N O P Q R S T U
Student Number
A
n Pretest
n Posttest
(See Appendix C and D for detailed spreadsheet of student scores on pretest and
posttest.)
None of the students reached mastery on the pretest; however, on the posttest 19 students
met mastery, or 90% of the whole group. Two of the students (Students H and S) did not
meet mastery, or 10% of the class. All students except one showed significant growth on
the posttest. The average student score for the pretest was a 2.9 out of the possible 14
points, or 21 %. The average student score for the posttest was 11.52 out of 14 points, or
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WKU 9014
82%. This means that the students scored an average of 8.62 points higher on the
posttest, or improved by 61%. There were only 58 correct responses out of the possible
294 on the pretest, while on the posttest there were 242. The range of the pretest (the
highest score of 8 minus the lowest score of a 0) was 8. The range of the posttest (14-5)
was 9.
Graph B (below) shows whole group results for the pretest and posttest for LG 1.
Whole Group- LG1
6
5
Number of 4
Correct
Responses
IIIIIIIIIII
3
2
1
A B C D E F G H I 1 K L M N O P Q R S T U
Student
B
n Pretest
n Posttest
Only one student reached mastery of LG 1 on the pretest; however, on the posttest 17
students, or 81% of the whole group, met mastery. All of the students made progress on
this goal. The average student score for LG1 on the pretest was 2.19 out of 7 points, or
31 %. The average student score for LG 1 on the posttest was 6.29, or 90%. This means
that the students scored an average of 4.1 points higher on the posttest, or improved by
58.6%.
Graph C (below) shows whole group results for the pretest and posttest for LG2.
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Whole Group- LG2
3
Number of
Correct
Responses
2
1
0
A B C D E F G H I J K L M N O P Q R S T U
Student
C
n Pretest
n Posttest
None of the students reached mastery on the pretest for LG2; however, on the posttest 20
students, or 95.2%, met mastery. All of the students made progress on this goal. The
average student score for LG2 on the pretest was 0.24 out of 3 points, or 0.08%. The
average student score for LG2 on the posttest was 2.67, or 89%. This means that the
students scored an average of 2.43 points higher on the posttest, or improved by 81 %.
Graph D (below) shows whole group results for the pretest and posttest for LG3.
Whole Group- LG3
4
3
Number of
Correct 2
Responses
I
1
0
A B C D E F G H I J K L M N 0 P Q R S T U
Students
D
n Pretest
n Posttest
None of the students reached mastery on the pretest for LG3; however, on the posttest 14
students, or 66.67%, met mastery. All of the students made progress on this goal. The
average student score for LG3 on the pretest was 0.33 out of 4 points, or 0.08%. The
average student score for LG3 on the posttest was 2.57, or 64.3%. This means that the
students scored an average of 2.24 points higher on the posttest, or improved by 56%.
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WKU 9014
Students who had attended educational preschool were selected as a subgroup.
These students were chosen because the background knowledge they attained from
preschool might have a significant effect on their performance . Graph E (below) shows
subgroup results for the pretest and posttest for LG 1.
Subgroup- LG1
Number of
Correct
Responses
E
n Pretest
n Posttest
B I K M Q T
Students
The students in the subgroup had greatly varying scores on the pretest, ranging from a 1
to a 6. Only one student met mastery for this goal on the pretest; however, 5 of the 6
students, or 83.3%, in the subgroup met mastery for LGI on the posttest. All of the
students who had attended preschool made significant progress on this goal. The average
score for the subgroup for LG 1 on the pretest was 2.83 out of 7, or 40.4%, while on the
posttest it was 6.5, or 92.9%. This means that the subgroup students scored an average of
3.67 points, or 52.4%, higher on this goal on the posttest. Compared with the whole
group, students in the subgroup scored slightly higher on the pretest and posttest;
however, their growth on this goal increased by a slightly lower amount.
Students N and S were chosen to individually evaluate because they represent two
levels of performance, high and low. It is important to understand the learning of these
particular students because they represent how in a classroom you have students on
multiple levels; sometimes even, as in this case, from one extreme to the other.
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WKU 9014
Regardless of their “level,” teachers are responsible for meeting the needs of all students
and teaching them important content.
On the pretest, Student N scored 4 out of 14, or a 28.8%; however, on the posttest
she scored 14 out of 14, or 100%. She did not master any of the learning goals on the
pretest, but mastered all 3 on the posttest. Her score improved by 10 points, or 71.2%.
Student S scored a I out of 14 on the pretest, or 7.1 %, and 8 out of 14 on the posttest, or
57%. He too did not master any of the learning goals on the pretest, but mastered LG2 on
the posttest. His score improved by 7 points, or 50%. Although both students showed
progress with this new material, their scores are very different. Student N is a high-
achieving student, while Student S often struggles. He is in special education classes for
a large part of the day, and lessons in this unit were designed to be especially engaging to
help keep his attention.
During formative assessments , Student N was almost always on track and greatly
participated in classroom discussion. Student S would frequently be off task, and his
attention would have to be regained. Also, instructions would have to be repeated for
Student S, and often he would have to redo assignments because he would rush through
them simply trying to get finished, even though he knew a lot of the material.
(See Appendix D for samples of Student N’s work)
(See Appendix E for samples of Student S ‘ s work)
Reflection and Se if-Evaiuation
The learning goal where my students were most successful was LG2. 95.2% of
the whole group met mastery criteria for this goal, significant growth considering none of
them tnact.prP # thic ^1 nn tk► ^ ,rPte” Thv efimrientc i r,^ nrn.rPr^_ their scores fnr th_ic goal
25
WKU 9014
by an average of 81%. The students had no prior knowledge on these concepts, including
the historical significance of Presidents’ Day. Their growth may have been a result of
engaging activities incorporated into this lesson, such as a video clip from United
Streaming, as well as the use of scaffolding. The remainder of the unit somewhat built
upon this goal.
The learning goal where students were least successful was LG3. 66.67% of the
students met mastery for this goal on the posttest, which was significant growth since
none of them mastered it on the posttest. The students improved their performance in this
goal by an average of 56%, but this was the lowest percent increase among the goals.
This may have been a result of not having as many hands-on, extending activities, as well
as not going quite as in depth with this content. In the future, to improve student
performance, I would spend more time on this goal, perhaps extending my unit for
another day or so. We really just got to focus on identifying key symbols and
monuments and their historical significance. I think that if we spent more time on them
individually and had more hands-on experiences, the students would get a more in-depth
understanding and retain more of the information.
Throughout the process of completing this unit, I learned many valuable lessons.
This was great practice in building and developing assessments that are appropriate for
all students. Authentically assessing students is vital to student success and decision-
making, and 1 would like to continue to improve in this area. Aiso, New Teacher
Standards II and III (Creates/Maintains Learning Environment and Implements/Manages
Instruction) are two professional areas in which I would like to continue to grow in order
to imnrnve my gb0ity to fa104 t ztiidF; nt Iear!in° 06gf-mratinn of my rnnn erp-tinv
26
WKU 9014
teacher and other experienced teachers would be a great activity for improving my
performance in these areas, providing me with effective strategies that I can take to my
own classroom someday. Another activity that would be beneficial would be to attend
professional development in these areas. This would give me professional advice on how
to effectively achieve these standards, and it would build my professional resume.
27
WKU 9014
References
Adler, A. (1989). A picture book of Abraham Lincoln. New York: Scholastic.
Adler, A. (1989). A picture book of George Washington. New York: Scholastic.
Emerson, J. (2004). Theodore Roosevelt. Mankato, MN: Capstone Press.
National Parks: Mount Rushmore. Discovery Channel School (2005). Retrieved February
3, 2008, from unitedstreaming: http://streaming.discoveryeducation.com.
Ribke, S. (2003). Thomas Jefferson. New York: Children’s Press.
U. S. Celebrations. 100% Educational Videos (1998). Retrieved February 3, 2008, from
unitedstreaming : http://streaming . discoveryeducati on. corn.
U.S. Symbols. 100% Educational Videos (1998). Retrieved February 3, 2008, from
unitedstreaming: http://streaming .discoveryeducation.com.
Waber, B. (1964). Just like Abraham Lincoln. New York: Scholastic.
Winters, K. (2004). My teacher for president. New York: Scholastic.
28
Presidents Learning Inventory (Appendix A)
Name
Date
1. What is a president ? What do they do?
Multiple Choice
2. How is a president chosen?
A. It is based on the family they are born in to.
B. They are elected by the people of the United States.
C. One president picks the next one to replace him/her.
3. Who can be a president?
A. Only men
B. Only white men
C. Anyone– even you!
4. How many stripes are on the flag? How many stars?
5. Whe n is Presidents’ Day?
6. Why do we celebrate Presidents’ Day?
7. Whose February birthdays are the holiday based on?
Matching
Match the coin with the president that appears on it.
10.
A. George Washington
B. Abraham Lincoln
C. Thomas
Jefferson
It This is a picture of the house where the president
lives. What is it called? What city is it located in?
12′. What is this monument called?
13. Match the Mount Rushmore president with their
picture.
Jefferson
Roosevelt
Lincoln
Washington
Perf ormance Question
14. a. Name 2 facts about Abraham Lincoln.
b. Name 2 facts about George Washington.
c. Tell 2 things Lincoln and Washington had in common.
Scorina Rubric
Criteria 1 2 3 4
a. Name 2 The student The student The student The student
facts about identifies identifies I identifies 2 identifies 2
Abraham unique fact unique fact unique facts unique facts
Lincoln. about Lincoln. about about about
Lincoln. Lincoln. Lincoln.
b. Name 2 The student The student The student The student
facts about identif ies 1 identifies 1 identifies 2 identifies 2
George unique fact unique fact unique facts unique facts
Washington. about about about about
Washington. Washington. Washington. Washington.
c. Tell 2 The student The student The student The student
things that does not describes 1 describes I describes 2
Washington provide thing that thing that things in
and Lincoln similarities Lincoln and Lincoln and which Lincoln
had in between the Washington Washington and
common. two presidents, had in had in Washington
or they provide common, common. had in
similarities, but common.
no unique
1 b^ Y1J^i _rkl’ h X1’4;8 i 1_6.x.
Presidents Learning Inventory- (Appendix B)
Name
Date
1. What is a president? What do they do?
t V^ eo’l’m^ ^d i s
find jobs, help our country during emergencies, make friends with afheG~
Multiple Choice
2. How is a president chosen?
A. It is based on the family they are born in to.
C. One president picks the next one to replace him/her.
3. Who can be a president?
A. Only men
B. Only white men
4. How many stripes are on the f lag? How many stars?
5. When is Presidents’ Day?
6. Why do we celebrate Presidents’ Day?
w e re Special.
7. Whose February birthdays are the holiday based on?
r Ldk t.Aituw L.6k ,vlkk ^J
Matching
Match the coin with the president that appears on it.
11. This is a picture of the house where the president
lives. What is it called ? What city is it located in?
>.c-se.
12. What is this monument called?
–: .^Yue ^f L iberty
13. Match the Mount Rushmore president with their
picture.
Jefferson
Roosevel
Lincoln
Washington
Performance Question
14. a. Name 2 facts about Abraham Lincoln.
b. Name 2 facts about George Washington.
c. Tell 2 things Lincoln and Washington had in common.
Scorina Rubric
Criteria 1 2 3 4
a. Name 2 The student The student The student The student
facts about identifies I identifies I identifies 2 identifies 2
Abraham unique fact unique fact unique facts unique facts
Lincoln . about Lincoln . about about about
Lincoln. Lincoln . Lincoln.
b. Name 2 The student The student The student The student
facts about identifies 1 identifies 1 identifies 2 identifies 2
George unique fact unique fact unique facts unique facts
Washington . about about about about
Washin gton . Washin gton. Washin gton. Washin gton.
c. Tell 2 The student The student The student The student
things that does not describes 1 describes I describes 2
Washington provide thing that thing that things in
and Lincoln similarities Lincoln and Lincoln and which Lincoln
had in between the Washington Washington and
common . two presidents , had in had in Washington
or they provide common . common. had in
similarities , but common.
no unique
I I I I
Pretest Spreadsheet Annendix C
Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Total (T 1 G2 G3
A 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1/14 1/7 0/3 0/4
B 0 0 1 0 0 0 0 1 0 0 0 0 0 0 2/14 2/7 0/3 0/4
C 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1/14 1 /7 0/3 0/4
D 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1/14 1 /7 0/3 0/4
E 0 0 1 0 0 1 0 0 0 0 0 0 0 0 2/14 1’7 0/3 0/4
F 0 0 0 0 0 0 0 1 1 1 0 0 0 0 3/14 _,i’7 0/3 0/4
G 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1/14 1/7 0/3 0/4
H 0 1 0 0 0 0 0 1 0 0 0 0 0 0 2/14 2/7 0/3 0/4
1 0 0 1 0 0 0 0 0 0 0 0 1 0 0 2/14 1 /7 0/3 1 /4
J 0 0 1 0 0 0 0 1 0 0 1 0 0 1 4/14 3/7 0/3 1 /4
K 0 1 0 0 0 0 0 1 1 1 0 0 0 0 4/14 4/7 0/3 0/4
L 0 0 1 0 0 0 0 1 1 1 0 0 0 0 4/14 4/7 0/3 0/4
M 0 1 0 0 0 1 0 1 0 0 0 0 1 0 4/14 2/7 1/3 1/4
N 0 1 1 0 0 1 0 0 0 0 0 1 0 0 4/14 2/7 1/3 1/4
0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1/14 1/7 0/3 0
P 0 0 1 0 0 0 0 0 0 1 0 0 0 0 2/14 2/7 0/3 0
Q 0 1 1 0 0 1 0 1 1 1 0 1 0 1 8/14 6/7 1/3 1—-
R 0 1 0 0 0 0 0 0 1 0 0 0 0 0 2/14 2/7 0/3 0
S 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 /1 4 1 /7 0/3 0-
T 0 0 1 0 0 0 0 1 0 0 0 0 0 0 2/14 2/7 0/3 0
U 0 1 1 0 0 0 1 1 1 0 0 1 1 0 7/14 4/7 1 /3 2.4
Key:
Red= Goal 1 questions
Blue= Goal 2 questions
Green = Goal 3 questions
rosttes t reausneet A enatx v
Student 1 2 .3 4 5 6 7 8 9 10 11 12 13 14 Total G 1 (12 G3
A 1 0 1 0 1 1 1 1 1 1 1 1 1 1 12/14 6;7 3/3 3/4
B 1 1 1 0 1 1 1 1 1 1 0 0 1 1 11/14 7/7 3/3 1/4
C 1 1 1 0 1 1 1 1 1 1 1 1 0 1 12/14 7-7 3/3 2/4
D 1 0 1 0 1 1 1 1 1 1 1 1 1 1 12/14 617 3/3 3/4
E 1 1 1 0 0 1 1 1 1 1 0 1 1 1 11 /14 7/7 2/3 2/4
F 1 0 1 0 1 1 1 1 1 1 1 0 1 1 11/14 6/7 3/3 2/4
G 1 1 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
H 0 1 1 0 0 0 1 1 0 0 0 0 1 0 5/14 3/7 1/3 1/4
I 1 1 1 1 1 1 1 1 I 1 0 1 1 1 13/14 77 3/3 3/4
J 1 1 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
K 1 0 1 0 1 0 1 1 1 1 1 1 1 1 11/14 6/7 2/3 3/4
L 1 0 1 0 1 0 1 1 1 1 1 1 1 I 11/14 6/7 2/3 3/4
M 1 I 1 0 1 1 1 1 0 0 1 1 1 1 11/14 5 7 3/3 3/4
N 1 1 1 1 1 l 1 1 1 1 1 1 1 1 14/14 7/7 3/3 4/4
0 1 1 1 1 0 1 1 1 0 0 1 1 1 1 11/14 5/7 2/3 4/4
P 1 I 1 0 1 0 1 1 1 1 1 0 1 1 11/14 7/7 2/3 2/4
Q I 1 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
R 1 I 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
S 0 0 1 0 1 1 1 1 1 1 0 0 0 1 8/14 5/7 3/3 0/4
T 1 1 1 1 1 1 1 1 1 1 0 1 1 1 13/14 7/7 3/3 3/4
U 1 1 1 0 1 1 1 1 1 1 1 1 1 1 13/14 7/7 3/3 3/4
Key:
Red= Goal 1 questions
Blue= Goal 2 questions
Green= Goal 3 questions
Appendix E
Name Date
P uzzle P ieces
Statue of Liberty
The White House
American flag
Mount Rushmmo i 6′,
Directions : React the titles of the pictures, and ask children to draw a line from the title to the correct picture.
“.rrose: Th reinforce recognition of American symbols
Waste v a ; i d_ rb }e moist tr; eoa?’ r’3’j
t
Put an X on the pictures that show
things that George Washington did.
Skill: Classification
Head and trove this fact about George Was iingtonn.
. ———————————_….^.^–
Answers: 1, 4. ^- -..- . o S
i` i i
Presidents Learning Inventory
Name
Date
1. What is a president ? What do they do?
t T” Y F. t
Multiple Choice
2. How is a president chosen?
A. It is based on the family they are born in to.
B. They are elected by the people of the United States.
C. One president picks the next one to replace him/her.
3. Who can be a president?
A. Only men
B. Only white men
C.: Anyone- even you!
4., How many stripes are on the f lag? How many stars?
5.: When is Presidents’ Day?
6. Why do we celebrate Presidents’ Day?
r-t ,1Jy
7.’` Whose February birthdays are the holiday based on?
Matching
Match the coin with the president that appears on it.
A. George Washington
B. Abraham Lincoln
C. Thomas Jefferson
IThis is a picture of the house where the president
lives. What is it called? What city is it located in?
12. ? : What is this monument called?
.T.1 t
13. Match the Mount Rushmore president with their
picture.
Nf f erson–
oosevelt
Lincoln
Washington
Perf ormance Question
14 a. Name 2 facts about Abraham Lincoln.
b. Name 2 facts about George Washington.
c. Tell 2 things Lincoln and Washington had in common.
Scoring Rubric
Criteria 1 2 3 4
a. Name 2 The student The student The student The student
facts about identifies I identifies 1 identifies 2 identifies 2
Abraham unique fact unique fact unique facts unique facts
Lincoln. about Lincoln. about about about
,Lincoln. Lincoln. Lincoln.
b. Name 2 The student The student The student The student
facts about identifies I identifies 1 identifies 2 identifies 2
George unique .fact unique fact unique facts unique facts
Washington. abet about about about
Washington. Washington. Washington. Washington.
c. Tell 2 The student The student The student The student
things that does not describes 1 describes 1 describes 2
Washington provide thing that thing that things in
and Lincoln similarities Lincoln and Lincoln and which Lincoln
had in between the Washington Washington and
common. two presidents , had in had in Washington
or they provide common. common. had in
similarities , but common.
no unique
characteristics.
Presidents Learning Inventory
Name
Date
1. What is a president? What do they do?
^7-A! I,1 J:VV,i
I
“t
Pcs+-fesf
Multiple Choice
2, How is a president chosen?
A, It is based on the family they are born in to.
-A They are elected by the people of the United States.
C. One president picks the next one to replace him/her,
3. Who can be a president?
A. Only men
R. Only white men
Co. Anyone- even you!
4. Hotly many stripes are on the flag? How many stars?
. When is Presidents’ -Day?
6. Why do we celebrate Presidents bay?
7, Whose February birthdays 0 re the holiday based on?
Aikotchm,
Match the coin with the president, the appear on o no
Ca .
, Abraham Linc©O
“, . TltldC G4* L!! ^ f fj^r^s (ri5 rN iNfe k 1+l^lf &<^ f a^^n (̂ t^ro `i^ ( G1f^^ (̂ 7Cpr f^j5'
tld^ L^”l+^^l^ U [ B ^ al ti !`^14d ^ 1G – cx y
.._.i..Lr I–rr
13. Match the Mount Rushmore president with their
picture.
Jefferson
Roosevelt
Lincoln
Washington
Performance Question
14. a. Name 2 facts about Abraham Lincoln.
b. Name 2 facts about George Washington.
c. Tell 2 things Lincoln and Washington had in common.
Vl 9,) ^’I9Jd^ ‘116075 h C, V\ii
Scorina Rubric
Criteria 1 2 3 4
a. Name 2 The student The student The student The s udent
facts about identifies I identifies I identifies 2 identifies 2
Abraham unique fact unique fact unique facts unique facts
Lincoln . about Lincoln . about about about
Lincoln . Lincoln . t cola.
b. Name 2 The student The student The student The student
facts about identifies 1 identifies I identifies 2 identifies 2
George unique fact unique fact unique facts unique facts
Washington . about about about ab Of
Washington . Washington . Washing ton . Vashington.
c. Tell 2 The student The student The student The student
things that does not describes 1 describes 1 describes 2
Washington provide thing that thing that things in
and Lincoln similarities Lincoln and Lincoln and which Lincoln
had in between the Washington Washington and
common . two presidents , had in had in Washington
or they provide common . common. had, in
similarities , but common.
no unique ,
characteristics. j j j
r
Name __ Date
Appendix F
P uzzle P ieces
The White Hous . vunt Rushmore
Q
c eDirectiools : Read the titles of the pictures, and ask children to draw a line fro the title to th coe rrect picture.
Purpose : To reinforce recognition of American symbois T
Putt an x on the pictures that show
thin,gs ghat George Washington did.
Skill: Classification
w -,crib
Raider
dead ^: nu it ace his iCCT abouT George Wcshinaton.
.————– ——..———– —————– –.._^
:answers: !, _. 4, 6, S
2 c
Presidents Learning Inventory
Name
Date
1. What is a president ? What do they do?
Multiple Choice
27-.How is a president chosen?
A. It is based on the family they are born in to.
B. They are elected by the people of the United States.
C. One president picks the next one to replace him/her.
3. Who can be a president?
A. Only men
B. Only white men
C.! Anyone- even you!
4. How many stripes are on the f lag? How many stars?
5. When is Presidents ‘ Day? E !’ y
I
6. Why do we celebrate Presidents’ Day?
7_ Whose February birthdays are the holiday based on?
Matching
Match the coin with the president that appears on it.
A. George Washington
B. Abraham Lincoln
C. Thomas Jefferson
11.- This is a picture of the house where the president
lives. What is it called? What city is it located in?
4o
12. What is this monument called?
13.. Match the Mount Rushmore president with their
picture.
SOf erson
Roosevelt
Xincoln
Washington
Performance Question
14. a. Name 2 facts about Abraham Lincoln.
b. Name 2 facts about George Washington.
c. Tell 2 things Lincoln and Washington had in common.
u1.
Scorina Rubric
Criteria 1 2 3 4
a. Name 2 The student The student The student The student
facts about identifies I identifies 1 identifies 2 identifies 2
Abraham unique fact unique fact unique facts unique facts
Lincoln. about Lincoln. about about about
Lincoln. Lincoln. Lincoln,
b. Name 2 The student The student The student The student
facts about identifies I identifies I identifies 2 identifies 2
George unique fact unique fact unique facts unique facts
Washington. about about about about
Washington. Washing ton. Washington. Washington.
c. Tell 2 The student The student The student The student
things that does not describes 1 describes 1 describes 2
Washington provide thing that thing that things in
and Lincoln similarities Lincoln and Lincoln and which Lincoln
had in between the Washington Washington and
common . two presidents, had in had in Washington
or they provide common. common. had in
similarities, but common.
no unique
characteristics.
Presidents Learning Inventory
Name
Date 2 -2-tT7′
1. “What is a president? What do they do?
Pus+t csF
Multi le Choice
` How is a president chosen?
A. It is based on the family they are born in to.
B. They are elected by the people of the United States.
(C)One president picks the next one to replace him/her.
3. Who can be a president?
A. Only men
R. Only white men
(C. A nyone- even you!
4. How many stripes are on the f log? How many stars?
5. When is Presidents ‘ Day? F_ ,oj, r^l
6. Why do we celebrate Presider t s’ Day?
¶ vl
7. Whose February birthdays are the holiday based on?
Match the coon with the
8.
[ore- sedert that appears an N%
A. George Was han9to
^R. Abrthmm UricnC,r
ILL
^I t @ ar p^^^wrarr^r ti>’ ‘^ ( athe > n”An r (̂ ^ I^apa,C F^S;
l :C. .J! y^>l.V l U U U `^
Yiveso ht°u^ is i t ca e^1? W na`i` c61 y 6s C Y i ocateo d 6′
4^ ^„ II /” G`i l 1
‘(13. Match the Mount Rushmore president with their
picture.
Jefferson
l
Roosevelt u
.Lincoln
Washington
Performance Question
14. a. Name 2 facts about Abraham Lincoln.
b. Name 2 facts about George Washington.
c. Tell 2 things Lincoln and Washington had in common
L-ik L
/^ ^n I(^ Ire it L1\ ^^r QIOM’ P-1 A U V V 0/ I,A I l Ll At /I\ ]RA I I H A.Y 1 v v w.i –
b.Rid^ Ikorses, I^” Qresiden+
c. ^h ^m,bo^fi worKed
Scorina Rubric
Criteria 1 2 4
a. Name 2 The student The student The student The studen
z
facts about identifies I identifies 1 identifies 2 identifie ;:
Abraham unique fact unique fact unique facts uniqu acts
Lincoln. about Lincoln. about about a bb
Lincoln . Lincoln. ncoln.
b. Name 2 The student The student The student The student,,
facts about identifies I identifies I identifies 2 identifies 2
George unique fact unique fact unique facts unique; facts
Washington . about about about about
Washing ton. Washington. Washington . Washington.
c. Tell 2 The student The student The student The student
things that does not describes i describes 3 describes 2
Washington provide thing that thing that things in
and Lincoln similarities Lincoln and Lincoln and which Lincoln
had in between -*te ‘ashington Washington and
common . two presidents , had in had in Washington
or they provide common . co!mon. had in
similarities, but common.
no unique
Fr hnrnctrristirs
the Social
Studies
the Social
Studies
2
2018 Mississippi
College- and Career-Readiness
Standards for the Social Studies
Carey M. Wright, Ed.D., State Superintendent of Education
Kim S. Benton, Ed.D., Chief Academic Officer
Jean Massey, Executive Director, Office of Secondary Education
Nathan Oakley, Ph.D., Executive Director, Office of Elementary Education and Reading
3
Mississippi Department of Education
Post Office Box 771
Jackson, Mississippi
39205-0771
Office of Elementary Education and Reading
Office of Secondary Education
601-359-258
6
601-359-3461
www.mdek12.org/ESE
The Mississippi State Board of Education, the Mississippi Department of Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the
Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of
race, sex, color, religion, national origin, age, or disability in the provision of educational programs
and services or employment opportunities and benefits. The following office has been designated
to handle inquiries and complaints regarding the nondiscrimination policies of the above-
mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
359 North West Street
Jackson, Mississippi 39201
(601) 359 – 3511
http://www.mdek12.org/ESE
2018
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies
4
TABLE OF CONTENTS
Acknowledgements……………………………………………………………………………………………………………………..5
Introduction…………………………………………………………………………………………………………………………………
7
Overview of MS CCRS…………………………………………………………………………………………………………………..
8
Kindergarten………………………………………………………………………………………………………………………………14
First Grade………………………………………………………………………………………………………………………………….17
Second Grade……………………………………………………………………………………………………………………………..20
Third Grade…………………………………………………………………………………………………………………………………23
Fourth Grade………………………………………………………………………………………………………………………………27
Fifth Grade………………………………………………………………………………………………………………………………….32
Sixth Grade…………………………………………………………………………………………………………………………………37
Seventh Grade…………………………………………………………………………………………………………………………….42
Seventh Grade Compacted………………………………………………………………………………………………………….45
Eighth Grade……………………………………………………………………………………………………………………………….50
Mississippi Studies………………………………………………………………………………………………………………………54
Introduction to Geography………………………………………………………………………………………………………….57
World History………………………………………………………………………………………………………………………………60
United States History…………………………………………………………………………………………………………………..66
United States Government………………………………………………………………………………………………………….76
Economics…………………………………………………………………………………………………………………………………..82
Advanced World Geography……………………………………………………………………………………………………….91
Problems of American Democracy………………………………………………………………………………………………94
History
of the Ancient Middle East………………………………………………………………………………………………98
African American Studies…………………………………………………………………………………………………………..100
Psychology…………………………………………………………………………………………………………………………………103
Sociology……………………………………………………………………………………………………………………………………107
Law Related Education………………………………………………………………………………………………………………110
Minority Studies………………………………………………………………………………………………………………………..113
Humanities………………………………………………………………………………………………………………………………..116
Support Documents and Resources…………………………………………………………………………………………..11
9
2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies
5
Acknowledgements
Acknowledgements
The Mississippi Department of Education gratefully acknowledges the hard work of the following
individuals for their involvement in developing the Mississippi College‐ and Career‐ Readiness
Standards for the Social Studies and the supporting documents.
SOCIAL STUDIES STANDARDS COMMITTEE MEMBERS (2016-2017)
Dr. Kenny Anthony Mississippi State University
Lien Beale Gulfport School District
Catherine Beasley Rankin County School District
Dr. Paul Binford Mississippi State University
Daniel Cody Brooks Jones County School District
Cathey Curtis Research and Curriculum Unit, Mississippi State University
Freda Dedeaux Pass Christian School District
Chevonne Dixon DeSoto County School District
Ellen Douglas Oxford Public School District
Alicia Ervin-Rawls Greenville Public School District
Chad Franks Oxford Public School District
Megan Hawkins Jackson County School District
Marlo Hendrix Tupelo Public School District
Dr. Fred Hickman Choctaw Tribal Schools
Helen Anna Holmes Pontotoc City School District
David Houston Pearl Public School District
Masha Laney Amory School District
Lauren Ward Leggett Wayne County School District
Jean Massey Mississippi Department of Education
Brett Mayfield Madison County Schools
Cindy Ming Research and Curriculum Unit, Mississippi State University
Jennifer Nance Mississippi Department of Education
Zach Osborn Clinton Public School District
Dr. Otis Pickett Mississippi College
Sally Quong Lafayette County Schools
Dr. David Rutherford University of Mississippi
Angela Sanders Ocean Springs School District
DeAndrei Sanders Claiborne County School District
Verlance Smith Hinds County School District
Elizabeth Sistrunk Rankin County School District
Si Thompson Petal Public School District
Brenda Whitworth Pontotoc City School District
Adrine Williams Jackson Public School District
Meredith Willis DeSoto County School District
Chuck Yarborough MS School for Math and Science
2018 MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies
6 Acknowledgements
Various sets of standards and standards-related documents were used in the development of the
Mississippi College- and Career-Readiness Standards for the Social Studies, including:
• National Council for the Social Studies: College, Career, and Civic Life (C3) Framework for
Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics,
Economics, Geography, and History
• National Assessment of Educational Progress (NAEP) Framework for Civics, Economics,
Geography, and U.S. History
• ACT College- and Career-Readiness (CCR) Benchmarks
• National Standards for History Education
• National Standards for the Social Studies
• National Standards for Economic Education
• National Standards for Civics and Government, and
• National Standards for Geography
https://nces.ed.gov/nationsreportcard/civics/whatmeasure.aspx
https://nces.ed.gov/nationsreportcard/economics/whatmeasure.aspx
https://nces.ed.gov/nationsreportcard/geography/whatmeasure.aspx
https://nces.ed.gov/nationsreportcard/ushistory/whatmeasure.aspx
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies
7
Introduction
Introduction
Mission Statement
The Mississippi Department of Education (MDE) is dedicated to student success, which includes
improving student achievement in the social studies, equipping citizens to solve complex
problems, and establishing fluent communication skills, while preparing students for college,
career, and civic life. The Mississippi College‐ and Career‐Readiness Standards (CCRS) provide a
consistent, clear understanding of what students are expected to know and be able to do by the
end of each grade level or course. The standards are designed to be robust and relevant to the real
world, reflecting the knowledge and skills that students need for success in college and careers
and allowing students to compete in the global economy.
Purpose
This document is designed to provide districts and K-12 social studies teachers with a basis for
curriculum development. In order to prepare students for careers and college, it outlines what
knowledge students should obtain, and the types of skills students must master upon successful
completion of each grade level. The 2018 MS CCRS for the Social Studies reflect national
expectations while focusing on postsecondary success, but they are unique to Mississippi in
addressing the needs of our students and teachers. The standards’ content centers around three
practices: conceptual understanding, fostering inquiry, collaboration and action, and integration of
content skills. Instruction in these areas is designed for a greater balance between content and
process. Teachers are encouraged to transfer more ownership of the learning process to students,
who can then direct their own learning and develop a deeper understanding of the social studies
and the problem-solving process. Doing so will produce students that will become more capable,
independent, and literate adults.
Implementation
The 2018 MS CCRS for the Social Studies will be piloted during the 2018-2019 school year and
implemented during the 2019-2020 school year.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
8 Overview of MS CCRS for the Social Studies
THE REVISION PROCESS FOR THE MS CCR STANDARDS FOR THE SOCIAL STUDIES
The Social Studies Curriculum Revision Team was selected in June 2016 from nominations by
school district superintendents and administrators. The purpose of the team was to revise the
2011 Mississippi Social Studies Framework. The team was composed of teachers,
administrators, and university professors throughout
Mississippi.
In order to gain a sufficient understanding of the direction of social studies education, the
curriculum revision team reviewed the following:
• National Council for the Social Studies: College, Career, and Civic Life (C3) Framework
for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics,
Economics, Geography, and History
• National Assessment of Educational Progress (NAEP) Framework for Civics, Economics,
Geography, and U.S. History
• ACT College- and Career-Readiness (CCR) Benchmarks
• National Standards for History Education
• National Standards for the Social Studies
• National Standards for Economic Education
• National Standards for Civics and Government
• National Standards for Geography
• Standards for Advanced Placement programs
• Social Studies standards from other states
• Current literature and research regarding the Social Studies
These resources served as a foundation for the development of the 2018 MS CCRS for the Social
Studies.
https://nces.ed.gov/nationsreportcard/civics/whatmeasure.aspx
https://nces.ed.gov/nationsreportcard/economics/whatmeasure.aspx
https://nces.ed.gov/nationsreportcard/geography/whatmeasure.aspx
https://nces.ed.gov/nationsreportcard/ushistory/whatmeasure.aspx
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
9 Overview of MS CCRS for the Social Studies
STRANDS
The different content strands in social studies combine to give a clear picture of the past and
present. Strands also give depth to the social studies curriculum, enabling students to grasp the
complexity of events from the past and present and help them acquire critical thinking skills to
make informed decisions in the future. The 2018 Mississippi College- and Career-Readiness
Standards for the Social Studies is comprised of five (5) essential content strands: Civics, Civil
Rights, Economics, Geography, and History.
Civics
Strand
The civics strand should provide students with a basic understanding of civic life, politics, and
government. It should help them understand the workings of their own and other political
systems as well as the relationship of American politics and government to world affairs. Civics
instruction provides a basis for understanding the rights and responsibilities of citizens in
American constitutional democracy and a framework for competent and responsible
participation. The civics strand should be expanded by related learning experiences, in both
school and community, that enable students to learn how to participate in their own
governance.
the
Social
Studies
Civics
Civil Rights
EconomicsGeography
History
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
10 Overview of MS CCRS for the Social Studies
Civil Rights Strand
Mississippi Code 37-13-193 requires the Mississippi Department of Education to work with the
Mississippi Civil Rights Education Commission to incorporate civil rights education into the
state’s K-12 educational programs. Civil rights education, as understood by the writers of this
framework, is defined as the mastery of content, skills and values that are learned from a
focused and meaningful exploration of civil rights issues (both past and present), locally,
nationally and globally. This education should lead learners to understand and appreciate issues
such as social justice, power relations, diversity, mutual respect, and civic engagement.
Students should acquire a working knowledge of tactics engaged by civil rights activists to
achieve social change. Among these are: demonstrations, resistance, organizing, and collective
action/unity. The content was incorporated as a content strand throughout the entire K-12
framework at the recommendation of the Mississippi Civil Rights Commission.
Economics Strand
The economic strand should help students gain an understanding of economic concepts, while
demonstrating an understanding of economic and financial literacy inn order to make informed
financial decisions throughout their lives. The strand is integrated throughout the K-12
curriculum emphasizing economic reasoning. Throughout the K-12 curriculum, students will
grasp an understanding of markets and the U.S. economy in a global setting.
Geography Strand
The geography strand equips students with the knowledge, skills, and perspectives of world
geography. Students will learn how to use geographic thinking and information to make well‐
reasoned decisions and to solve personal and community problems. The geography strand will
enable students to use geographic perspectives, knowledge, and skills to engage in ethical
action with regard to self, other people, other species, and Earth’s diverse cultures and natural
environments.
History Strand
The history strand investigates events that change the way people live. History is a record of
the past, of people who changed society. We learn history from 2 sources: primary and
secondary sources. The strand looks into how the past shape does the present, how have
people and events changed society, and how have influences of other, more powerful
countries, affected countries today.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
11 Overview of MS CCRS for the Social Studies
Sequencing
Kindergarten Citizenship at Home and School
First Grade Citizenship at School
Second Grade School and the Community
Third Grade Local Government
Fourth Grade Mississippi Studies and Regions
Fifth Grade United States History from Pre-Columbian Era to
American Revolution
Sixth Grade Civics and the World
Seventh Grade Early World History or Compacted
Eighth Grade United States History from Exploration to 1877
Organization of Document
Grade Level
or Course
Standards
Strand
Theme or
Description
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
12 MS CCRS for the Social Studies
US History
(1877 to Present)
(450811)
AP US History
(450814)
World History
(450835)
Compacted US History
– Exploration through
Reconstruction
(451035)
MS Studies/
Geography
(450705/450704)
Government/
Economics
(451004/450601)
or
AP Government/ AP
Macro Economics
(451008/450623)
Dual Credit
Or Advanced
Placement Course
7th 8th 11th 10th 9th 12th
World History from
Pre-Historic Era to the
Age of Enlightenment
(450837)
US History –
Exploration through
Reconstruction
(450804)
MS Studies/
Geography
(450705/450704)
US History
(1877 to Present)
(450811)
Government/
Economics
(451004/450601)
or
AP Government/ AP
Macro Economics
(451008/450623)
Best Practices for CCR Sequencing in Social Studies: To prepare students to meet College
and Career Readiness ACT/SAT benchmarks in their junior year, the following course
sequencing is recommended for social studies. Any additional upper-level course
sequencing is acceptable.
World History
(450835)
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
13 MS CCRS for the Social Studies
Suggested Course Sequence Secondary Options for 6th – 9th Social Studies
The course codes follow the course names in parentheses. For other options for social studies classes, please refer to the Approved Secondary Course Codes
Report. These are the most commonly used courses for secondary level students. Beginning with school year 2015-2016, the following options are available for
Social Studies course sequence for middle school:
Grade
Level
OPTION 1
(Course Code)
OPTION 2
(Course Code)
OPTION 3
(Course Code)
6
Civics and the World
World History from Pre-
Historic Era to Age of
Enlightenment (450837)
Civics and the World
7
World History from Pre-
Historic Era to Age of
Enlightenment
(450837)
*Compacted 7th Grade U.S.
History from Exploration to
Reconstruction and Citizenship
(451035)
World History from Pre-Historic
Era to Age of Enlightenment
(450837)
8
U.S. History from
Exploration to
Reconstruction (450804)
Mississippi Studies (One
semester .5 Carnegie
Unit)
(450705) /
*Compacted Introduction to
World Geography (451030)
(One semester .5 Carnegie
Unit)
U.S. History from Exploration to
Reconstruction (450804)
Option to add Mississippi Studies
(450705) (One semester .5 Carnegie
Unit) and/or World Geography
(One semester .5 Carnegie Unit)
elective choices
9
Mississippi Studies
(450705) / Introduction to
World Geography
(450704)/ AP Human
Geography (450715)
World History from Age of
Enlightenment to Present
(450835)
World History from Age of
Enlightenment to Present
(450835)
*NOTE: For Option 2, the standards for the World Geography and Citizenship course must be integrated into the U.S. History and the
Introduction to World Geography courses taught in the 7th and 8th grades, as outlined in the attached documents.
**NOTE: For Option 3, U.S. History from Exploration to Reconstruction must be taught in the 8th
grade. MS Studies and Geography are taught
in addition to the U.S. History course as separate courses.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
14 MS CCRS for the Social Studies
KINDERGARTEN
THEME: CITIZENSHIP AT HOME AND SCHOOL
C IVIC S
S T A N D A R D O B J E C T I V E ( S )
CI.K.1
Examine how individuals play different roles
and exercise good citizenship.
1. Identify characteristics of a good citizen.
2. Propose ways on how to be a good citizen at home and in the classroom.
CI.K.2
Demonstrate knowledge of how to be a good
citizen.
1. Define citizen, citizenship, rights, and responsibilities.
2. Name rights and responsibilities of individuals.
3. Distinguish the difference between rights and responsibilities.
4. Identify the role of rules.
5. Explain the role of consequences when rules are not followed.
CI.K.3
Describe the role and responsibilities of
authority figures.
1. Identify authority figures.
2. Explain the role of an authority figure.
3. Determine the responsibilities of authority figures.
4. Explain how all people can play important roles in a
community.
EC ONOM IC S
S T A N D A R D O B J E C T I V E ( S )
E.K.1
Identify and explain the function of money.
1. Recognize monetary units.
2. Distinguish between spending and saving.
3. Illustrate how money is used in daily life.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
15 MS CCRS for the Social Studies
E.K.2
Distinguish between goods and services.
1. Define goods and services.
2. Describe examples of the goods and services.
3. Explain how people obtain goods and services.
4. Examine the cost of goods and services provided by the
community.
E.K.3
Differentiate between needs and wants of
individuals.
1. Define and identify needs and wants.
2. Classify items as wants or needs.
C IVIL R IG H T S
S T A N D A R D O B J E C T I V E ( S )
CR.K.1
Explore the similarities and differences of
individuals and families.
1. Define similarities and differences.
2. Examine the benefits of similarities and differences in individuals and families.
CR.K.2
Describe and explain traditions and
contributions of various cultures.
1. Define culture.
2. Recognize ways people celebrate their diverse cultural heritage (literature, language,
games, songs, dances, holidays, etc.).
3. Analyze ways people celebrate their diverse cultural heritage.
CR.K.3
Explain the cultural diversity in the classroom.
1. Identify unity and diversity.
2. Identify different types of cultural diversity within the classroom.
3. Propose different ways to encourage unity and diversity at home and within the
classroom.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
16 MS CCRS for the Social Studies
G EOG R A PH Y
S T A N D A R D O B J E C T I V E ( S )
G.K.1
Identify a sense of place relative to an
individual.
1. Create a map to identify locations of familiar places.
2. Demonstrate terms related to location, direction, size, and distance (up, down, left, right,
far, near, etc.).
G.K.2
Describe physical features of the
environment.
1. Differentiate between land forms and bodies of water.
2. Identify how physical features impact communities.
3. Describe different ways physical environments may change over time (erosion,
hurricanes, etc.).
G.K.3
Recognize maps, graphs, and other
representations of the earth.
1. Explain representations of the earth using technology, maps, and globes.
2. Identify cardinal and intermediate directions (e.g., north, northeast, northwest,
southeast, southwest, east, and west).
3. Locate the local community, Mississippi and the United States using maps and globes.
H IST OR Y
S T A N D A R D O B J E C T I V E ( S )
H.K.1
Recognize symbols, customs, and celebrations
representative of our community, Mississippi
and the United
States.
1. Define symbols and customs.
2. Identify school, community, state and national symbols (e.g., school mascot, community
logo, Mississippi state flag, United States flag, American eagle, etc.).
3. State the pledge of allegiance and patriotic songs as expressions of patriotism.
4. Explain historically significant events that shaped America.
H.K.2
Describe the impact of significant historical
figures and events.
1. Identify historical figures that are used as symbols of American culture (currency,
monuments, and place names, etc.).
2. Examine historical events that are significant to American culture (4th of July,
Thanksgiving, Presidents Day, etc.).
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
17 MS CCRS for the Social Studies
FIRST GRADE
THEME: CITIZENSHIP AT SCHOOL
C IVIC S
S T A N D A R D O B J E C T I V E ( S )
CI.1.1
Examine how individuals play different roles
and exercise good citizenship.
1. Identify different family members – both nuclear and extended.
2. Distinguish the difference in responsible behaviors of different individuals within the
home, extended family and school that exhibit good citizenship.
CI.1.2
Demonstrate knowledge of how to be a good
citizen at
home and school.
1. Distinguish characteristics of good citizenship at home and
school.
2. Describe individuals who have exemplified good citizenship at home and school.
CI.1.3
Demonstrate a knowledge of authority figures
at home and school.
1. Identify authority figures at home and school.
2. Determine why rules are necessary and the consequences of failing to obey them at
home and school.
EC ONOM IC S
S T A N D A R D O B J E C T I V E ( S )
E.1.1
Differentiate between needs and wants of
individuals at home and school.
1. Describe the differences between needs and wants.
2. Compare and contrast an individual’s needs and wants to those of their family.
3. Compare and contrast an individual’s needs and want to those of their school and
community.
E.1.2
Evaluate how families use goods and services.
1. Identify the types of goods and services used by families.
2. Name the types of goods and services schools may use.
3. Compare and contrast the types of goods and services a family may use to those of a
school.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
18 MS CCRS for the Social Studies
E.1.3
Analyze the role of money within a home.
1. Explain the concept of exchange and the use of money to purchase goods and services.
2. Illustrate how work provides income to purchase goods and services for a family.
C IVIL R IG H T S
S T A N D A R D O B J E C T I V E ( S )
CR.1.1
Explore the similarities and differences of
families and schools.
1. Define customs and traditions.
2. Describe customs and traditions that play roles within families.
3. Compare customs and traditions within the school and community.
CR.1.2
Describe and explain traditions and
contributions of various cultures.
1. Describe celebrations held by members of the class and their families.
2. Determine the origins of customs, holidays, and celebrations within the school
community.
CR.1.3
Explain the role of cooperation and
compromise within families and school
communities.
1. Define cooperation and compromise.
2. Identify examples of cooperation and compromise within the home and school
community.
3. Discuss the benefits of cooperation and compromise among different groups.
G EOG R A PH Y
S T A N D A R D O B J E C T I V E ( S )
G.1.1
Identify a sense of place relative to an
individual, home and school.
1. Demonstrate terms related to location, direction, size and distance.
2. Explain how seasons, weather and climate and other environmental characteristics of a
place affect people and their actions.
3. Describe how the human characteristics of a place such as shelter, clothing, food,
activities are based upon geographic location.
G.1.2
Describe physical features of the
environment.
1. Define physical features of the environment.
2. Distinguish between landforms such as mountain, hills, lakes, oceans, rivers, etc.
3. Explain how physical features affect how humans use the environment.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
19 MS CCRS for the Social Studies
G.1.3
Recognize maps, graphs, and other
representations of the earth.
1. Construct a map from student’s home to school applying cardinal and intermediate
directions.
2. Identify on a map or globe the local community, the state of Mississippi, the United
States, the continents, and the oceans.
H IST OR Y
S T A N D A R D O B J E C T I V E ( S )
H.1.1
Evaluate how people and events have shaped
the local community, state, and
nation.
1. Identify contributions of historical figures, such as the Founding Fathers, etc., who have
influenced the nation.
2. Name the contributions of historical events, such as the American Revolution, etc., who
have influenced the nation.
H.1.2
Compare the ways individuals and groups in
the local community and state lived in the
past to how we live today.
1. Describe how forms of communication have changed over time.
2. Explain how types of technology and work have changed over time.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
20 MS CCRS for the Social Studies
SECOND GRADE
THEME: CITIZENSHIP AT SCHOOL AND IN THE COMMUNITY
C IVIC S
S T A N D A R D O B J E C T I V E ( S )
CI.2.1
Examine how individuals play different roles
and exercise good citizenship in the local
community.
1. Identify different community members and the roles they play.
2. Distinguish behaviors of different individuals in the community that exhibit good
citizenship.
CI.2.2
Demonstrate knowledge of how to be a good
citizen in the local community.
1. Identify rights and responsibilities of citizens in the community.
2. Compare and contrast rights and responsibilities of community members.
3. Recognize significant values such as common good, liberty, justice, equality, and
individual dignity.
CI.2.3
Demonstrate a knowledge of authority figures
in the local community.
1. Identify authority figures in the community.
2. Compare the rights and responsibilities of individuals and authority figures in the
community.
3. Investigate the difference between rules and laws.
4. Compare the role of consequences when rules and laws are not followed.
EC ONOM IC S
S T A N D A R D O B J E C T I V E ( S )
E.2.1
Explain how individual wants and needs
impact the production of goods and service.
1. Identify consumers and producers.
2. Explain how individuals’ choices determine what goods and services are produced.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
21 MS CCRS for the Social Studies
E.2.2
Explain the effects of supply and demand on
the price of goods and services.
1. Define scarcity and how it relates to goods and services.
2. Evaluate the impact of resources availability on the price of goods.
E.2.3
Differentiate between needs and wants of
individuals.
1. Define and identify needs and wants.
2. Classify items as wants or needs.
E.2.3
Identify the role of financial institutions within
the community.
1. Identify various types of financial institutions and their role in the community.
2. Identify services provided by the various financial institutions in the community.
C IVIL R IG H T S
S T A N D A R D O B J E C T I V E ( S )
CR.2.1
Illustrate the role of unity and diversity within
the community.
1. Define unity and diversity.
2. Describe the role that unity and diversity play within the community.
CR.2.2
Describe and explain how traditions and
customs contribute to unity and diversity.
1. Evaluate the qualities that build unity among diverse populations.
2. Recognize the cultural contributions of various groups within our community.
CR.2.3
Explain the role of cooperation and
compromise within the community.
1. Define tolerance.
2. Explain the role of tolerance in problem solving within the community.
3. Identify cultural diversity within the community.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
22 MS CCRS for the Social Studies
G EOG R A PH Y
S T A N D A R D O B J E C T I V E ( S )
G.2.1
Differentiate between different types of
maps.
1. Utilize vocabulary related to map skills.
2. Recognize characteristics of a local region including natural resources.
G.2.2
Investigate physical features of the local
region.
1. Examine how physical features affect human settlement.
2. Distinguish between urban, rural, suburban, etc.
3. Investigate different types of landforms and their characteristics.
G.2.3
Recognize maps, graphs, and other
representations of the earth.
1. Identify representations of the earth using technology, maps, and globes.
2. Identify cardinal and intermediate directions (e.g., north, northeast, northwest,
southeast, southwest, east, and west).
3. Locate the Mississippi and the United States using maps and globes.
H IST OR Y
S T A N D A R D O B J E C T I V E ( S )
H.2.1
Evaluate how people and events have shaped
the local community, state and nation through
primary sources.
1. Identify various primary sources.
2. Use various primary sources to investigate significant people and events of the past.
3. Identify vocabulary to express measurements of time.
4. Compare and contrast historical perspectives of primary sources.
H.2.2
Utilize oral traditions that contributed to the
cultural diversity of the community, state and
nation.
1. Explore stories, songs, and other expressions of oral traditions.
2. Interpret how oral traditions helped to express important cultural and historical
characteristics.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
23 MS CCRS for the Social Studies
THIRD GRADE
THEME: CITIZENSHIP IN LOCAL GOVERNMENT
C IVIC S
S T A N D A R D O B J E C T I V E ( S )
CI.3.1
Explain how an individual exercises rights and
responsibilities within community and local
government.
1. Identify core and civic virtues.
2. Compare and contrast figures of authority and their positions pertaining to upholding
civic responsibilities.
CI.3.2
Demonstrate knowledge of community and
local government.
1. Identify the three branches of government at local level.
2. Demonstrate how and why the local government creates and enforces laws.
3. Analyze why laws are important to a community.
4. Categorize services provided by the local community and government.
CI.3.3
Compare and contrast how all people, not just
official leaders, play important roles in local
government and portray good citizenship.
1. Categorize the way Americans feel about their rights and responsibilities, e.g. individual
rights and freedoms, the common good, and respecting the law.
2. Argue the characteristics of a responsible citizen.
EC ONOM IC S
S T A N D A R D O B J E C T I V E ( S )
E.3.1
Analyze the role of money within a
community and local government.
1. Define tax and the purpose of paying taxes.
2. Identify taxable goods and services within the local community.
3. Interpret job sources and availability.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
24 MS CCRS for the Social Studies
E.3.2
Evaluate the role of trade within a community
and local government.
1. Define trade.
2. Distinguish between import and export.
3. Identify local products and resources involved in trade with the local community.
4. Investigate the origin of local products for sale in the local community.
E.3.3
Explain how people earn income.
1. Describe the skills and knowledge required to produce certain goods and services.
2. Evaluate the impact of skills and knowledge on an individual’s income.
3. Explain how economic development determines where people can choose to live.
C IVIL R IG H T S
S T A N D A R D O B J E C T I V E ( S )
CR.3.1
Explain how a democracy relies on people’s
responsible participation.
1. Define democracy.
2. Explain the voting process.
CR.3.2
Examine how cultural diversity strengthens
the community.
1. Analyze cultural artifacts and the representations of the community.
2. Debate how historical figures respond to cultural changes, needs and concerns of
people.
CR.3.3
Examine Declaration of Independence,
Constitution, and Bill of Rights in order to
recognize basic principles of democracy and
civil liberties.
1. Identify civil liberties within the First Amendment.
2. Cite examples of how civil liberties are exercised in the local community.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
25 MS CCRS for the Social Studies
G EOG R A PH Y
S T A N D A R D O B J E C T I V E ( S )
G.3.1
Identify ways humans have altered the
physical
environment.
1. Explain how various industries, such as farming, fishing, timber, etc., have altered the
physical environment.
2. Utilize vocabulary associated with human influence on the environment.
G.3.2
Identify ways natural disasters affect the
physical environment.
1. Identify characteristics of a natural disaster.
2. Explain how local, state, and national governments cooperate to manage natural
disasters.
3. Evaluate how natural disasters can alter settlement patterns.
G.3.3
Explain how technological advancements have
influenced the environment.
1. Evaluate how different energy sources have impacted the environment.
2. Explain how communication and technological innovations have altered the
environment.
3. Recognize the geographic impact of using oil and various energy sources in the twenty-
first century. Ex. Oil, petroleum, nuclear power, and solar power.
G.3.4
Recognize maps, graphs, and other
representations of the earth.
1. Evaluate patterns of population distributions.
G.3.5
Describe the relationship between locations of
resources and patterns of population
distribution.
1. Define renewable and nonrenewable resources.
2. Categorize types of energy resources as renewable and nonrenewable.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
26 MS CCRS for the Social Studies
H IST OR Y
S T A N D A R D O B J E C T I V E ( S )
H.3.1
Identify and describe the different types of
government throughout history, such as
dictatorship, monarchy, aristocracy,
representative democracy, and direct
democracy.
1. Explain who held power in each type of government.
2. Compare and contrast the different types of government related to source of authority,
limits on power and examples of each.
3. Cite an example of each type of government from
history.
H.3.2
Explain the role of Representative Democracy
in framing the American government.
1. Explain the roles of the three branches of government.
2. Compare and contrast separation of powers and check and balances.
3. Explain the role of popular sovereignty in maintaining a democracy.
H.3.3
Trace the history of voting rights in America.
1. Define voting, suffrage and franchise.
2. Illustrate the expansion of voting rights in America.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
27 MS CCRS for the Social Studies
FOURTH GRADE
THEME: MISSISSIPPI STUDIES AND REGIONS
C IVIC S
S T A N D A R D O B J E C T I V E ( S )
CI.4.1
Describe Mississippi’s entry into statehood.
1. Describe the process by which the Mississippi territory was admitted to the United
States.
2. Define political and geographic reasons for changes in location of Mississippi’s state
capitol.
3. Examine the structure of local government and its relationship to state government.
CI.4.2
Identify people in positions of power and how
they can influence people’s rights and
freedom.
1. Identify elected leaders of the community and state.
2. Examine the rights and freedoms guaranteed to citizens.
CI.4.3
Identify rights and responsibilities as a citizen
of your community and state.
1. Examine responsibilities as citizens, such as obeying rules and laws.
2. Discuss active citizenship and adults’ responsibility to vote, to understand important
issues, to serve on a jury.
EC ONOM IC S
S T A N D A R D O B J E C T I V E ( S )
E.4.1
Describe Mississippi’s economic and military
role during the Civil
War.
Ex: Economic-
production of iron products, textiles, and
ships, Military- provision of military supplies
through ports.
1. Name military leaders from Mississippi during the Civil War.
2. Describe the development of slavery and opposition to slavery in Mississippi.
3. Trace the events that led to the secession of Mississippi from the Union in 1861 and
subsequently entering the Civil War.
4. Determine roles of women on the home front and battlefront during and after the Civil
War.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
28 MS CCRS for the Social Studies
E.4.2
Evaluate how geographic and economic
factors influence life and work in Mississippi.
1. Compare the resources and scarcity of resources in a local region to other regions of
Mississippi (e.g., Delta’s rich soil vs. coastal waters).
2. Describe the division of labor within Mississippi (e.g., government, industry, and
agriculture).
3. Identify the opportunity cost of choices made within Mississippi (e.g., cotton farming vs.
soy bean farming, pasture land vs. industrial development, beaches vs. casinos, landfills
vs. parks, etc.).
4. Explain the benefits and challenges of global trade for Mississippi.
5. Examine the connections between Mississippi and other states (e.g., economic and
political borders such as the Natchez Trace, the Mississippi River, Gulf of Mexico, etc.).
6. Describe the economic impact of natural disasters (e.g., hurricanes, tornadoes,
earthquakes, etc.).
E.4.3
Identify economic conditions as a result of the
Civil War, including the collapse of the
economic structure, destruction of the
transportation infrastructure, and high
casualty rates.
1. Trace the negative impact of the Civil War and Reconstruction on Mississippi.
2. Explain the use of sharecroppers as a response to the end of slavery.
3. Explore the role of Jim Crow in disenfranchising African Americans.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
29 MS CCRS for the Social Studies
C IVIL R IG H T S
S T A N D A R D O B J E C T I V E ( S )
CR.4.1
Analyze the Civil Rights Movement to
determine the social, political, and economic
impact on Mississippi.
1. Name important people of the modern Civil Rights Movement, including Martin Luther
King, Jr., Rosa Parks, Medgar Evers, James Meredith, Fannie Lou Hamer, Charles Evers,
etc.
2. Identify and explain events of the modern Civil Rights Movement, including the Brown
decision of 1954, Jim Crow laws, the Freedom Riders (Goodman, Chaney, Schwerner), the
Ole Miss Riots (James Meredith).
3. Describe the benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and
the Brown v. Board of Education Supreme Court case of 1954.
4. Define vocabulary associated with the modern Civil Rights Movement including
discrimination, prejudice, segregation, integration, suffrage, and rights.
CR.4.2
Examine how culture influences the way
people modify and adapt to their
environment.
1. Define culture in Mississippi.
2. Recognize ways people celebrate their diverse cultural heritage (literature, language,
games, songs, dances, holidays, etc.).
3. Analyze ways people celebrate their diverse cultural heritage.
G EOG R A PH Y
S T A N D A R D O B J E C T I V E ( S )
G.4.1
Describe the physical geography of
Mississippi.
1. Compare and contrast the ten geographical regions of Mississippi in terms of soil,
landforms, etc.
2. Illustrate major natural resources and deposits throughout Mississippi on a map, ex. Oil,
agricultural, etc.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
30 MS CCRS for the Social Studies
G.4.2.
Understand how geographic and
environmental factors influence life and work.
1. Compare the resources and scarcity of resources in a local region to other regions of
Mississippi (e.g., Delta‘s rich soil vs. coastal waters).
2. Describe the division of labor within Mississippi (e.g., government, industry, and
agriculture).
3. Describe the opportunity cost of choices made within Mississippi (e.g., cotton farming vs.
soy bean farming, pasture land vs. industrial development, beaches vs. casinos, landfills
vs. parks, etc.).
4. Explain the benefits and challenges of global trade for Mississippi.
5. Examine the connections between Mississippi and other states (e.g., economic and
political borders such as the Natchez Trace, the Mississippi River, Gulf of Mexico, etc.).
6. Describe the economic impact of natural disasters (e.g., hurricanes, tornadoes,
earthquakes, etc.).
G.4.3
Recognize maps, graphs, and other
representations of Mississippi.
1. Identify representations of Mississippi using technology, maps, and globes.
2. Distinguish between cardinal and intermediate directions (e.g., north, northeast,
northwest, southeast, southwest, east, and west).
3. Locate Mississippi and the United States using maps and globes.
H IST OR Y
S T A N D A R D O B J E C T I V E ( S )
H.4.1
Recognize symbols, customs, and celebrations
representative of our community, Mississippi
and the United States.
1. Define symbols and customs.
2. Identify school, community, state and national symbols (e.g., school mascot, community
logo, Mississippi state flag, United States flag, American eagle, etc.).
3. Identify the Pledge of Allegiance and other patriotic songs as expressions of patriotism.
4. Explain historically significant events that shaped America.
H.4.2
Distinguish reasons for European exploration
and settlement in Mississippi and the impact
of European explorers on trade, health, and
land expansion in Mississippi.
1. Label on maps European settlements in early Mississippi, including Fort de Maurepas.
2. Outline on maps and globes, the routes of early explorers to the New World.
3. Describe reasons for conflicts between Europeans and Native Americans in Mississippi,
including differing beliefs regarding land ownership, religion, and culture.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
31 MS CCRS for the Social Studies
H.4.3
Describe Mississippi Antebellum Society.
1. Explain the rise of Mississippi cotton culture.
2. Link cotton culture to the rise of slavery.
H.4.4
Explain how literature, the arts, architecture,
and music distinguish Mississippi from other
places.
1. Identify Mississippians known for their artwork, music, architecture, and literature.
2. Describe how literature, the arts, architecture, and music affect tourism within the state.
H.4.5
Describe the impact of significant historical
figures and events in Mississippi.
1. Identify historical figures that are used as symbols of Mississippi culture (monuments,
place names, etc.).
2. Examine historical events that are significant to Mississippi culture.
H.4.6
Compare and contrast between the different
Mississippi Native American cultures:
Choctaw, Chickasaw, and Natchez.
1. Identify the location of major tribes within Mississippi.
2. Describe the reason for Native American removal in Mississippi and the impact of the
removal of Native Americans.
3. Examine how Native American tribes lived, including their homes, roles, beliefs, clothes,
games, traditions, and food.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
32 MS CCRS for the Social Studies
FIFTH GRADE
US HISTORY: PRE -COLUMBIAN TO AMERICAN REVOLUTION
C IVIC S
S T A N D A R D O B J E C T I V E ( S )
CI.5.1
Explain how weaknesses of the Articles of
Confederation led to the Constitution.
1. List the problems of the Articles of Confederation such as lack of executive branch, no
taxation power, and weak central government.
2. Identify the contributions of the NorthWest Ordinance.
3. Identify the ideology of Federalists and Anti-Federalists facts.
4. Describe the plans and compromises that contributed to the creation of the
Constitution.
5. Explain the features of the Bill of Rights.
CI.5.2
Demonstrate respect for the rights of others
in discussion and classroom debates.
1. Participate in negotiating and compromising in the resolution of differences and
conflict.
EC ONOM IC S
S T A N D A R D O B J E C T I V E ( S )
E.5.1
Examine the various types of resources
required to provide goods and services.
1. Identify the major resources of the U.S. to determine the major industries of those
countries in relation to available resources.
2. Examine why certain products are manufactured in particular places, taking into
account the weight, transportation availability, costs, and markets.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
33 MS CCRS for the Social Studies
E.5.2
Explain how currency makes exchange easier
by comparing a bartering economy to a
currency-based economy.
1. Explore the characteristics of a traditional economy.
2. Examine products that are imported into markets within the US based on demand for
these products, nothing how this affects the US economy.
3. Distinguish products that are exported from the US to other markets in the Western
Hemisphere, noting how this affects the US economy.
4. Examine the meaning of unemployment, inflation, income, and economic growth in the
economy.
C IVIL R IG H T S
S T A N D A R D O B J E C T I V E ( S )
CR.5.1
Identify ways that people in roles of power
can influence people’s rights and freedom.
1. Examine at least one group of people, such as Native Americans, African Americans,
women, or another cultural, ethic, or racial minority in the Western Hemisphere, who
have struggled for equality and civil rights.
CR.5.2
Describe and explain traditions and
contributions of various cultures.
1. Define culture.
2. Recognize ways people celebrate their diverse cultural heritage (literature, language,
games, songs, dances, holidays, etc.).
3. Analyze ways people celebrate their diverse cultural heritage.
G EOG R A PH Y
S T A N D A R D O B J E C T I V E ( S )
G.5.1
Locate on a map the physical features of
America prior to Exploration.
1. Identify major landforms and bodies of water.
2. Locate on a map of North and South America pre-Columbian civilizations according to
geography.
G.5.2
Describe physical features of the
environment.
1. Differentiate between landforms and bodies of water.
2. Identify how physical features impact communities.
3. Describe different ways physical environments may change over time (erosion,
hurricanes, etc.).
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
34 MS CCRS for the Social Studies
G.5.3
Recognize maps, graphs, and other
representations of the earth.
1. Create representations of the earth using technology, maps, and globes.
2. Identify cardinal and intermediate directions (e.g., north, northeast, northwest,
southeast, southwest, east, and west).
3. Locate the Mississippi and the United States using maps and globes.
H IST OR Y
S T A N D A R D O B J E C T I V E ( S )
H.5.1
Recognize symbols, customs, and celebrations
representative of the United States.
1. Define symbols and customs.
2. Identify school, community, state and national symbols (e.g., United States flag,
American eagle, etc.).
3. Compare and contrast the Pledge of Allegiance and other patriotic songs as expressions
of patriotism.
4. Explain historically significant events that shaped America.
H.5.2
Examine the reasons and impact for
exploration of the New World.
1. Locate and label on a world map the “Old World” and the “New World” along with
European countries of Spain, Great Britain or England, France, etc.
2. Identify significant European explorers.
3. Determine economic motivations for European exploration and settlement in the
Americas.
4. Locate and label on maps of North and South America land claimed by Spain, France,
England, and Portugal.
5. Explain the development and impact of the Columbian Exchange.
6. Analyze the relationship between early European settlers in America and the Native
Americans they encountered.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
35 MS CCRS for the Social Studies
H.5.3
Describe reasons for colonization of North
America.
1. Identify influential leaders and groups responsible for founding colonial settlements
(e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania;
Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
2. Trace the development of democratic ideas and discuss the structure of colonial
governments that influenced the early colonies (e.g., Magna Carta, Mayflower Compact,
representative government, town meetings, rule of law, legislative bodies).
3. Demonstrate an understanding of colonial economic life and labor systems in the
Americas (Triangular Trade, indentured servitude, enslaved and free Africans).
H.5.4
Explain major events of the American
Revolution and their outcomes.
1. Outline the principles contained in the Declaration of Independence.
2. Identify key battles of the American Revolution (e.g., Lexington and Concord, Bunker Hill,
Saratoga, Cowpens, and Yorktown).
3. Describe the roles and contributions of Thomas Jefferson, Samuel Adams, Paul Revere,
Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from
other countries to the American cause.
4. Discuss the contributions of ordinary citizens, including African Americans and women,
to the American Revolution.
5. Examine efforts to mobilize support for the American Revolution by the Minutemen,
Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts,
and the Second Continental Congress.
6. Cite reasons for colonial victory in the American Revolution.
7. Summarize the effect of the Treaty of Paris of 1783 on the development of the United
States.
H.5.5
Chart the causes and events leading to the
American Revolution. Cite the reasons for the
establishment of early colonies in North
America.
1. Explain the impact of the French and Indian War on the American Revolution.
2. Describe the colonial reaction to the British Stamp Act, Intolerable Acts, Boston
Massacre, and Tea Act.
H.5.6
Differentiate among pre-Columbian
civilizations.
1. Name and describe the different pre-Columbian civilizations.
2. Compare and contrast the social systems of pre-Columbian civilizations.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
36 MS CCRS for the Social Studies
H.5.7
Describe the impact of significant historical
figures and events.
1. Identify historical figures that are used as symbols of American culture (currency,
monuments, and place names, etc.).
2. Examine historical events that are significant to American culture (July 4th, Thanksgiving,
Presidents Day, etc.).
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
37 MS CCRS for the Social Studies
SIXTH GRADE
CIVICS AND THE WORLD
C IVIC S
S T A N D A R D O B J E C T I V E ( S )
CI.6.1
Understand the various roles and
expectations of citizens throughout the world
and apply that understanding to their role as a
citizen of their community, state, and nation.
1. Determine how citizenship roles vary within different political structures including but
not limited to democratic, totalitarian, and monarchical systems.
2. Explore how citizenship roles vary based on the population, size, and geographic
position of a state including but not limited to federal, confederate, and unitary
systems.
3. Compare and contrast the many forms of citizenship including, but not limited to:
responsible financial activity, active and passive participation in government, being
aware of important issues and challenges, and the responsible use of resources.
4. Examine basic human rights and liberties that are at the core of American culture and
compare those rights to those listed in the Universal Declaration of Human
Rights.
CI.6.2
Examine the challenges of civic engagement in
the contemporary world.
1. Compare the positive and negative impacts of changing technologies on expanding the
role of citizens throughout the world and the challenges posed by new media sources to
obtaining reliable information upon which to make decisions.
2. Evaluate how globalization has changed the rights and responsibilities of citizens in
relation to economic disparity and equity.
3. Assess how growing concerns about security have impacted civil liberty protections.
EC ONOM IC S
S T A N D A R D O B J E C T I V E ( S )
E.6.1
Explain the concept of natural resources and
how people use and value them.
1. Explain the difference between a “substance” that occurs in the natural environment
and a “resource” that has value.
2. Identify and explain the characteristics of renewable and non-renewable resources.
3. Identify the locations and uses of important resources in the contemporary world.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
38 MS CCRS for the Social Studies
E.6.2
Explain the geographic patterns of economic
interactions.
1. Identify primary, secondary, and tertiary economic activities in the U.S. and other
countries.
2. Distinguish between subsistence and commercial livelihoods.
3. Examine ways that economic interaction and globalization occur in the contemporary
world and in the past.
C IVIL R IG H T S
S T A N D A R D O B J E C T I V E ( S )
CR.6.1
Identify physical and political factors that
contribute to cooperation and conflict among
people.
1. Locate and describe different types of territorial divisions.
2. Identify political boundaries that are based on physical and human factors.
3. Investigate how countries cooperate in managing and using Earth’s surface.
4. Describe how conflict occurs at the local level because of disagreements over the
division, control, and management of Earth’s surface.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
39 MS CCRS for the Social Studies
CR.6.2
Formulate an understanding of citizenship
roles in Western Europe, Eastern Europe,
Latin America, South Asia, East Asia, Middle
East and North Africa and Sub-Saharan Africa
and how they are influenced by a variety of
factors.
1. Draw maps that reflect the physical environment of Western Europe, Eastern Europe,
Latin America, South Asia, East Asia, Middle East, North Africa and sub-Saharan Africa,
and evaluate how that environment impacts local culture.
2. Draw a map that reflects the current political structure of Western Europe, Eastern
Europe, Latin America, South Asia, East Asia, Middle East, North Africa and sub-Saharan
Africa, including countries, major population centers, significant natural features, and
capital cities.
3. Select three Western Europe, Eastern Europe, Latin America, South Asia, East Asia,
Middle East, North Africa and sub-Saharan Africa countries and identify the cultural and
historical factors (ex. First Nations, colonization, war and conquest, and religion) that
have shaped the civic identity of those cultures and the expectations they have for civic
participation.
4. Select three Western Europe, Eastern Europe, Latin America, South Asia, East Asia,
Middle East, North Africa and sub-Saharan Africa countries and examine the
participation of those countries in an increasingly globalized world and compare them to
other nations in terms of metrics including GDP per capita, Human Misery Index, Gross
National Happiness, Infant and Child Mortality Rates, Life Expectancy, and Literacy Rates.
5. Compare human rights and liberties found in Western Europe, Eastern Europe, Latin
America, South Asia, East Asia, Middle East, North Africa and sub-Saharan Africa to core
American civil values.
G EOG R A PH Y
S T A N D A R D O B J E C T I V E ( S )
G.6.1
Describe the world using the tools of
geography including maps, globes, and
technological representations.
1. Explain the use of map essentials.
2. Use maps and geospatial technologies to acquire and process information from a spatial
perspective.
3. Discuss how experiences and cultures influence perceptions and help people create
mental maps.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
40 MS CCRS for the Social Studies
G.6.2
Explain the concept of place and the factors
that give meaning to particular places.
1. Describe the distinguishing physical and human characteristics of different places within
the U.S. and around the world.
2. Investigate how people create places as they live in a location and make meaning and
build memories there that are unique.
3. Describe how personal, community, or national identities are based, in large part, on
places.
4. Explain how place-based identities can sometimes result in stereotypes of people from
specific place.
G.6.3
Identify geographic patterns in the
environment that result from the processes of
Earth’s physical systems.
1. Distinguish between atmosphere, biosphere, lithosphere, and hydrosphere.
2. Describe how Earth-Sun relationships regulate seasonal changes in temperature,
precipitation, vegetation, and weather patterns at various locations on Earth.
3. Explain major processes that shape the physical environment.
4. Investigate how natural phenomenon shaped the physical environment.
G.6.4
Determine how regions are used to describe
the organization of the Earth’s surface.
1. Define formal, functional, and perceptual regions and identify physical and human
features used as the criteria for establishing them.
2. Recognize major world regions as formal regions and describe the main characteristics
that distinguish them as different from one another.
G.6.5
Describe the characteristics and causes of
human population changes and migration.
1. Identify the spatial patterns of human population in terms of distribution and density.
2. Explain how physical and human factors impact the migration and population
characteristics of a place.
3. Identify major migration patterns in the U.S. and the world and the push/pull factors
that drive them.
G.6.6
Describe the patterns of human settlements
and the factors that contribute to their
formation.
1. Classify spatial patterns of settlement, including types, sizes, and models of settlement.
2. Explain why some locations are better for settlement than others.
3. Describe settlement patterns in association with the location of resources.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
41 MS CCRS for the Social Studies
G.6.7
Compare and contrast ways that humans and
the physical environment are impacted by the
extraction of resources.
1. Identify and describe ways in which humans modify the physical environment.
2. Explain ways in which people use technology to access resources from the physical
environment.
3. Describe examples of how the physical environment provides opportunities and
constraints for human activities.
4. Identify and describe the locations of environmental hazards, proximity of human
populations to them, and how people respond to natural hazards.
H IST OR Y
S T A N D A R D O B J E C T I V E ( S )
H.6.1
Explain the characteristics and development
of culture.
1. Describe the major aspects of culture (religion/belief systems, language, ethnicity,
institutions, technology, art, architecture, dress, foods, traditions, etc.).
2. Explain how culture changes as it is passed from one generation to the next.
3. Identify major culture regions of the world and explain how the characteristics of each
set it apart from the others.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
42 MS CCRS for the Social Studies
SEVENTH GRADE
EARLY WORLD HISTORY
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
7.1
Illustrate an understanding of the
development of civilization in the Nile River
Valley. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Inspect how the physical features of Egypt Influenced the development
of civilization.
2. Investigate how religion affected the lives of the ancient Egyptians including such aspects
as architecture, the afterlife, and mummification.
3. Describe the unique features of ancient Egyptian culture and social class structure.
4. Explain the power structure of the ancient Egyptian government.
5. Determine the significance of the discovery of the Rosetta Stone.
6. Trace the influence of trade on the development of Egypt.
7.2
Examine an understanding of the
development of civilization in the river valleys
of China. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Summarize the Influence of geographical features on the development of Ancient China.
2. Compare and contrast the origins, foundational beliefs and spread of Confucianism and
Taoism.
3. Describe various aspects of culture, including language, art, architecture, and social class.
4. Explain the evolution of imperial government of China.
5. Discuss the development of the Great Wall.
6. Trace the influence of trade on the development of China.
7.3
Demonstrate an understanding of the
development of civilization in Indus Valley.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explain the influence of geographical features on the development of Ancient Indus River
Valley.
2. Analyze the influence of Hinduism on the Indian culture and social practices.
3. Describe various aspects of culture, including language, art, architecture.
4. Analyze the power held by each class of the Indian caste system.
5. Trace the influence of trade on the development of Indus River Valley.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
43 MS CCRS for the Social Studies
7.4
Analyze the development of civilizations in
ancient Greece. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Assess the influence of geographical features on the development of the civilizations of
ancient Greece.
2. Explain how the polytheistic belief system of the ancient Greeks influenced their daily
lives.
3. Describe various aspects of Greek culture to include the development of language, art,
architecture, social class, and philosophy.
4. Debate the various forms of government to develop in ancient Greece from monarchy,
to oligarchy, to democracy.
5. Compare and contrast the civilizations of Athens and Sparta.
6. Trace the influence of trade on the development of Greece.
7.5
Inspect the development Roman Civilization.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explain how the geographical features of the Italian Peninsula influenced the
development of Ancient Rome.
2. Compare and contrast how religion affected the daily lives of the Romans: describe
various aspects of Roman culture, including art, language, social class, and recreation.
3. Compare the government structure of Rome in the Monarchy, Republic and the Empire.
4. Trace the influence of trade on the development of Rome.
7.6
Explore and evaluate the development of sub-
Saharan civilizations in East, South and West
Africa. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Explain how the geographical features of sub-Saharan Africa influenced the development
of civilization.
2. Inspect the origins and foundational beliefs of traditional African religions as well as the
influence of Islam on the civilizations of sub-Saharan Africa.
3. Describe various aspects of culture, including art, architecture, and class structure in the
civilizations that developed south of the Sahara.
4. Explain how the civilizations of sub-Saharan Africa were governed.
5. Trace the influence of trade on the development of sub-Saharan Africa.
7.7
Compare and contrast the developments of
early world religions and philosophies.
(Strands: Civics, Civil Rights, History)
1. Compare and contrast animism, monotheism, and polytheism.
2. Explain the origins and foundational beliefs of the spread of Christianity, Islam, and
Judaism.
3. Inspect the origins and foundational beliefs of the spread of Buddhism and Hinduism.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
44 MS CCRS for the Social Studies
7.8
Assess the Middle Ages and the emergence of
nation-states in Europe. (Strands: Civics,
Geography, History, Economics)
1. Explain the system of feudalism and its relationship to the development of European
monarchies and nation-states, including feudal relationships, the daily life of peasants
and serfs, and the manor economy.
2. Debate the effects of the Magna Carta on the feudal system and how it leads to the
development of a representative government in England.
3. Summarize the events of the Crusades and explain their lasting effects on Europe.
4. Explain the role and influence of the Roman Catholic Church in medieval Europe.
5. Analyze the economic, political and social effects of the plague on Europe.
7.9
Investigate the impact of the Renaissance and
the Reformation on Europe. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Explain the influence of the idea of humanism on the development of the Renaissance.
2. Identify key figures of the Renaissance throughout Europe to include their
accomplishments in the arts, music, literature, and architecture.
3. Explain the causes, events and points of contention of both the Reformation and the
Counter Reformation.
4. Trace how the Renaissance encouraged the development of trade.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
45 MS CCRS for the Social Studies
***SEVENTH GRADE COMPACTED***
US HISTORY FROM EXPLORATION TO RECONSTRUCTION/
CIVICS AND THE WORLD
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
7C.1
Understand the various roles and
expectations of citizens throughout the world
and apply that understanding to their role as a
citizen of their community, state, and nation.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Compare and contrast how citizenship roles vary within different political structures
including but not limited to democratic, totalitarian, and monarchical systems.
2. Investigate how citizenship roles vary based on the population, size, and geographic
position of a state including but not limited to federal, confederate, and unitary systems.
3. Determine that citizenship takes many forms including but not limited to responsible
financial activity, active and passive participation in government, being aware of
important issues and challenges, and the responsible use of resources.
4. Develop understanding of basic human rights and liberties that are at the core of
American culture and compare those rights to those listed in the Universal Declaration of
Human Rights.
7C.2
Examine the challenges of civic engagement in
the contemporary world. (Strands: Civics, Civil
Rights, History)
1. Compare the positive and negative impacts of changing technologies on expanding the
role of citizens throughout the world and the challenges posed by new media sources to
obtaining reliable information upon which to make decisions.
2. Evaluate how globalization has changed the rights and responsibilities of citizens in
relation to economic disparity and equity.
3. Assess how growing concerns about security have impacted civil liberty protections.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
46 MS CCRS for the Social Studies
7C.3
Formulate an understanding of citizenship
roles in Western Europe, Eastern Europe,
Latin America, South Asia, East Asia, Middle
East and North Africa and Sub-Saharan Africa
and how they are influenced by a variety of
factors. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Construct maps that reflect the physical environment of Western Europe, Eastern
Europe, Latin America, South Asia, East Asia, Middle East, North Africa and sub-Saharan
Africa and evaluate how that environment impacts local culture.
2. Create a map that reflects the current political structure of Western Europe, Eastern
Europe, Latin America, South Asia, East Asia, Middle East, North Africa and sub-Saharan
Africa including countries, major population centers, significant natural features, and
capital cities.
3. Select three Western Europe, Eastern Europe, Latin America, South Asia, East Asia,
Middle East, North Africa and sub-Saharan Africa countries and identify the cultural and
historical factors (ex. First Nations, colonization, war and conquest, and religion) that
have shaped the civic identity of those cultures and the expectations they have for civic
participation.
4. Select three Western Europe, Eastern Europe, Latin America, South Asia, East Asia,
Middle East, North Africa and sub-Saharan Africa countries and examine the
participation of those countries in an increasingly globalized world and compare them to
other nations in terms of metrics including GDP per capita, Human Misery Index, Gross
National Happiness, Infant and Child Mortality Rates, Life Expectancy, and Literacy Rates.
5. Compare human rights and liberties found in Western Europe, Eastern Europe, Latin
America, South Asia, East Asia, Middle East, North Africa and sub-Saharan Africa to core
American civil values.
7C.4
Interpret how regions are used to describe the
organization of Earth’s surface. (Strands: Civil
Rights, Geography)
1. Contrast formal, functional, and perceptual regions and identify physical and human
features used as the criteria for establishing them.
2. Recognize major world regions as formal regions and describe the main characteristics
that distinguish them as different from one another.
7C.5
Describe the characteristics and causes of
human population changes and migration.
(Strands: Geography, History, Economics)
1. Distinguish between the spatial patterns of human population in terms of distribution
and density.
2. Explain how physical and human factors impact the migration and population
characteristics of a place.
3. Trace major migration patterns in the U.S. and the world and the push/pull factors that
drive them.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
47 MS CCRS for the Social Studies
7C.6
Differentiate major aspects of the
development of the United States from
Exploration to 1754. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Create explorers’ routes to the New World.
2. Formulate items involved in the Columbian Exchange.
3. Construct the beginning of the Atlantic slave trade with Spaniards in South/Central
America.
4. Examine the diversity that emerged with the establishment of colonial America.
5. Contrast how the English Bill of Rights, The Mayflower Compact, and The Virginia House
of Burgesses led to the English Colonial idea of self-government. Describe the social
structures that formed in the various colonies.
6. Describe the relationships between the various Native American and colonial groups.
7C.7
Evaluate the key people, factors and events
which led to the American Revolution and
establishment of United States government.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explain colonists’ roles in the French and Indian War.
2. Recognize and trace the major reasons for English taxes after the French and Indian War
and colonial responses from 1763-1774 (Proclamation of 1763, Sugar Act, Stamp Act,
Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts, etc.)
3. Identify key figures in the early Revolutionary Era and their contributions (George
Washington, Samuel Adams, Crispus Attucks, John Adams, John Hancock, Mercy Otis
Warren, etc.)
7C.8
Identify and evaluate the people, places, and
documents that caused the founding of the
nation and relate their significance to the
development of the American constitutional
republic. (Strands: Civics, History)
1. Describe the powers given to the Continental Congress by the Articles of Confederation.
2. Analyze the weaknesses of the Articles of Confederation that led to a call for a new
constitution.
3. Contrast the major compromises at the Constitutional Convention.
4. Describe the framework of the United States Constitution, including powers of the
Legislative, Executive, and Judicial branches.
5. Trace the process of a bill becoming a law.
6. Debate the compromises between Federalists and Anti-Federalists that led to the Bill of
Rights.
7C.9
Analyze the challenges and central ideas
involved in creating the new nation.
(Strands: Civics, History)
1. Evaluate the differences in political opinions of the new federal government that led to
the formation of political parties.
2. Assess the importance of George Washington’s Presidency and his Farewell Address on
the American presidency.
3. Analyze the significance of early Supreme Court cases and explain impacts on the United
States (e.g., Marbury v. Madison, McCulloch v. Maryland, Dartmouth College v.
Woodward, Worcester v. Georgia).
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
48 MS CCRS for the Social Studies
7C.10
Interpret the geographical, social, and political
causes, challenges, and effects of westward
expansion. (Strands: Civics, Geography,
History, Economics)
1. Identify the reasons that the United States purchased Louisiana from France.
2. Evaluate the significance of the Lewis and Clark Expedition.
3. Analyze the purpose, challenges, political, racial, religious and economic incentives
associated with the concept of Manifest Destiny.
7C.11
Interpret the causes, challenges, and effects
of the Industrial Revolution. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Summarize how the Industrial Revolution began in the United States.
2. Identify key people and their contributions in the
Industrial Revolution.
3. Trace the development of transportation and communication systems during the
Industrial Revolution.
7C.12
Evaluate the impact of the American social
and political reforms on developing American
society during the first half of the nineteenth
century. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Summarize the works of formerly enslaved African Americans who worked to lead others
to freedom.
2. Evaluate abolitionists’ roles in bringing the reality of slavery to the nation (e.g., Frederick
Douglass, William Lloyd Garrison, Harriet Beecher Stowe, etc.).
3. Compare and contrast the philosophies of natural rights expressed in the Declaration of
Independence and the Declaration of Sentiments (e.g., phrases such as “all men are
created equal, that they are endowed by their Creator with certain unalienable Rights”).
7C.13
Examine the social and economic conflicts
between the North and South that would
eventually led to the American Civil War.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Synthesize prior knowledge of the geography of the Northern states and the Industrial
Revolution to explain why slavery did not grow in the North.
2. Trace the origins and development of slavery and its impact on the nation’s political,
social, religious, economic, and cultural development.
3. Analyze the impact of the cotton gin on all social classes and the importance of
agriculture in antebellum Mississippi.
4. Identify major legislation and Supreme Court decisions that strived to both overturn and
preserve slavery resulting in sectional strife, including: Missouri Compromise,
Compromise of 1850, Fugitive Slave Acts, Kansas-Nebraska Act, Bleeding Kansas, Dred
Scott Decision, Underground Railroad, Quakers’ influence, etc.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
49 MS CCRS for the Social Studies
7C.14
Identify and evaluate the key events and
people involved in the American Civil War.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Analyze the reasons that the North and the South waged war against one
another,including: slavery, states’ rights.
2. Examine key early battles and plans which shaped decisions in the North and South,
including: First Bull Run, Shiloh, Antietam, Vicksburg, Gettysburg, Sherman March,
Anaconda Plan, etc.
3. Identify key Northern and Southern political and military leaders.
4. Evaluate the contributions of women, African Americans and other minority groups to
the war effort, including: Clara Barton, 54th Massachusetts Regiment, Native Americans.
5. Trace the events that led to northern victory in the Civil War, including: total war,
industrial, population, resources, and technological advantages.
6. Analyze key documents and actions (North and South) during the Civil War, including:
Emancipation Proclamation, Gettysburg Address, draft laws, income tax.
7C.15
Analyze the Reconstruction efforts in post-
Civil War America.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Compare congressional and presidential reconstruction plans.
2. Trace the economic changes in the post-Civil War South, including: Lincoln’s Plan, Wade-
Davis Bill, Johnson’s Plan, Radical
Reconstruction.
3. Distinguish the roles of the Thirteenth, Fourteenth, and Fifteenth Amendments in
expanding liberty.
4. Examine the Southern resistance to Reconstruction reforms, including: Black Codes, Jim
Crow Laws, Ku Klux Klan, etc.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
50 MS CCRS for the Social Studies
EIGHTH GRADE
US HISTORY: EXPLORATION TO 1877
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
8.1
Examine major aspects of the development of
the United States from Exploration to 1754.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Trace explorers’ routes to the New World.
2. Give examples of items involved in the Columbian Exchange.
3. Identify the beginning of the Atlantic slave trade with Spaniards in South/Central
America.
4. Examine the diversity that emerged with the establishment of colonial America.
5. Describe how the English Bill of Rights, The Mayflower Compact, and The Virginia House
of Burgesses led to the English Colonial idea of self-government. Describe the social
structures that formed in the various colonies.
6. Describe the relationships between the various Native American and colonial groups.
8.2
Evaluate the key people, factors and events
which led to the American Revolution and
establishment of United States government.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explain colonists’ roles in the French and Indian War.
2. Recognize and trace the major reasons for English taxes after the French and Indian War
and colonial responses from 1763-1774 (Proclamation of 1763, Sugar Act, Stamp Act,
Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts, etc.).
3. Identify key figures in the early Revolutionary Era (George Washington, Samuel Adams,
Crispus Attucks, John Adams, John Hancock, Mercy Otis Warren, etc.).
4. Compare and contrast the decisions that the First Continental Congress and Second
Continental Congress made.
5. Examine the immediate events that led to the first shot of the Revolutionary War and
the significance of major battles and places (Bunker Hill/Breeds Hill, Long Island,
Trenton/Princeton, Saratoga, Valley Forge, Monmouth, Cowpens, Yorktown,
Morristown, etc.).
6. Recognize key people’s roles during the Revolutionary War (George Washington,
Benedict Arnold, Horatio Gates, Nathanael Greene, Henry Knox, Charles Cornwallis,
Abigail Adams, Mercy Otis Warren, Deborah Sampson, Loyalists, Patriots, etc.).
7. Summarize the terms of the Treaty of Paris, 1783.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
51 MS CCRS for the Social Studies
8.3
Identify and evaluate the people, places, and
documents that caused the founding of the
nation and relate their significance to the
development of the American constitutional
republic. (Strands: Civics, Civil Rights, History)
1. Describe the powers given to the Continental Congress by the Articles of Confederation.
2. Analyze the weaknesses of the Articles of Confederation that led to a call for a new
constitution.
3. Identify the major compromises at the Constitutional Convention.
4. Describe the framework of the United States Constitution, including powers of the
Legislative, Executive, and Judicial branches.
5. Describe the process of a bill becoming a law.
6. Describe the compromises between Federalists and Anti-Federalists that led to the Bill of
Rights.
8.4
Analyze the challenges and central ideas
involved in creating the new nation.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Evaluate the differences in political opinions of the new federal government that led to
the formation of political parties.
2. Distinguish the importance of George Washington’s Presidency and his Farewell Address
on the American Presidency.
3. Analyze the significance of early Supreme Court cases and explain impacts on the United
States, including: Marbury v. Madison, McCulloch v. Maryland, Dartmouth College v.
Woodward, Worcester v. Georgia.
4. Assess the United States’ development and impact of foreign policy, including: response
to the French Revolution, Neutrality Proclamation, Alien and Sedition Acts, XYZ Affair,
Embargo Act, impressment, War of 1812, Era of Good Feelings, etc.
8.5
Interpret the geographical, social, and political
causes, challenges, and effects of westward
expansion. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Assess the reasons that the United States purchased Louisiana from France.
2. Discuss the significant of the Lewis and Clark Expedition.
3. Analyze the purpose, challenges, political, racial, religious and economic incentives
associated with the concept of Manifest Destiny.
4. Summarize Andrew Jackson’s roles in the growing United States, including: Jacksonian
Era, “Corrupt Bargain,” Democratic Party, Bank War, Nullification Crisis, Indian Removal,
etc.
5. Trace Indian Removal including the Cherokees’ “Trail of Tears.”
6. Explain the causes and effects of Texas Independence and Mexican-American War.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
52 MS CCRS for the Social Studies
8.6
Interpret the causes, challenges, and effects
of the Industrial Revolution. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Summarize how the Industrial Revolution began in the United States.
2. Identify key people and their contributions in the Industrial Revolution.
3. Trace the development of transportation and communication systems during the
Industrial Revolution.
4. Compare and contrast the cultural, religious and social impact in American life that
resulted from the Industrial Revolution.
5. Assess how geography led to the location of factories, including: rivers, urban areas, etc.
8.7
Evaluate the impact of the American social
and political reforms on developing American
society during the first half of the nineteenth
century. (Strands: Civics, Civil Rights, History)
1. Summarize the works of formerly enslaved African Americans who worked to lead others
to freedom.
2. Evaluate abolitionists’ roles in bringing the reality of slavery to the nation, including,
Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, etc.
3. Compare and contrast the philosophies of natural rights expressed in the Declaration of
Independence and the Declaration of Sentiments, including: phrases such as “all men are
created equal, that they are endowed by their Creator with certain unalienable Rights.”
4. Examine leaders in the women suffrage movement, including: biographies, writings, and
speeches of Dorothea Dix, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, and
their influence on women’s rights.
8.8
Interpret the social and economic conflicts
between the North and South that would
eventually led to the American Civil War.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Synthesize prior knowledge of the geography of the Northern states and the Industrial
Revolution to explain why slavery did not grow in the North.
2. Trace the origins and development of slavery and its impact on the nation’s political,
social, religious, economic, and cultural development.
3. Analyze the impact of the cotton gin on all social classes and the importance of
agriculture in antebellum Mississippi.
4. Identify major legislation and Supreme Court decisions that strived to both overturn and
preserve slavery resulting in sectional strife, including: Missouri Compromise,
Compromise of 1850, Fugitive Slave Acts, Kansas-Nebraska Act, Bleeding Kansas, Dred
Scott Decision, Underground Railroad, Quakers’ influence, etc.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
53 MS CCRS for the Social Studies
8.9
Identify and evaluate the key events and
people involved in the American Civil War.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Analyze the reasons that the North and the South waged war against one another,
including: slavery, states’ rights.
2. Examine key early battles and plans which shaped decisions in the North and South,
including: First Bull Run, Shiloh, Antietam, Vicksburg, Gettysburg, Sherman March,
Anaconda Plan, etc.
3. Identify key Northern and Southern political and military leaders and their contributions.
4. Evaluate the contributions of women, African Americans and other minority groups to
the war effort, including: Clara Barton, 54th Massachusetts Regiment, Native Americans.
5. Trace the events that led to northern victory in the Civil War, including: total war,
industrial, population, resources, and technological advantages.
6. Analyze key documents and actions (North and South) during the Civil War, including:
Emancipation Proclamation, Gettysburg Address, draft laws, income tax.
8.10
Analyze the Reconstruction efforts in post-
Civil War America. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Compare congressional and presidential reconstruction plans.
2. Trace the economic changes in the post- Civil War South, including: Lincoln’s Plan, Wade-
Davis Bill, Johnson’s Plan, Radical Reconstruction.
3. Distinguish the roles of the Thirteenth, Fourteenth, and Fifteenth Amendments in
expanding liberty.
4. Examine the Southern resistance to Reconstruction reforms, including: Black Codes, Jim
Crow Laws, Ku Klux Klan, etc.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
54 MS CCRS for the Social Studies
MISSISSIPPI STUDIES
½ CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
MS.1
Examine the geographic features of
Mississippi. (Strands: Geography, History,
Economics)
1. Identify the physical features of Mississippi, including landforms and soil regions.
2. Differentiate between various geographic regions.
3. Identify and assess the geographic and physical features that set Mississippi apart from
other states.
4. Explain how the features of Mississippi contribute to the social and economic
development of the state.
5. Evaluate the effects of geographic features (Mississippi River, Gulf Coast) on
technological and economic development in Mississippi.
6. Assess the political, economic, and social effects of geographic processes (Great Flood of
1927, Hurricanes Camille and Katrina) on technological and economic development in
Mississippi.
MS.2
Compare and contrast the indigenous cultures
in Mississippi and assess their lasting impact
on its history and traditions. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Explain the impact of Mississippi’s geography on the cultural development of its First
Nations.
2. Trace the relationships between the various indigenous groups in Mississippi, including
their alliances with the Europeans who settled in what would become the Mississippi
Territory.
3. Evaluate the impact of native cultures on Mississippi, past and present.
MS.3
Examine the motivations and the effects of
European settlement in Mississippi.
(Strands: Civics, Geography, History,
Economics)
1. Compare and contrast the first French, Spanish and English settlements in Mississippi.
2. Assess the results of European exploration and settlement on the cultural development
of Mississippi (e.g. Code Noir).
3. Evaluate the impact of European cultures on modern Mississippi.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
55 MS CCRS for the Social Studies
MS.4
Explain the development of the Mississippi
Territory and its evolution to statehood.
(Strands: Civics, Geography, History,
Economics)
1. Investigate Mississippi in the colonial and revolutionary periods.
2. Examine the conflicts, treaties, and subsequent removal of indigenous
Mississippians.
3. Trace the events and legislative processes necessary for Mississippi to gain statehood.
4. Analyze government and political influences throughout the state of Mississippi.
5. Analyze the constitutions of Mississippi and make comparisons to the United States
Constitution.
MS.5
Analyze the characteristics of antebellum
Mississippi, with an emphasis on the
plantation system and the evolution of
slavery. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Trace the evolution of slavery in Mississippi.
2. Discuss the conditions that drove the plantation economy in antebellum Mississippi.
3. Contrast the culture and social structure that developed in Mississippi during the
antebellum period.
MS.6
Recognize the role of Mississippi during the
Civil War and evaluate the effects of
Reconstruction within the state.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Examine the roles and contributions of women and minorities in the Civil War.
2. Analyze the military actions that took place in Mississippi during the Civil War.
3. Detail the effects of the Civil War on Mississippi’s economy.
4. Trace the various attempts at reconstruction in Mississippi and the responses to them.
5. Examine the lasting cultural effects of the Civil War and Reconstruction on Mississippi.
MS.7
Examine the economic, political and social
changes in post Reconstruction Mississippi.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Evaluate the impact of Reconstruction on Mississippi’s social structure.
2. Trace the changes in Mississippi’s economy and technology in the decades following
Reconstruction.
3. Analyze Reconstruction reforms that contributed to the social and economic realities for
African Americans during the Jim Crow Era in Mississippi.
4. Examine the changes of the Mississippi Constitution from Reconstruction to 1890.
MS.8
Evaluate the role of Mississippi in the Civil
Rights Movement. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Analyze the significant figures, groups, events, and strategies of the Civil Rights
Movement in Mississippi.
2. Examine the conflict between the Federal and State governments during the Civil Rights
Era.
3. Evaluate the lasting impact of the Civil Rights movement on Mississippi.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
56 MS CCRS for the Social Studies
MS.9
Evaluate the economic characteristics of
modern Mississippi. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Describe Mississippi’s modern economy.
2. Analyze the economic development of major industries in Mississippi.
3. Trace Mississippi’s global economic relationships.
4. Analyze the current trends and historic record of poverty and wealth distribution in
Mississippi.
MS.10
Analyze the structure and function of local
and state government in Mississippi.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Evaluate the rights and responsibilities of Mississippi citizenship.
2. Identify and describe the duties of three branches of state government.
3. Examine the various forms of local governments and evaluate how they meet the needs
of local communities.
4. Compare types of services offered by local and state government to meet the needs of
Mississippians.
MS.11
Examine the cultural impact of Mississippi
artists, musicians, and writers on the state,
nation, and world. (Strands: Civil Rights,
Geography, History, Economics)
1. Describe the accomplishments of important Mississippi artists.
2. Analyze how Mississippi’s history has impacted artists, musicians, and writers.
3. Examine the role of cultural diversity in the artistic, musical, and literary traditions of
Mississippi.
4. Analyze the impact of religious traditions on artistic expressions of Mississippians.
5. Identify locations in Mississippi that have artistic significance.
MS.12
Examine the contributions of various ethnic
groups in Mississippi. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Identify the various ethnic groups in Mississippi.
2. Cite evidence of the growing ethnic diversity of Mississippi’s populations.
3. Analyze the push and pull factors of migrating to Mississippi.
4. Describe the contributions of various ethnic groups to Mississippi.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
57 MS CCRS for the Social Studies
INTRODUCTION TO GEOGRAPHY
½ CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
ITG.1
Investigate the world using spatial terms,
concepts, and thinking and employing maps
and other geographic representations, tools,
and technologies. (Strands: Geography,
History, Economics)
1. Evaluate the advantages and disadvantages of using different maps and geospatial
technologies for analyzing spatial distributions and patterns on Earth.
2. Utilize maps and geospatial technologies to explain relationships among peoples, places,
and environments.
3. Categorize the geographic organization of people, places, and environments using spatial
models.
ITG.2
Assess the nature, genesis, evolution, and
meaning of places. (Strands: Geography,
History, Economics)
1. Distinguish how the physical and human characteristics of different places contribute to
different personal, community, and national identities.
2. Contrast the ways that places change as a result of physical and human processes.
3. Investigate how culture and experience influence people’s
perceptions of places.
ITG.3
Contrast how regions are used to describe the
organization of Earth’s surface.
(Strands: Geography, History, Economics)
1. Utilize formal, functional, and perceptual delineations of regions to highlight the
different understandings they produce.
2. Interpret processes and reasons for regional change.
3. Analyze interactions among regions to show transnational relationships, including the
flow of commodities and internet connectivity.
4. Trace how globalization processes produce variable impact on peoples, places, and
environments in different regions of the world.
5. Contrast how perceptions of places and regions are based on direct and indirect
experiences and that those perceptions can change.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
58 MS CCRS for the Social Studies
ITG.4
Compare and contrast geographic patterns in
the environment that result from the
processes of Earth’s physical systems
(atmosphere, biosphere, lithosphere, and
hydrosphere). (Strands: Geography, History,
Economics)
1. Formulate how the Inter Tropical Convergence Zone migrates seasonally because of
Earth-Sun relationships and the effects produced by this on places around the Earth.
2. Illustrate how processes that shape the physical environment produce different
conditions in different places on Earth.
3. Compare how ecosystems vary from place to place and over time as a result of physical
processes.
ITG.5
Identify and describe the characteristics and
processes of human population and migration
on Earth. (Strands: Civil Rights, Geography,
History, Economics)
1. Analyze the demographic structure of human populations on Earth and the implications
of different demographic structures.
2. Trace the changes in human populations that result from changes in the rate of natural
increase.
3. Create the major migration streams in the U.S. and the world at present and in the past
in terms of time, distance, and cause.
4. Contrast the consequences of migration for people as well as on the origin and
destination places.
ITG.6
Apply the complex, multifaceted concept of
culture to places on Earth. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Evaluate contact between differing cultures.
2. Compose the diffusion of ideas and technologies that causes change in the
characteristics and distributions of cultures.
3. Justify how cultural landscapes exist and vary across space and time.
ITG.7
Trace the patterns and networks of economic
interdependence on Earth’s surface.
(Strands: Civics, Geography, History,
Economics)
1. Investigate how and why the ratio of primary, secondary, and tertiary livelihoods differs
from country to country around the world and has changed over time.
2. Compare and contrast the advantages and disadvantages of subsistence and commercial
livelihoods and how people move from one to the other and what the changes have
been over time.
3. Analyze the impact of economic interdependence and globalization on places and their
populations and environments.
4. Illustrate how integrated transportation and communication networks provide the
infrastructure essential to economic interdependence at local to global scales.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
59 MS CCRS for the Social Studies
ITG.8
Analyze boundaries and territorially delimited
entities and the cooperation and conflicts that
occur among them. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Analyze how different types of territories manage and control Earth’s surface in different
ways.
2. Compare the advantages and disadvantages of political and other boundaries that are
based on physical and human factors.
3. Debate how countries and organizations make agreements to cooperate in managing
and using Earth’s surface.
4. Estimate how conflict occurs at the international level because of disagreements over
the division, control, and management of Earth’s surface.
ITG.9
Interpret how human actions modify the
physical environment. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Interpret how human-induced changes in one place can affect the physical environment
in other places.
2. Measure how the use of technology has changed the scale at which people can modify
the physical environment.
3. Debate how the physical environment can accommodate and be endangered by human
activities.
ITG.10
Analyze the patterns of human settlements
and explain their processes of development
and operation. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Diagram the different types of urban land uses and analyze how they are systematically
arranged.
2. Compare how human activities have contributed to the development of settlements at
particular locations.
3. Contrast how the number and types of services differ for settlements of various sizes
(small to large).
ITG.11
Illustrate how human systems develop in
response to physical environment conditions.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Compare how characteristics of the physical environment can be both opportunities and
constraints depending on people’s knowledge, technology, and choices.
2. Explain the processes that produce various environmental hazards.
3. Formulate how people perceive, prepare, and cope with environmental hazards in
different ways, or fail to do so.
ITG.12
Examine the cultural concept of natural
resources and the changes in the spatial
distribution, quantity, and quality of resources
through time and by location. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Categorize how cultures differ in their definition and use of resources.
2. Analyze the current use of renewable, nonrenewable, and flow resources with respect to
suitability, viability, and sustainability.
3. Inspect the processes by which the main resources needed in the contemporary world
are formed, extracted, refined, and transported.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
60 MS CCRS for the Social Studies
WORLD HISTORY: AGE OF ENLIGHTENMENT TO PRESENT
1 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
WH.1
Investigate the important ideas and
achievements of scientists and philosophers in
the Scientific Revolution and the Age of
Enlightenment. (Strands: Geography, History,
Economics)
1. Identify the new theories of cosmology as described by Nicolaus Copernicus, Galileo
Galilei, and Sir Isaac Newton.
2. Compare and contrast the new methods of reasoning as demonstrated by Francis Bacon
(inductive reasoning and the scientific method) and Rene Descartes (deductive
reasoning).
3. Contrast the opposing views of the Thomas Hobbes and John Locke concerning the
domination of absolute governments.
4. Differentiate the influences of developing democratic ideals as perceived by Charles de
Montesquieu, Voltaire, and Jean-Jacques Rousseau.
WH.2
Analyze the causes of the French Revolution
and its impact on Europe. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Examine various opinions concerning the development of democratic ideals amidst the
economic troubles of the French social classes.
2. Explain the impact of the successful American Revolution on the French call for social
equality as expressed in the “Declaration of the Rights of Man and the Citizen” (1789).
3. Examine the geographic and political influence of Napoleon on the concepts of liberalism
and nationalism that spread across Europe.
4. Analyze the impact of the revolutionary period on the abolition of the Atlantic slave
trade, the emancipation of Spanish America, and the issuance of the Monroe Doctrine by
the United States.
5. Evaluate the attempt to return Europe to the rule of absolutism as prescribed by the
Congress of Vienna and the creation of the Concert of Europe.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
61 MS CCRS for the Social Studies
WH.3
Examine the origins, impact, and spread of the
Agricultural and Industrial Revolutions.
(Strands: Civics, Geography, History,
Economics)
1. Contrast the important factors that contributed to the beginnings of the Industrial
Revolution in England, including a supportive government, inventive people, access to
raw materials, and investment wealth.
2. Examine important concepts and inventors during the Agricultural Revolution including
Charles Townshend (crop rotation), John Deere (steel plow), Cyrus McCormick
(mechanical reaper), and the Enclosure Movement.
3. Evaluate important concepts and inventors during the Industrial Revolution including
James Hargreaves (spinning jenny), Eli Whitney (cotton gin), and James Watt (steam
engine), Thomas Edison (electrical innovations), and the Bessemer Process.
4. Contrast factors that enhanced or impeded the spread of Industrial Revolution into
Eastern Europe and the Far East.
WH.4
Analyze capitalism as the economic
philosophy that developed as a result of the
Industrial Revolution and compare economic
reactions to capitalism including socialism and
Marxism. (Strands: Civics, Geography, History,
Economics)
1. Compare and contrast the principles of capitalism as developed by economists Adam
Smith, Thomas Malthus, and David Ricardo.
2. Examine socialist responses to the Industrial Revolution and the dominance of capitalism
including the ideas of Henri Saint-Simon, Charles Fourier, Robert Owen, and the
influence of unionism.
3. Compare the development of “scientific socialism” by Karl Marx and Frederick Engels to
utopian socialism and capitalism.
WH.5
Analyze the emergence of nationalism and its
role in the nineteenth century revolutions,
unification movements, and the emergence of
multinational empires. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Debate the failure of European monarchs to reestablish absolutism in the wake of the
French Revolution during of the revolutionary period of 1848.
2. Examine the shift in the European balance of power that emerged due to Italy’s
unification, led by Count Camillo Cavour, and Germany’s unification, led by Otto von
Bismarck.
3. Analyze the characteristics that defined Russia, Austria-Hungary, and the Ottoman
Empire as multinational empires.
4. Illustrate events in Russian history that propelled it into the twentieth century including
the reign of the Romanov dynasty, Russian expansionism, and emancipation of the serfs.
5. Examine the creation of the dual-monarchy of Austria-Hungary and the ethnic
complexity of the Ottoman Empire in Asia and the European Balkan Peninsula.
6. Compare the impact of modern societal changes that improved urban development
during the nineteenth century.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
62 MS CCRS for the Social Studies
WH.6
Investigate the mass movement of rural-to-
urban migration as a result of
industrialization. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Appraise government reactions to social problems including Britain’s and Germany’s
passage of labor laws, early welfare, and insurance programs.
2. Investigate major social problems and solutions caused by urban overcrowding and lack
of environmental control, including the contributions of Baron Haussmann (city
redesign), Edwin Chadwick (sanitary conditions), Louis Pasteur, and Joseph Lister (germ
theory).
3. Inspect modern intellectual movements and contributions that had international impact,
including the ideas Charles Darwin (natural selection), Emmeline Pankhurst (women’s
suffrage), Marie Curie (radium), Sigmund Freud (psychoanalysis), and Albert Einstein
(Atomic Theory of Relativity).
WH.7
Evaluate western imperialism as a force of
global change, emphasizing its positive and
negative impact on colonized peoples and
lands. (Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Appraise various social justifications for imperialism including the spread of Christianity,
democratic ideals, education, and medical advances.
2. Formulate various economics factors for imperialism including raw material / markets,
employment for governing countries, and the concept of Social Darwinism as a
justification for subjugation over imperial claims.
3. Trace important events in Asian imperialism including the establishment of Chinese
spheres of influence by western powers, British colonization of India, Opium War,
Hawaiian annexation by the United States, U.S.-Filipino War, Boxer Rebellion, U. S. Open
Door Policy, and Russo-Japanese War.
4. Compare important events in the partition of Africa by European powers such as the
French occupation of Algeria, Belgium’s claim to the Congo, construction of the Suez
Canal, defeat of Italy by Ethiopia, Anglo-Boer Wars, and development of “apartheid” in
South Africa.
5. Inspect important events in Latin American imperialism by the United States including
the Spanish-American War, issuance of the Roosevelt Corollary, and construction of the
Panama Canal.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
63 MS CCRS for the Social Studies
WH.8
Examine the causes, effects, and significant
events of World War I. (Strands: Civics,
Geography, History, Economics)
1. Contrast the primary causes of World War I, including the rise of militarism, alliance
systems, nationalism, imperialism, and assassination of Archduke Franz Ferdinand.
2. Examine the role of propaganda as a means to mobilize civilian populations during World
War I, particularly evaluating the effect of prolonged trench-warfare (of attrition).
3. Analyze the major geopolitical shift of United States’ foreign policy during World War I in
order to “make the world safe for democracy,” marking the transition from a policy of
isolation to an increased role in international affairs.
4. Investigate the issues created by the Treaty of Versailles (1919), including its punitive
stance toward Germany, the creation of the League of Nations, the mandate system, and
the geopolitical changes that occurred following World War I.
5. Evaluate the physical and economic destruction caused by World War I.
WH.9
Contrast the challenges of the interwar
period, emphasizing the rise of totalitarian
states. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Analyze the Treaty of Versailles as an agent for unrest.
2. Identify how the economic crisis of the Great Depression led to the rise of totalitarian
dictators in Italy, Germany, and the U.S.S.R.
3. Justify how the effects of the Great Depression impacted the relationships between the
United States and foreign nations, including: the Dawes Plan in Germany and soured
relations in Latin America.
4. Evaluate the world-wide decolonization movement, addressing nationalism, democracy,
and religious influences pertaining to international conflicts, including: the independence
movements within the British Empire, the French Algerian War, and Arab-Israeli
conflicts.
5. Examine how civil wars in Russia and China led to the growth and spread of Communism,
including: the rise of Vladimir Lenin and the Bolsheviks in Russia and Mao Zedong in
China.
6. Analyze Japanese militarism and territorial expansion, including: Manchuria and the
Rape of Nanjing.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
64 MS CCRS for the Social Studies
WH.10
Compare and contrast the causes, effects, and
significant events of World War II.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Analyze totalitarian aggression by Germany, Italy, Japan, and the Soviet Union, and
examine how the administrations of Hitler, Mussolini, Hirohito, and Stalin prompted the
outbreak of war.
2. Illustrate the major turning points of World War II in both the European and Pacific
theatres, including: the German invasion of Poland, North African Campaign, Battle of
Midway, Battle of Stalingrad, D-Day Invasion, and Battle of the Bulge.
3. Trace the geopolitical shifts following World War II, including the bi-polarization of
Europe, the creation of Israel, and anti-Semitic responses.
4. Explain how ongoing political and geographic disputes necessitated the creation of the
United Nations to successfully maintain global order during periods of international
unrest, including: the Atomic Era and the prevention of war crimes and “crimes against
humanity.”
WH.11
Analyze the period of post-World War II
recovery and realignment, emphasizing the
social, economic, and political effects of the
Cold War. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Investigate the international development of the post-World War II world by analyzing
various economic, political, and military shifts of the Cold War era, including: effects of
the Truman Doctrine and the Marshall Plan in Europe and Southeast Asia, nationalism in
Africa and the Middle East, détente in China, and the fall of Communism in the Soviet
Union.
2. Formulate the development of the two Cold War superpowers–the United States and
the Soviet Union; trace the origin of the Cold War through the Yalta and Potsdam
Conferences, Marshall Plan, Truman Doctrine, “Iron Curtain,” NATO (North Atlantic
Treaty Organization), and Warsaw Pact.
3. Analyze how American democracy and Soviet communism differed in their methods of
ideological expansion, including: expansionist efforts of the Soviet Union versus
America’s policy of containment in Greece and Turkey, Eastern Europe, Germany, South
Korea, Vietnam, etc.
4. Trace the political movements of various nationalist groups and their leaders in Latin
America, the Middle East, French-Indochina, and Africa, including: Fidel Castro in Cuba,
Ho Chi Minh in Vietnam, Gamal Abdel Nasser in Egypt, etc.
5. Illustrate the collapse of the Soviet Union; identify Russia’s struggle for democracy,
including the impact of liberalism, perestroika (free markets), glasnost (openness), and
economic recovery brought on by Mikhail Gorbachev, Ronald Reagan, and Boris Yeltsin.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
65 MS CCRS for the Social Studies
WH.12
Debate the changing role of globalization in
the contemporary world. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Examine issues that helped advance civil and human rights, including the role of Nelson
Mandela in South Africa and Martin Luther King Jr. in the United States; also address the
impact of humanitarian military engagements such as the Balkan Wars in Kosovo and
Bosnia.
2. Examine OPEC’s dominance over the world’s oil market and its influence in determining
the foreign policies of Middle Eastern nations, including: oil embargos, the Iranian
Hostage Crisis, and the Gulf Wars.
3. Analyze the aspects of modern domestic and global terrorism including the September
11th attack, the War in Afghanistan, and the rise of ISIS.
4. Assess the impact of global reactions to immigration, national deficits, and anti-austerity
movements, including the Arab Spring, British Brexit Movement, and the election of
Donald Trump as President of the United States.
5. Debate the impact of modern technology as a prompter of immediate reactions to
government policies and discuss the influence of social media on various facets of
society and culture.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
66 MS CCRS for the Social Studies
US HISTORY: 1877 TO PRESENT
1 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
US.1
Westward Expansion:
Trace how economic developments and the
westward movement impacted regional
differences and democracy in the post
Reconstruction era. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Illustrate the impact of Manifest Destiny on the economic and technological
development of the post-Civil War West, including: mining, the cattle industry, and the
transcontinental railroad.
2. Compare the changing role of the American farmer, including: establishment of the
Granger movement and the Populist Party and agrarian rebellion over currency issues.
3. Evaluate the Dawes Act for its effect on tribal identity, land ownership, and assimilation
of American Indians.
4. Explain the impact of the Populist movement on the role of the federal government in
American society.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
67 MS CCRS for the Social Studies
US.2
Industrialization:
Analyze industrialization and its impact on the
United States in the late 19th and early 20th
century. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Interpret the impact of change from workshop to factory on workers’ lives, including:
The New Industrial Age from 1870 to 1900, the American Federation of Labor of Labor-
Congress of Industrial Organizations (AFL-CIO), the Industrial Workers of the World
(IWW), the Pullman Strike, the Haymarket Square Riot, and impact of John D.
Rockefeller, Andrew Carnegie, Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and
Thomas Alva Edison.
2. Compare population percentages, motives, and settlement patterns of immigrants from
Asia, Europe, and including: Chinese Exclusion Act regarding immigration quotas.
3. Interpret the impact of the New Industrial Age on life in urban areas, including: working
and living conditions, the Labor Union movement, “New Immigrants,” Knights of Labor,
American Federation of Labor, and the Industrial Workers of the World, the Pullman
Strike and the Haymarket Square Riot, Samuel Gompers, Eugene V. Debs, Jane Addams
and the Social Gospel.
4. Analyze the effects of laissez-faire economics on business practices in the United States
and their effects, including: John D. Rockefeller, Andrew Carnegie, JP Morgan, and
Bessemer Process, horizontal and vertical integration, Sherman Anti-trust Act.
5. Trace the evolution from the power of the political machines to Civil Service reform,
including: Spoils/patronage system, Tweed Ring, Thomas Nast, and Pendleton Civil
Service Act.
US.3
Progressive Movement:
Evaluate causes, goals and outcomes of the
Progressive Movement. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Assess the impact of media on public opinion during the Progressive Movement,
including: Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell, women’s suffrage and
Temperance Movement.
2. Trace the development of political, social, and cultural movements and subsequent
reforms, including: Jim Crow laws, Plessy vs. Ferguson, women’s suffrage, temperance
movement, Niagara movement, public education, the National Association for the
Advancement of Colored People (NAACP), and Marcus Garvey.
3. Compare and contrast presidential domestic policies, including: Theodore Roosevelt,
William Taft, and Woodrow Wilson; Trustbusting, Pure Food and Drug Act, Meat
Inspection Act, Federal Reserve, Conservation, the Hepburn Act, and the Federal Trade
Commission.
4. Trace national legislation resulting from and affecting the Progressive Movement,
including: the Sherman Antitrust Act and the Clayton Antitrust Act.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
68 MS CCRS for the Social Studies
US.4
Imperialism/WWI:
Assess the domestic and foreign
developments that contributed to the
emergence of the United States as a world
power in the twentieth century.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Investigate causes of the Spanish-American War, including: yellow journalism, the
sinking of the Battleship USS Maine, and economic interest in Cuba.
2. Evaluate the role of the Rough Riders on the iconic status of President Theodore
Roosevelt.
3. Analyze consequences of the Spanish-American War, including: The Treaty of Paris of
1898, insurgency in the Philippines, and territorial expansion in the Pacific and the
Caribbean.
4. Trace the involvement of the United States in the Hawaiian Islands for economic and
imperialistic interests.
5. Evaluate the role of the Open-Door policy and the Roosevelt Corollary on America’s
expanded economic and geographic interests.
6. Compare the executive leadership represented by William Howard Taft’s Dollar
Diplomacy, Theodore Roosevelt’s Big Stick Diplomacy, and Woodrow Wilson’s Moral
Diplomacy.
7. Evaluate the factors that led to US involvement in World War I.
8. Investigate controversies over the Treaty of Versailles of 1919, Woodrow Wilson’s
Fourteen points, and the League of Nations.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
69 MS CCRS for the Social Studies
US.5
1920s:
Debate the impact of social changes and the
conflict between traditionalism and
modernism in the 1920s. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Debate radio, cinema, and print media for their impact on the creation of mass culture.
2. Analyze works of major American artists and writers, including: F. Scott Fitzgerald, Ernest
Hemingway, Langston Hughes, and H.L. Mecken, to characterize the era of the 1920s.
3. Determine the relationship between technological innovations and the creation of
increased leisure time.
4. Assess effects of overproduction, stock market speculation, and restrictive monetary
policies on the pending economic crisis.
5. Compare and contrast the impact of the Smoot-Hawley Tariff Act on the global economy
and the resulting worldwide depression.
6. Analyze the impact of the changes in the 1920s on the economy, society, and culture,
including: mass production, the role of credit, the effect of radio in creating a mass
culture, and the cultural changes exemplified by the Harlem Renaissance.
7. Debate the causes and effects of the social change and conflict between traditional and
modern culture that took place during the 1920s, including: the role of women, the Red
Scare, immigration quotas, Prohibition, and the Scopes trial.
8. Examine notable authors of the 1920s, including: John Steinbeck, William Faulkner, and
Zora Neale Hurston.
9. Analyze the Great Depression for its impact on the American family, including: Bonus
Army, Hoovervilles, Dust Bowl, Dorthea Lange.
10. Investigate conditions created by the Dust Bowl for their impact on migration patterns
during the Great Depression.
US.6
Great Depression/New Deal:
Analyze the causes and effects of the Great
Depression and New Deal. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Compare the causes of the Great Depression, including: the uneven distribution of
wealth; rampant stock market speculation; the collapse of the farm economy; policies of
the federal government and the Federal Reserve System; overproduction of industry;
and the impact of the Smoot-Hawley Tariff Act.
2. Investigate how President Hoover’s initial conservative response to the Great Depression
failed.
3. Analyze President Franklin Roosevelt’s New Deal as a response to the economic crisis of
the Great Depression, including: the effectiveness of New Deal programs in relieving
suffering, achieving economic recovery, and promoting organized labor.
4. Evaluate the impact of Franklin D. Roosevelt on the presidency and the New Deal’s
impact on the expansion of federal power.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
70 MS CCRS for the Social Studies
US.7
WWII at home:
Examine the nation’s role in World War II and
the impacts on domestic affairs.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explain the isolationist debate as it evolved from the 1920s to the bombing of Pearl
Harbor and the subsequent change in United States’ foreign policy.
2. Examine roles of significant World War II leaders, including: Franklin D. Roosevelt, Harry
S Truman, Dwight D. Eisenhower, and George S Patton.
3. Describe military strategies of World War II, including: blitzkrieg, island-hopping, and
amphibious landings.
4. Analyze war crimes committed during World War II, including: The Holocaust, the Bataan
Death March, the Nuremberg Trials, including: the post-war Universal Declaration of
Human Rights, and the Genocide Convention.
5. Analyze the reasons for and results of dropping atomic bombs on Japan.
6. Describe the mobilization of various industries to meet war needs.
7. Explain how the US expanded the US military through the use of selective service.
8. Trace the way in which the US government took control of the economy through
rationing, price controls, limitations on labor unions, the sale of bonds and wage
controls.
9. Identify ways in which the roles of women and minorities changed during the war.
10. Summarize the discrimination the Japanese Americans faced during WWII. Include the
Korematsu v. US supreme court case.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
71 MS CCRS for the Social Studies
US.8
Post WWII to 1960s:
Assess changes in the United States including
the domestic impact on national security,
individual freedoms, and changing culture.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Distinguish between cold war and a conventional war.
2. Locate areas of conflict during the Cold War from 1945 to 1960, including East and West
Germany, Hungary, Poland, Cuba, Korea, and China.
3. Analyze the breakdown of relations between the US and USSR after WWII.
4. Identify and explain the steps the US took to contain communism during the Truman and
Eisenhower administration.
5. Describe how the Truman doctrine and the Marshall plan deepened the tensions
between the US and USSR.
6. Identify the importance of the following on cold war tensions, including: Berlin Blockade,
Berlin Airlift, NATO, Warsaw Pact, and Iron Curtain.
7. Evaluate the role, function, and purpose of the United Nations (UN).
8. Examine United States reaction to Communist takeover in China.
9. Summarize the Korean War and its impact on the Cold War.
10. Describe US government efforts to control the spread of communism within the United
States and its impact on individual freedoms.
11. Discuss the role of the space race in the cold war taking into account Sputnik, the U-2
incident, and NASA.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
72 MS CCRS for the Social Studies
US.9
Kennedy, Johnson, Nixon:
Demonstrate an understanding of domestic
and international issues each administration.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Analyze the domestic policies and events during the presidencies of Presidents Kennedy,
Johnson, and Nixon, including: The New Frontier, Great Society, “the silent majority,” the
anti-war and counter-cultural movements, the Watergate scandal, including the
Supreme Court case, U.S. v. Nixon.
2. Debate 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.
3. Cite and analyze the impact of other minority groups to those of the Civil Rights
Movement led predominantly by African Americans, including: AIM, UFW, American
Disabilities Act.
4. Describe the changing roles of women in society as reflected in the entry of more
women into the labor force and the changing family structure, including Equal Pay Act.
5. Analyze the impact of the environmental movement and the development of
environmental protection laws.
6. Explain how the federal, state, and local governments have responded to demographic
and social changes, including: population shifts to the suburbs, racial concentrations in
the cities, Rustbelt-to-Sunbelt migration, international migration, decline of family farms,
increases in out-of-wedlock births, and drug abuse.
US.10
Explain the reaction to Carter’s Administration
and the emergence of the Conservative
movement and its impact on domestic and
international issues from 1974 to 1992.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Appraise the influence of the conservative movement on social, economic and
environmental issues from 1974 to 1992, including: Moral Majority, Roe vs. Wade, Bakke
Case, Love Canal, Three Mile Island, Reaganomics, PACTO, etc.
2. Analyze Reagan’s and Bush’s pro-active international policies, including: Invasion of
Granada, Iran-Contra, SDI, End of the Cold War, Invasion of Panama, and Persian Gulf
War.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
73 MS CCRS for the Social Studies
US.11
Civil Rights Movement:
Evaluate the impact of the Civil Rights
Movement on social and political change in
the United States. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Explain the importance of President Truman’s order to integrate the U.S. military and the
federal government.
2. Trace the federal government’s involvement in the modern Civil Rights Movement,
including: the abolition of the poll tax, the nationalization of state militias, Brown versus
Board of Education in 1954, the Civil Rights Acts of 1957 and 1964, and the Voting Rights
Act of 1965.
3. Explain contributions of individuals and groups to the modern Civil Rights Movement,
including: Martin Luther King, Jr., James Meredith, Medgar Evers, Thurgood Marshall,
the Southern Christian Leadership Conference (SCLC), the Student Nonviolent
Coordinating Committee (SNCC), the Congress of Racial Equality (CORE), the National
Association for the Advancement of Colored People (NAACP), and the civil rights foot
soldiers.
4. Describe the development of a Black Power movement, including: the change in focus of
the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther
movement.
5. Describe the significance of Martin Luther King, Jr.’s Letter from a Birmingham Jail and
his I Have a Dream speech.
6. Describe the accomplishments of the modern civil rights movement, including: the
growth of the African American middle class, increased political power, and declining
rates of African American poverty.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
74 MS CCRS for the Social Studies
US.12
1992 to Present:
Explain key domestic issues as well as
America’s role in the changing world from
1992 to present. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Examine the Contract with America, Impeachment Trial of William “Bill” Clinton, Eminent
Domain issues, No Child Left Behind, Hurricane Katrina, and Affordable Care Act of 2010.
2. Describe global trade agreements, terrorist attack of September 11, 2001, Operation
Iraqi Freedom and the War in Afghanistan, and the Patriot Act, global terrorism, global
climate concerns, immigration, national debt and technological trends.
3. Discuss the Election and 2008 and Barack Obama as the first African-American President
and the unconventional Election of 2016 and the advent of Donald Trump.
4. Describe global trade agreements, Contract with America, impeachment trial of William
“Bill” Clinton, terrorist attack of September 11, 2001, Operation Iraqi Freedom, war in
Afghanistan, Patriot Act, election of the first African-American President Barack Obama,
Affordable Care Act of 2010, domestic and global terrorism, global climate concerns,
immigration, election of Donald Trump, national debt and technological trends.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
75 MS CCRS for the Social Studies
US Government
1/2 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
USG.1
Compare and contrast knowledge and
application of the basic concepts of
democracy. (Strands: Civics, Civil Rights,
History, Economics)
1. Evaluate the fundamental worth and dignity of the individual.
2. Examine the equality of all citizens under the law.
3. Compare and contrast majority rule and minority rights.
4. Debate the necessity of compromise.
5. Contrast the meaning of the freedom of the individual.
6. Compare and contrast the difference between private and civic life.
7. Evaluate the relationship between politics and government.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
76 MS CCRS for the Social Studies
USG.2
Evaluate the foundational American political
principles and the historical events,
documents and philosophical ideas that
shaped the formation of the United States.
(Strands: Civics, Civil Rights, History,
Economics)
1. Trace the development of Athenian democracy and the Roman republic.
2. Compare and contrast the influence of the Magna Carta, the English Petition of Right,
and the English Bill of Rights.
3. Compare the writings of Hobbes, Locke, and Montesquieu.
4. Describe the guarantee of the “rights of Englishmen” that had been violated by the
British government through statutory regulation.
5. Analyze the natural rights philosophies expressed in the Declaration of Independence.
6. Evaluate the Articles of Confederation as a ruling document.
7. Examine the importance of Shay’s Rebellion in the formation of the Constitution.
8. Compare the backgrounds of the Founding Fathers at the Constitutional Convention.
9. Debate how the U.S. Constitution reflects a balance between the classical republican
concern with promotion of the public good and the classical liberal concern with
protecting individual rights and discuss how the basic premises of liberal
constitutionalism and democracy are joined in the Declaration of Independence as “self-
evident truths.”
10. Trace how the Founding Fathers’ realistic view of human nature led directly to the
establishment of a constitutional system that limited the power of the governors and the
governed as articulated in the Federalist Papers.
11. Investigate the systems of separated and shared powers, the role of organized interests
(Federalist Paper Number 10), checks and balances (Federalist Paper Number 51), the
importance of an independent judiciary (Federalist Paper Number 78), enumerated
powers, rule of law, federalism, and civilian control of the military.
12. Contrast that the Bill of Rights limits the powers of the federal government and state
governments.
13. Critique James Madison’s leadership role in securing adoption of the Bill of Rights by the
First Congress and its evolution from that time.
14. Debate how the different philosophies and structures of feudalism, mercantilism,
socialism, fascism, communism, monarchies, parliamentary systems, and constitutional
liberal democracies influence economic policies, social welfare policies, and human
rights practices.
15. Compare the various ways in which power is distributed, shared, and limited in systems
of shared powers and in parliamentary systems.
16. Compare the advantages and disadvantages of federal, confederal, and unitary systems
of government.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
77 MS CCRS for the Social Studies
USG.3
Differentiate the basic organization of the US
government and explain the function of each
branch of the US government. (Strands: Civics,
Civil Rights, History, Economics)
1. Differentiate the functions of the legislative, executive, and judicial branches.
2. Analyze the relationships among the three branches in a system of checks and balances.
3. Investigate different perspectives on the role of government.
4. Examine how the national government influences the public agenda and shapes public
policy, including the setting of the public agenda and implementation of it through
regulations and executive orders.
5. Debate how public policy is formed: compare the processes of lawmaking at each of the
three levels of government, including the role of lobbying and the media.
6. Identify the organization and jurisdiction of federal, state, and local courts and the
interrelationships among them.
7. Assess the scope of presidential power and decision making through examination of case
studies such as the Cuban Missile Crisis, passage of Great Society legislation, War Powers
Act, Gulf War, and Bosnia.
8. Trace the process by which policy is implemented by the bureaucracy at each level.
9. Contrast the organization, jurisdiction, and proceedings of federal courts.
10. Evaluate how John Marshall established the Supreme Court as an independent, co-equal
branch of government through his opinion in Marbury v. Madison.
11. Analyze how the Supreme Court decides cases by comparing the philosophies of judicial
activism and judicial restraint.
12. Evaluate how the judiciary influences public policy by delineating the power of
government and safeguarding the rights of the individual.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
78 MS CCRS for the Social Studies
USG.4
Analyze of the role of federalism in addressing
the distribution of power between the
national, state and local governments.
(Strands: Civics, Civil Rights, History,
Economics)
1. Explain the relationship of the state governments to the national government.
2. Trace the extent to which power is shared.
3. Identify the powers denied state and national governments.
4. Evaluate the ongoing debate that focuses on the balance of power between state and
national governments, especially in terms of funding.
5. Investigate how the amendment process protects both the national and state
government.
6. Explain how conflicts between levels of government and branches of government are
resolved.
7. Compare the major responsibilities and sources of revenue for state and local
governments.
8. Contrast reserved powers and concurrent powers of state governments.
9. Compare and contrast the Ninth and Tenth Amendments and interpretations of the
extent of the federal government’s power.
USG.5
Compare and contrast civil rights and civil
liberties and explain how each have been
interpreted and amended throughout
American history. (Strands: Civics, Civil Rights,
History, Economics).
1. Investigate the Bill of Rights, with emphasis on First Amendment freedoms.
2. Analyze the concept of due process of law as expressed in the 5th and 14th
Amendments.
3. Trace selective incorporation of the Bill of Rights.
4. Evaluate the balance between individual liberties and the public interest of order.
5. Assess the statement “It is every citizen’s right to be treated equally under the law.”
6. Trace the changing interpretations of the Bill of Rights over time, including
interpretations of the basic freedoms, including: religion, speech, press, petition, and
assembly, articulated in the First Amendment and the due process and equal-protection-
of-the law clauses of the Fourteenth Amendment.
7. Analyze judicial activism and judicial restraint and the effects of each policy over the
decades, including: the Warren and Rehnquist courts.
8. Evaluate the effects of the Court’s interpretations of the Constitution in Marbury v.
Madison, McCulloch v. Maryland, and United States v. Nixon, with emphasis on the
arguments espoused by each side in these cases.
9. Investigate the controversies that have resulted over changing interpretations of civil
rights, including: Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona,
Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and
United States v. Virginia (VMI).
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
79 MS CCRS for the Social Studies
USG.6
Describe the role and function of linkage
institutions such as the media, interest
groups, political parties, and political action
committees, on the citizens and federal
government. (Strands: Civics, Civil Rights,
History, Economics)
1. Compare and contrast the role and function of the media, interest groups, political
parties, political action committees in a democracy.
2. Analyze the origin, development, and role of political parties, noting those occasional
periods in which there was only one major party or were more than two major parties.
3. Trace the history of the nomination process for presidential candidates and the
increasing importance of primaries in general elections.
4. Evaluate the roles of polls, campaign advertising, and the controversies over campaign
funding.
5. Examine how linkage groups impact primary and general elections, and citizen
involvement in campaigns.
6. Identify major interest groups, including: AARP, NRA, ACLU, American Bar Association,
American Medical Association, National Chamber of Commerce, and Sierra Club, in
terms of their major agenda messages.
7. Evaluate the responsibility of the citizens to thoughtfully evaluate evidence presented by
media and interest groups in order to form their political opinions.
8. Evaluate the role of journalism including internet vs. traditional media on the political
process.
9. Debate the history and role of Political Action Committees and interest groups on the
electoral process.
10. Evaluate the decision Citizens United v. Federal Election Commission on campaign
financing.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
80 MS CCRS for the Social Studies
USG.7
Describe and evaluate the role, rights, and
responsibility of a citizen in the American
democracy. (Strands: Civics, Civil Rights,
History, Economics)
1. Evaluate the effectiveness of citizen efforts to influence decisions of state and local
governments by examining historical or contemporary events.
2. Analyze how individuals, interest groups, and the media influence public policy.
3. Compare the means that citizens use to participate in the political process, including:
voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning,
picketing, and running for political office.
4. Develop and practice a course of action to address local and/or state issues.
5. Analyze trends in voter turnout, the causes and effects of reapportionment and
redistricting, with special attention to spatial districting and the rights of minorities, and
the function of the Electoral College.
6. Contrast the meaning and importance of each of the rights guaranteed under the Bill of
Rights and how each is secured, including: freedom of religion, speech, press, assembly,
petition, privacy.
7. Debate how economic rights are secured and their importance to the individual and to
society, including: the right to acquire, use, transfer, and dispose of property, the right to
choose one’s work, the right to join or not join labor unions, copyright and patent.
8. Discuss the individual’s legal obligations to obey the law, serve as a juror, and pay taxes.
9. Trace the obligations of civic-mindedness, including: voting, being informed on civic
issues, volunteering and performing public service, and serving in the military or
alternative service.
10. Describe the reciprocity between rights and obligations, that is, why enjoyment of one’s
rights entails respect for the rights of others.
11. Explain how one becomes a citizen of the United States, including the process of
naturalization, including: literacy, language, and other requirements.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
81 MS CCRS for the Social Studies
Economics
1/2 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
E.1
Explain the concepts of scarcity, choice,
decision making, and opportunity cost.
(Strands: Civics, History, Economics)
1. Identify that scarcity is the condition of not being able to have all of the goods and
services that one wants. It exists because human wants for goods and services exceed
the quantity of goods and services that can be produced using all available resources.
2. Explain that scarcity is experienced by individuals, governments, and societies.
3. Illustrate that making good choices should involve trading off the expected value of one
opportunity against the expected value of its best alternative.
4. Explain the choices people make have both present and future consequences and differ
across individuals and societies.
5. Identify that choices made by individuals, firms, or government officials are constrained
by the resources to which they have access.
6. Discuss ways that decisions made by individuals, firms, or government officials often
have long run unintended consequences that can partially or entirely offset or
supplement the initial effects of the decision.
7. Explain the concept of marginal benefit and marginal cost in relationship to choice.
8. Evaluate the role that risk takes in decision making and that risk can be reduced by
diversification.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
82 MS CCRS for the Social Studies
E.2
Describe different economic systems and how
people work individually or collectively to
allocate goods and services. (Strands: Civics,
History, Economics)
1. Explain that scarcity requires the use of some distribution method to allocate goods,
services, and resources, whether the method is selected explicitly or not.
2. Describe the differences between a market economy, in which allocations result from
individuals making decisions as buyers and sellers, and a command economy, in which
resources are allocated according to central authority.
3. Identify the three major economic questions: What goods and services will be produced?
How will these goods and services be produced? Who will consume them?
4. Compare and contrast how various economics system vary in the extent to which they
rely on government directives (central planning) and signals (prices) from private
markets to allocate scarce goods, services, and productive resources.
5. Compare the benefits and costs of different allocation methods in order to choose the
method that is most appropriate for some specific problem which can result in more
effective allocations and a more effective overall allocation system.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
83 MS CCRS for the Social Studies
E.3
Illustrate how voluntary exchanges and trade
are reflections of negative and positive
incentives resulting in gain for both parties
and that specialization in trade can lead to
lower costs of production and increased
production and consumption. (Strands: Civics,
History, Economics)
1. Describe how consumers, producers, workers, savers, investors, and citizens respond to
incentives in order to allocate their scarce resources in ways that provide them the
highest possible net benefits.
2. Explain how free trade increases worldwide material standards of living.
3. Evaluate gains from free trade and recognize that they are not distributed equally, and
some individuals or groups may lose more than they gain when trade barriers are
reduced.
4. Explain why even though there are mutual benefits from trade among people in
different countries, many nations employ trade barriers to restrict free trade for national
defense reasons, to protect key industries, or because some companies and workers are
hurt by free trade.
5. Explain why import restrictions by public policies result in consumers paying higher
prices and job opportunities and profits in exporting firms may decrease.
6. Explain that labor productivity is output per worker.
7. Evaluate how growing international economic interdependence causes economic
conditions and policies in one nation to be increasingly affected by economic conditions
and policies in other nations.
8. Describe how individuals and nations have a comparative advantage in the production of
goods or services if they can produce a product at a lower opportunity cost than other
individuals or
nations.
9. Demonstrate that international trade stems mainly from factors that confer comparative
advantage, including international differences in the availability of productive resources
and differences in relative prices.
10. Explain that transaction costs are costs (not to be confused with the price of the good or
service) that are associated with the purchase of a good or service, such as the cost of
locating buyers or sellers, negotiating the terms of an exchange, and ensuring that the
exchange occurs on the agreed upon terms. When transaction costs decrease, trade
increases.
11. Illustrate that an individual, region, or nation can produce at lowest opportunity cost
depending on many factors (which may vary over time), including available resources,
technology, and political and economic institutions.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
84 MS CCRS for the Social Studies
E.4
Analyze the role of price on the market, the
buyer and the seller. (Strands: Civics, History,
Economics)
1. Demonstrate that market prices are determined through the buying and selling decisions
made by buyers and sellers.
2. Explain that the term ‘relative price’ refers to the price of one good or service compared
to the prices of other goods and services. Relative prices are the basic measures of the
relative scarcity of products when prices are set by market forces (supply and demand).
3. Demonstrate that the market clearing or equilibrium price for a good or service is the
price at which quantity supplied equals quantity demanded.
4. Explain that if a price is above the market clearing price, it will eventually fall, causing
sellers to produce less and buyers to purchase more; if it is below the market clearing
price, it will eventually rise, causing sellers to produce more and buyers to purchase less.
5. Explain that market outcomes depend on the resources available to buyers and sellers,
and on government policies.
6. Demonstrate that a shortage occurs when buyers want to purchase more than producers
want to sell at the prevailing price and that a surplus occurs when producers want to sell
more than buyers want to purchase at the prevailing price.
7. Explain that shortages of a product usually result in price increases in a market economy;
surpluses usually result in price decreases.
8. Relate the concept of market price to exchange rates which are set in the foreign
exchange market. When the exchange rate between two currencies changes, the relative
prices of the goods and services traded among countries using those currencies change;
as a result, some groups gain, and others lose.
9. Recognize that demand for a product changes when there is a change in consumers’
incomes, preferences, the prices of related products, or in the number of consumers in a
market.
10. Recognize that the supply of a product changes when there are changes in either the
prices of the productive resources used to make the product, the technology used to
make the product, the profit opportunities available to producers from selling other
products, or the number of sellers in a market.
11. Illustrate that changes in supply or demand cause relative prices to change; in turn,
buyers and sellers adjust their purchase and sales decisions.
12. Illustrate how government-enforced price ceilings set below the market-clearing price
and government-enforced price floors set above the market-clearing price distort price
signals and incentives to producers and consumers. Price ceilings can cause persistent
shortages, while price floors can cause persistent surpluses.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
85 MS CCRS for the Social Studies
E.5
Analyze and evaluate the impact the market
structures, entrepreneurship and institutions
have on the market economy, competition
and income. (Strands: Civics, History,
Economics)
1. Describe how pursuit of self-interest in competitive markets usually leads to choices and
behavior that also promote the national level of well-being.
2. Evaluate how the level of competition in an industry is affected by the ease with which
new producers can enter the industry, and by consumers’ information about the
availability, price and quantity of substitute goods and services.
3. Evaluate how market structures which are dominated by large firms, often competing
against only a few other firms, cause prices to be higher than they would be in more
competitive markets.
4. Explain how collusion among buyers or sellers reduces the level of competition in a
market and that collusion is more difficult in markets with large numbers of buyers and
sellers.
5. Identify the household as a major institution in which consumption and production take
place. Recognize that banks and other financial institutions channel funds from savers to
borrowers and investors.
6. Describe how labor unions have influenced laws created in market economies and,
through the process of collective bargaining with employers, labor unions represent
some workers in negotiations involving wages, fringe benefits, and work rules.
7. Identify the role that not-for-profit organizations have and that they are established
primarily for religious, health, educational, civic, or social purposes and are exempt from
certain taxes.
8. Evaluate the roles that property rights, contract enforcement, standards for weights and
measures, incorporation and liability rules that affect incentives for people to produce
and exchange goods and services have in regulating price and market security.
9. Discuss how entrepreneurs organize resources to produce goods and services because
they expect to earn profits.
10. Demonstrate that entrepreneurs (as well as other sellers) earn profits when the
revenues they receive from selling the products they sell are greater than the costs of
production.
11. Demonstrate that entrepreneurs (as well as other sellers) incur losses when the
revenues they receive from selling the products they sell do not cover the costs of
production.
12. Compare and contrast positive and negative aspects of entrepreneurship.
13. Evaluate how entrepreneurial decisions are influenced by tax, regulatory, education, and
research support policies.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
86 MS CCRS for the Social Studies
14. Explain and define the different forms of getting income: labor, capital, natural
resources, and entrepreneurial talents.
15. Analyze how peoples’ incomes, in part, reflect choices they have made about education,
training, skill development, and careers.
16. Demonstrate how changes in the structure of the economy, including technology,
government policies, the extent of collective bargaining and discrimination, can
influence personal income.
17. Illustrate how in a labor market, in the absence of other changes, a higher wage
increases the reward for work and reduces the willingness of employers to hire workers.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
87 MS CCRS for the Social Studies
E.6
Evaluate the role of money and its
relationship to inflation, unemployment and
interest rates in the market economy.
(Strands: Civics, History, Economics)
1. Describe the three functions of money: a store of value, a unit of account, and a
medium of exchange.
2. Explain how money encourages specialization by decreasing the costs of exchange.
3. Identify inflation and its impact on the value of money.
4. Compare and contrast M-1 and M-2 money in the United States.
5. Explain why deposits in checking accounts are considered money but assets such as
stocks and bonds are not. Explain why a credit card should not be considered money.
6. Given a chart, the student will determine in which years inflation occurred given the
prices of a market basket of goods and services for three different years.
7. The consumer price index (CPI) is the most commonly used measure of price-level
changes. It can be used to compare the price level in one year with price levels in earlier
or later periods.
8. The annual inflation rate is the percentage change in the average prices of goods and
services over a twelve-month period.
9. Explain how in the long-run, inflation results from increases in a nation’s money supply
that exceed increases in its output of goods and services.
10. Define an interest rate as the price of money that is borrowed or saved which are
determined by the forces of supply and demand.
11. Distinguish between real and nominal interest rates.
12. Evaluate the impact of higher real interest rates on business investment spending and
consumer spending on housing, cars, and other major purchases.
13. Describe how expectations of increased inflation may lead to higher interest rates.
14. Examine the types of unemployment.
15. Evaluate why unemployment statistics are imperfect methods of measuring
unemployment.
16. Compare and contrast how unexpected inflation imposes costs on many people and
benefits others.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
88 MS CCRS for the Social Studies
E.7
Describe economic growth and the causes and
effects of economic fluctuations. (Strands:
Civics, History, Economics)
1. Describe the characteristics of economic growth in the long and short term. Trace and
illustrate how economic growth has been a vehicle for alleviating poverty and raising
standards of living.
2. Explain the importance of investing in new physical or human capital on future
productivity and consumption, but such investments require the sacrifice of current
consumption and entail economic risks.
3. Investigate how lower interest rates encourage investment.
4. Trace how the rate of productivity increase in an economy is strongly affected by the
incentives that reward successful innovation and investments (in research and
development, and in physical and human capital).
5. Define and explain GDP, its components, and how it can be calculated.
6. Compare and contrast GDP and GDP per capita.
7. Compare and contrast real and nominal GDP.
8. Evaluate the business cycle in terms of fluctuations in real GDP around its potential level.
E.8
Evaluate the role of the government in
correcting market failures. (Strands: Civics,
History, Economics)
1. Describe the reasons for a market failure.
2. Explain the role for government in the economy is to define, establish, and enforce
property rights.
3. Compare and contrast positive and negative externalities on the market.
4. Identify methods the United States government can use to help correct for insufficient
output of a positive and excess production of negative externalities, including: such as
subsidies, laws, government ownership, income redistribution through tax laws, and
price controls.
5. Evaluate the pros and cons of market intervention by the government to correct market
failures.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
89 MS CCRS for the Social Studies
E.9
Compare and contrast fiscal and monetary
policy. (Strands: Civics, History, Economics)
1. Discuss how fiscal policies are decisions to change spending and taxation levels by the
federal government to influence national levels of output, employment, and prices.
2. Describe the short-term and long-term benefits and costs of fiscal policy.
3. Discuss how monetary policy by the Federal Reserve Bank influences the overall levels of
employment, output, and prices.
4. Distinguish between a budget deficit, a budget surplus and a balanced budget.
5. Describe why a government debt is created.
6. Evaluate how monetary policies lead to changes in the supply of money, short term
interest rates, and the availability of credit.
7. Describe the Federal Reserve System’s three major monetary policy tools.
8. Distinguish between the federal funds rate, the discount rate, and the prime rate.
9. Describe the reasons the Federal Reserve would increase interest rate targets.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
90 MS CCRS for the Social Studies
Advanced World Geography
1 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
AWG.1
Describe and explain the world using spatial
terms, concepts, and thinking and employing
maps and other geographic representations,
tools, and technologies. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Trace the development of geographic tools from early representations of the earth to
modern geospatial technologies.
2. Evaluate how different types of geographic tools express the relationships among
people, places, and environments.
3. Utilize spatial models to explain the geographic organization of people, places, and
environments.
AWG.2
Appraise the nature, origins, evolution, and
meaning of places. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Determine how the physical and human characteristics of a place contribute to personal,
community, and national identities.
2. Examine the ways that places change as a result of physical and human processes.
3. Distinguish the relative impact of culture and experience in influencing people’s
perceptions of places.
AWG.3
Determine how regions are used to describe
the organization of the Earth’s surface.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Distinguish formal, functional, and perceptual designations of regions.
2. Explain the factors that impact the characteristics of a region.
3. Examine the characteristics and role of globalization on regions of the world in terms of
economics, culture, and technology.
4. Explain how perceptions of regions and the cultures that inhabit them change as a result
of direct and indirect experiences.
AWG.4
Compare and contrast geographic patterns in
the environment that result from the
processes of Earth’s physical systems.
(Strands: Civics, History, Economics)
1. Explain how processes that shape the physical environment produce different conditions
in different places on Earth.
2. Distinguish the impact of physical processes on different types of ecosystems over time.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
91 MS CCRS for the Social Studies
AWG.5
Evaluate the characteristics and processes of
human population and migration on Earth.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Utilize concepts including the crude birth rate, crude death rate, infant mortality rate,
fertility rate, natural increase rate, and demographic transition model to explain the
characteristics of a population over time.
2. Explain the relationship between the status of women and population patterns in a
society.
3. Trace the major migration patterns in the United States and the world in terms of
distance, origin, cause, and time.
4. Examine the various ways that nations manage intraregional, interregional, and
international population flows.
5. Assess the conditions which produce refugees, asylum seekers, and internally displaced
persons and the processes countries utilize to meet their needs.
AWG.6
Examine the characteristics and development
of culture. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Describe the characteristics that come to define a culture over time.
2. Explain the impact of religion on the development and values of a culture.
3. Distinguish characteristics of folk culture and pop culture and examine the role of each in
societies.
4. Examine the economic and political factors that affect how and where cultures spread.
AWG.7
Explain the patterns and networks of
economic interdependence on Earth’s surface.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Categorize economic activities as primary, secondary, or tertiary.
2. Distinguish subsistence and commercial livelihoods and trace how people groups move
from one to the other over time.
3. Identify economic globalization and explain its impact on places, populations, and
environments.
4. Examine the role of technologies including communications, transportation, and
infrastructure in the emergence of global economic interdependence.
AWG.8
Analyze the patterns of human settlements
and explain their development and operation.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explain how human activities have contributed to the development of settlements at
particular locations.
2. Distinguish the various types of settlements and explain differences in the number and
types of services they provide.
3. Examine patterns of urban land use and development including organizational models
and drivers of expansion, decline, and rejuvenation.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
92 MS CCRS for the Social Studies
AWG.9
Describe and analyze boundaries and political
entities and the cooperation and conflicts that
occur among them. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Analyze the advantages and disadvantages of political and other boundaries that are
based on physical and human factors.
2. Explain how countries and organizations make agreements to cooperate in managing
natural resources.
3. Describe how conflict occurs at the international level because of disagreements over
the division, control, and management of natural resources.
AWG.10
Explain how human actions modify the
physical environment. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Describe how human-induced changes in one place can affect the physical environment
in other places.
2. Explain how the use of technology has changed the scale at which people can modify the
physical environment.
3. Describe how the physical environment can accommodate and be endangered by human
activities.
AWG.11
Explain how human systems develop in
response to physical environmental
conditions. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Explain how characteristics of the physical environment can both hinder and advance
development.
2. Explain how processes carried out by humans threaten environmental sustainability.
3. Describe how people perceive, prepare, and cope with environmental hazards and
disasters
AWG.12
Evaluate the concept of natural resources and
the changes in the spatial distribution,
quantity, and quality of resources through
time and location. (Strands: Civics, Geography,
History, Economics)
1. Describe the role of culture in perceptions and uses of resources.
2. Distinguish and analyze renewable and nonrenewable resources with respect to
suitability, viability, and sustainability.
3. Assess how the most common resources of the contemporary world are extracted,
refined, and transported.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
93 MS CCRS for the Social Studies
Problems in American Democracy
1 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
PAD.1
Examine the historical, economic, and political
factors that played a role in the shaping of the
U.S. Constitution. (Strands: Civics, Geography,
History, Economics)
1. Compare and contrast the concepts of state and national sovereignty as illustrated in the
Articles of Confederation and the Constitution.
2. Describe the monetary and trade practices of U.S. states in the 1780s and their
consequences.
3. Connect the enumerated powers given to the federal government under the
Constitution to the national problems that emerged in the 1780s they were meant to
address.
4. Analyze the use of the separation of powers as a mechanism for federal accountability
and limited powers.
PAD.2
Describe the patterns of conflict and
cooperation between the emerging United
States and Native Americans from colonial
times through the antebellum period.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Trace the major interactions between early American settlers and indigenous tribes
during the colonial period that impacted the relationships between the U.S. and native
groups following the revolution.
2. Explain the various treaties between the United States and native groups under the
Articles of Confederation and the U.S. Constitution and the political and practical
limitations to their enforcement.
3. Identify and describe major events and turning points in the relationship between the
United States and Native Americans in the early nineteenth century.
4. Assess the impact of westward expansion on Native American populations.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
94 MS CCRS for the Social Studies
PAD.3
Trace the historical factors and institutions
that gave rise to the current financial policies,
practices, and systems of the U.S.
government. (Strands: Civics, Geography,
History, Economics)
1. Compare the arguments of Alexander Hamilton, James Madison, and Thomas Jefferson
in the debate over the establish of the Bank of the United States in 1791.
2. Outline the key economic processes and events that shaped the emerging banking
systems in the United States in the early 1800s including the Second Bank of the United
States and the Panic of 1837.
3. Analyze the economic factors that led to the Panic of 1907 and the Federal Reserve Act
of 1913.
4. Describe the economic conditions that led to the Great Depression and the federal
interventions and safety net programs that developed as a result.
5. Compare and contrast the mechanisms of governance and response of the Federal
Reserve to periods of financial instability in the late 1900s and early 2000s.
PAD.4
Assess the development of a system of public
education in the United States and its role in
facilitating civic, political, and economic
engagement. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Describe the origins and development of early public education in New England from the
Colonial Period to the mid-1800s.
2. Explain the conditions and prevailing perspectives in New York State leading up to the
passage of the Free Schools Law in 1849.
3. Trace the spread and development of public education throughout the U.S. through the
late 1800s and 1900s.
4. Examine the impact of contemporary policies on public education in the U.S., including
the No Child Left Behind Act and the emergence of charter schools.
PAD.5
Examine the political, economic, and cultural
conditions that led to the U.S. Civil War.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Describe the economic characteristics of the North and South in the early-to-mid-
nineteenth century that contributed to sectional political conflict.
2. Trace measures taken during the early 1800s to maintain the balance of power between
free and slave states including policies related to the admittance of states into the Union
and the management of the western territories.
3. Assess the response of the U.S. government to the secession of southern states following
the election of Abraham Lincoln as president.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
95 MS CCRS for the Social Studies
PAD.6
Analyze the effectiveness of Reconstruction
policies in the United States following the Civil
War. (Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Evaluate the efforts to rebuild the Union and restore southern states during
Reconstruction.
2. Identify and describe the significance of the 13th, 14th, and 15th amendments to the U.S.
Constitution.
3. Assess efforts by former Confederate states to disenfranchise black voters during the
late 1800s including the use of poll taxes and literacy tests.
4. Assess economic and cultural conditions in the North that impacted Reconstruction
policies.
PAD.7
Evaluate the impact of industrialization of the
living conditions of U.S. citizens. (Strands:
Civics, Civil Rights, Geography, History,
Economics)
1. Explain the geographic and social changes that resulted from industrialization in the U.S.
in the late 1800s and early 1900s.
2. Assess challenges faced by workers, especially immigrants, in factories during the early
twentieth century.
3. Define muckraker and describe the role of journalism in bringing awareness to concerns
and abuses related to industrialization.
4. Identify and explain federal policies created in the early 1900s and then again in the mid-
twentieth century to regulate domestic food and drug safety.
PAD.8
Examine how and under what circumstances
state governments and the federal
government have expanded or constrained
the civil and political rights of African-
Americans and other groups since the Civil
War. (Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Trace accomplishments and setbacks related to the enfranchisement of African-
Americans during Reconstruction.
2. Describe the social, economic, and political disenfranchisement of African-Americans
under the Jim Crow laws.
3. Examine the rise of the Civil Rights Movement in the 1950s and the goals, strategies, and
accomplishments of the movement.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
96 MS CCRS for the Social Studies
PAD.9
Describe the major events in U.S. history
related to the rights and status of women.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Survey the rights of women in the United States during the Revolutionary Period and the
role of women in the war effort.
2. Trace the major accomplishments of the Women’s Rights Movement in the mid-
nineteenth century and identify the contributions of the movement’s leaders including
Lucretia Mott, Elizabeth Cady Stanton, Susan B. Anthony, and Sojourner Truth.
3. Trace the events and conditions that led to the ratification of the 19th amendment to the
Constitution in 1920 and the efforts of the Women’s Rights Movement to address other
social and economic inequalities in the years that followed.
4. Describe the rationale for the Equal Rights Amendment (ERA) and trace the efforts to
pass the ERA throughout the 1900s.
PAD.10
Examine contemporary challenges faced by
American democracy as a result of political,
economic, and technological changes.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Analyze how developments in communication technologies including radio, television,
and the internet offer challenges in American democracy and how American society and
government have responded to those challenges.
2. Trace the development of campaign finance laws from 1907 to present and explain the
significance of the Citizens United decision in 2010.
3. Survey problems in American society related to socioeconomic stratification,
immigration, and ethnic and religious strife, and evaluate competing perspectives on
those problems.
4. Assess the historic impact of journalism and the media on the development of American
democracy and describe the role of citizens in determining the reliability and utility of
various forms of journalism in civil discourse.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
97 MS CCRS for the Social Studies
HISTORY OF THE ANCIENT MIDDLE EAST, 2000 B.C. TO 1000 A.D.
1 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
HAME.1
Contrast how geography, economics, and
politics have influenced the development of
the ancient Middle East. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Examine the advantages of living in a river valley or coastal region as compared to inland
areas of the Middle East.
2. Describe major events in the development and decline of regional empires, including:
Egyptian, Assyrian, Babylonian, Medo-Persian, Greek and Roman.
3. Examine the development of Israel as a civilization.
HAME.2
Trace the relationship of people, places, and
environments throughout time. (Strands:
Civics, Civil Rights, Geography, History,
Economics)
1. Analyze the accomplishments and failures of key people of the Middle East from 2000
B.C. to 100 A.D.
2. Critique the conflicts over the land of Palestine from 2000 B.C. to 100 A.D.
3. Analyze the movements and interactions of various groups of people in the ancient
Middle East.
4. Discuss the impact of war and conflict on different groups from 2000 B.C. to 100 A.D.
HAME.3
Examine the contributions made by
archaeological work in the Middle East.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Define the science of archaeology.
2. Review archaeological finds in the Middle East.
3. Critique the impact of archaeology related to various documents, including:
Hammurabi’s Code, the Bible, Dead Sea scrolls, etc.
HAME.4
Describe the impact of science and technology
on the historical development of the Middle
East. (Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explain how technological development transformed agriculture and customs of the
ancient Middle East.
2. Describe the transition from the barter system to monetary system, including: coinage,
etc.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
98 MS CCRS for the Social Studies
HAME.5
Demonstrate the ability to apply and interpret
social studies tools, including: timelines, maps,
globes, graphs, compass, technology, political
cartoons, primary and secondary documents,
charts, etc. (Strands: Geography, History,
Economics)
1. Locate and label selected physical features of the Middle East.
2. Compare and contrast ancient political boundaries with those of modern independent
nations.
HAME.6
Debate the similarities and differences of
ancient Middle Eastern cultures. (Strands:
Civics, Civil Rights, Geography, History,
Economics)
1. Compare and contrast the religious practices, rituals, and traditions of ancient Middle
Eastern cultures.
2. Analyze examples of cultural contributions made by various ancient civilizations of the
Middle East.
3. Examine the roles, status, and interaction of diverse groups of people, including: parents,
children, men, women, slaves, etc.within various ancient Middle Eastern societies.
4. Analyze selected examples of ancient Middle Eastern literature, including: legends,
poetry, prophecy, and wisdom literature, etc.
HAME.7
Analyze the development of social and
political systems in the ancient Middle East.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Compare/contrast political systems of the ancient Middle East.
2. Discuss major political movements from 2000 B.C. to 100 A.D.
3. Describe the warfare, weaponry, and resolution of conflicts in the ancient Middle East.
4. Analyze the development and expansion of various legal systems, including: Hebrew,
Roman, Sumerian, Egyptian, etc.
5. Show the impact of various empires on developing social structures of the ancient
Middle East.
6. Summarize the effects of early religious teachings on ancient and modern social
structures, including: Hebrew, Christian, Roman, Persian, and Egyptian.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
99 MS CCRS for the Social Studies
African American Studies
1 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
AAS.1
Examine the influence of geography on the
economic, political, and social development of
slavery in the United States. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Analyze the economic, political, and social reasons for focusing the slave trade on Africa,
including the role of Africans, Europeans, and colonists.
2. Assess the role of geography on the growth and development of slavery.
3. Analyze the impact of the slave trade on Africa and the colonies.
4. Identify and explain the Middle Passage as one of the largest forced migrations in human
history.
AAS.2
Analyze the justifications and ramifications of
slavery between 1619 and 1860. (Strands:
Civics, Civil Rights, Geography, History,
Economics)
1. Analyze the economic, social, religious, and legal justifications for the establishment and
continuation of slavery.
2. Identify and evaluate the various ways Africans in America resisted slavery.
3. Analyze the role slavery played in the development of nationalism and sectionalism.
4. Assess the development of the abolitionist movement and its impact on slavery and the
nation.
AAS.3
Differentiate between African American life
and cultural contributions through 1860.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Compare and contrast African American urban and rural communities in the North and
the South.
2. Analyze the African American family in antebellum America.
3. Trace the development of African American institutions, including: religion, education,
and benevolent organizations.
4. Identify and explain the contributions of African Americans in science and the arts.
AAS.4
Evaluate the roles of African Americans during
the Civil War and Reconstruction.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Analyze President Lincoln’s views on slavery and the status of freed slaves in the United
States.
2. Identify and explain the roles of African American soldiers, spies, and slaves to the war
effort in both the North and the South, including the 13th U.S. Colored Troops.
3. Analyze the effects of Reconstruction on the legal, political, social, cultural, educational,
and economic life of freedmen.
4. Assess the successes and failures of Reconstruction as they relate to African Americans.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
100 MS CCRS for the Social Studies
AAS.5
Analyze the rise of Jim Crow and its effects on
the life experiences of African Americans in
the late nineteenth and early twentieth
centuries. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Assess the economic and social impact of Jim Crow laws on African Americans.
2. Analyze the legal ramifications of segregation laws and court decisions on American
society.
3. Compare and contrast the political movements that developed in response to Jim Crow
laws, including the Niagara Movement, the NAACP, the Urban League, The Atlanta
Compromise, The Farmers’ Union Movement, Brotherhood of Sleeping Car Porters, and
the Anti-Lynching Crusade.
4. Compare and contrast the African American political and legal personalities of the time
period and their impact on American society, including Samuel McElwee, Robert Church
Sr., Ida B. Wells, Randolph Miller, and James Napier.
5. Describe the development of African American institutions such as religion, education,
and benevolent organizations.
6. Evaluate the economic, cultural, political, and social impact of African American
migration within and from the South, including the Exodusters, Benjamin Pap Singleton,
and 2nd Great Migration.
7. Describe the impact of African American regiments on the western campaigns, the
Spanish American War, and World War I, including Buffalo Soldiers and George Jordan.
AAS.6
Trace the cultural contributions made by
African Americans during the Harlem
Renaissance. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Assess the literary contributions made by African Americans.
2. Describe the contributions of African Americans to the performing arts, including Fisk
Jubilee Singers, W.C. Handy, John Work III, and DeFord Bailey.
3. Describe the contributions of African Americans to the visual arts, including Edmondson
Williams.
4. Evaluate the impact of the African American media on American life.
5. Analyze reactions of Americans to the Harlem Renaissance.
AAS.7
Analyze the conditions and contributions of
African Americans during the Great
Depression and World War II. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1. Analyze the impact of the Great Depression and the New Deal on the lives of African
Americans.
2. Evaluate the continued quest for civil rights in America.
3. Describe the effects of African American “pop” culture of the 1930s and 1940s.
4. Analyze the impact of racism in America during World War II.
5. Evaluate the contributions of African Americans during World War II.
6. Explain how World War II laid the groundwork for the modern Civil Rights Movement.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
101 MS CCRS for the Social Studies
AAS.8
Analyze the successes and failures of the Civil
Rights Movement in the United States.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explain how legal victories prior to 1954 inspired and propelled the Civil Rights
Movement.
2. Describe the impact of Brown v. Board of Education of Topeka, Kansas and evaluate the
resistance and reaction to it.
3. Define various methods used to obtain civil rights.
4. Identify various organizations and their role in the Civil Rights Movement, including the
Highlander Folk School.
5. Assess the extent to which the Civil Rights Movement transformed American politics and
society.
6. Determine the impact of the Vietnam War on the Civil Rights Movement.
AAS.9
Debate the issues confronting contemporary
African Americans in the continuing struggle
for equality. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Identify and analyze how the changing political environment has impacted civil rights.
2. Describe how African Americans have responded to or engaged in political conservatism.
3. Compare and contrast the responses of African Americans to the economic, social, and
political challenges of contemporary America.
4. Identify and evaluate major contemporary African American issues confronting society,
including affirmative action, the educational achievement gap, the wealth gap, poverty,
AIDS, and crime.
5. Analyze the impact of immigration and migration on the lives of African Americans in
contemporary America.
6. Identify the major contributions of contemporary African Americans in business,
education, the arts, politics, sports, science, technology, and society in general, including
Wilma Rudolph, Tina Turner, and Oprah Winfrey.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
102 MS CCRS for the Social Studies
Psychology
1/2 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
PSY.1
Describe the historical traditions,
perspectives, career opportunities, and
modern empirical nature of psychological
inquiry. (Strands: Civics, Civil Rights, History)
1. Identify the major historical traditions in psychology including structuralism,
functionalism, behaviorism, Gestalt psychology, psychodynamics, and humanistic
psychology.
2. Explain the influence of various perspectives, including: biological, social, behavioral,
cognitive, etc. on approaches to empirical investigation in psychology.
3. Distinguish modern psychological science from historical perspectives on the mind and
contemporary and historical examples of pseudo psychology.
PSY.2
Distinguish the various methods and tools
employed by researchers to explain human
mental and behavioral processes.
(Strands: Civics, Civil Rights, History)
1. Explain the scientific method and the role of experimental research in determining cause
and effect relationships.
2. Describe and distinguish experimental and non-experimental methods of inquiry in
psychological research including controlled experiments, surveys, naturalistic
observations, correlational studies, longitudinal studies, and case studies.
PSY.3
Appraise the biological structures and
processes that give rise to and influence
human behavior and cognitive experiences.
(Strands: Civics, Civil Rights, History)
1. Illustrate the structures of a neuron and the process of neural transmission.
2. Identify the role of neurotransmitters on human behavior and cognitive experiences.
3. Sketch the major structures of the brain including the cerebellum, brain stem, limbic
system, and cortex, and describe their functions.
PSY.4
Explain the ways in which human sensory and
perceptual systems translate and interpret
information from the environment.
(Strands: Civics, Civil Rights, History)
1. Explain the concept of transduction and outline the ways in which stimuli in the
environment are translated into sensory experiences.
2. Demonstrate absolute and difference thresholds as they relate to vision, hearing, smell,
taste, and touch.
3. Differentiate between sensation and perception.
4. Examine the factors that influence perception including top-down and bottom-up
processing, priming forces, expectancy bias, environmental factors, perceptual sets, and
change blindness.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
103 MS CCRS for the Social Studies
PSY.5
Describe the various states of consciousness
including sleeping and dreaming and the
impact on consciousness of both internal and
external factors. (Strands: Civics, Civil Rights,
History)
1. Diagram the stages of the sleep cycle and the characteristics and brain wave patterns of
each.
2. Examine the major disorders associated with sleep including insomnia, night terrors,
sleep apnea, and narcolepsy.
3. Distinguish the impacts of various drugs, including: depressants, stimulants, opiates, and
hallucinogens, on consciousness and mental and physical health.
PSY.6
Describe the processes through which humans
learn, including behavioral and cognitive
learning processes. (Strands: Civics, Civil
Rights, History)
1. Interpret the major elements of classical conditioning including conditioned and
unconditioned stimuli, conditioned and unconditioned responses, neutral stimuli,
acquisition, and stimulus generalization.
2. Explain the development of operant conditioning and evaluate the usefulness of reward
versus punishment as it relates to learning.
3. Examine cognitive and observational learning processes.
PSY.7
Combine the elements of memory and
concept formation to examine how those
cognitive processes contribute to perception
and judgment. (Strands: Civics, Civil Rights,
History)
1. Diagram the stages of memory formation including the processes of sensory memory,
working memory, and long-term memory.
2. Distinguish between concepts, concept hierarchies, schemas, and prototypes.
PSY.8
Distinguish the elements that give rise to
emotional experience, explain the various
theories of emotion, and summarize the
significance of emotional intelligence on
mental wellness. (Strands: Civics, Civil Rights,
History)
1. Explain the universal nature of emotions and emotional expression including the work of
Paul Ekman and Robert Plutchik and the concept of display rules.
2. Compare and contrast theories of emotion, including: James-Lange, Canon-Bard,
Shachter-Singer (Two Factor), Cognitive Appraisal, and Opponent Process theories.
3. Discuss emotional intelligence and its impact on mental wellness and interpersonal
relationships.
PSY.9
Discuss the role of biological drives and
motivations on human behavior and cognitive
processes. (Strands: Civics, Civil Rights,
History)
1. Distinguish between intrinsic and extrinsic sources of motivation.
2. Describe the concept of need for achievement and its significance in understanding
motivational differences among people.
3. Employ Maslow’s Hierarchy of Needs to understand human behavioral priorities.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
104 MS CCRS for the Social Studies
PSY.10
Breakdown the various theories of human
cognitive and social development.
(Strands: Civics, Civil Rights, History)
1. Recall biological concepts related to human development including genetic structure,
prenatal development, and infancy.
2. Trace the physical development and the development of motor skills through early
childhood.
3. Diagram Piaget’s Stages of Cognitive Development and describe the characteristics of
each stage.
4. Compare and contrast cognitive and social perspectives of an individual through
Erikson’s Psychosocial Stages of Development.
5. Examine theories of moral development including Kohlberg’s Stages of Moral Reasoning.
PSY.11
Outline the major personality theories,
assessments, and practices of type and trait
theorists and justify the practical applications
of their work. (Strands: Civics, Civil Rights,
History)
1. Compare and contrast Freudian and Neo-Freudian perspectives on personality,
including: the Freudian model of the mind, the unconscious mind, psychosexual
development, archetypes, neuroticism, basic anxiety, and the inferiority complex.
2. Explain behavioral, social-cognitive, and humanistic concepts related to personality
including reciprocal determinism, locus of control, unconditional positive regard, and the
fully functioning person.
3. Describe the five-factor model of personality.
4. Explain methods used by researchers to assess personality, including: projective tests
and personality inventories.
PSY.12
Outline the historical progression of
intelligence research and explain the major
theories of intelligence including the work of
Charles Spearman, Robert Sternberg, and
Howard Gardner. (Strands: Civics, Civil Rights,
History)
1. Appraise theories of intelligence including Spearman’s g factor, Sternberg’s triarchic
theory, and Gardner’s theory of multiple intelligences.
2. Describe historical and contemporary tools for measuring intelligence, including: the
intelligence quotient and the roles they play in categorizing intellectual ability (normal
range, intellectual disability, giftedness).
3. Examine the history of cultural bias in intelligence measures and the sociocultural
underpinnings of those processes.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
105 MS CCRS for the Social Studies
PSY.13
Formulate the conditions that lead to mental
wellness, including a positive self-concept,
healthy cognitive processes, and edifying
interpersonal relationships. (Strands: Civics,
Civil Rights, History)
1. Examine the role of the stress response and its contribution to physical and psychological
health.
2. Describe the field of positive psychology and its application of psychological concepts to
improve mental well-being.
3. Appraise the role of sleep, self-concept, need for achievement, and interpersonal
relationships in establishing healthy cognitive and emotional processes.
PSY.14
Describe major psychological disorders, their
symptoms, and classifications. (Strands: Civics,
Civil Rights, History)
1. Differentiate the different types of mental illness including mood disorders, dissociative
disorders, personality disorders, anxiety disorders, somatoform disorders, and
schizophrenia.
2. Employ the DSM-V as a tool for diagnosing mental disorders as illustrated in case studies.
PSY.15
Explain the methods used by mental health
professionals to treat people living with
mental illness. (Strands: Civics, Civil Rights,
History)
1. Distinguish between the work of a psychiatrist and psychologist in treating mental
illness.
2. Examine the role of stigma in preventing people from accessing adequate mental
healthcare.
3. Compare and contrast psychodynamic, humanistic, and behavioral therapies in the
treatment of mental disorders.
4. Describe the usefulness of cognitive therapy, cognitive-behavioral therapy, and group
therapies in the treatment of mental disorders.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
106 MS CCRS for the Social Studies
PSY.16
Describe the influence of social factors on
individual cognition and behavior including
conformity, obedience, the bystander effect,
bias, and polarization. (Strands: Civics, Civil
Rights, History)
1. Describe the concept of social role and conformity as illustrated in the Stanford Prison
Experiment and other studies.
2. Explain the findings of research into obedience and conformity as illustrated in the work
of Stanley Milgram and Solomon Asch.
3. Examine the concepts of bias, polarization, and the bystander effect.
4. Identify the major elements of behavioral economics as evidenced by the research of
Amos Tversky, Daniel Kahneman, and Dan Ariely.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
107 MS CCRS for the Social Studies
SOCIOLOGY
1/2 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
SOC.1
Explain the development of sociology as a
scientific field of study and the methods used
by sociologists to study human social systems.
(Strands: Civics, Civil Rights, History)
1. Explore the sociological perspective and the methods used by sociologists to explore that
perspective.
2. Identify patterns related to social structures and interactions and the role of the
individual in participating in those structures.
3. Trace the growth of sociology from Weber to modern day sociology and explain how
theoretical perspectives changed over time.
4. Collect and display various tools used by sociologists to examine aspects of social
systems and explain their usefulness in offering insights into social institutions.
SOC.2
Evaluate the role of culture throughout the
world. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Define culture.
2. Distinguish the components of symbolic culture.
3. Differentiate between subcultures and countercultures.
4. Identify elements that are culturally universal.
5. Describe the impact of modern technology on cultures throughout the world.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
108 MS CCRS for the Social Studies
SOC.3
Apply theories on life cycle development to
explain differences in social interactions and
relationships at different points in the life
cycle of a human being based on cultural
socialization in response to those
developmental changes. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Define human nature.
2. Identify major patterns of life cycle change, including: Erikson’s Stages of Psychosocial
Development, Paget’s’ Stages of Cognitive Development, and Kohlberg’s Stages of Moral
Reasoning.
3. Compare the life cycle patterns to human interactions that are common among various
social groups composed of diverse demographic patterns.
4. Differentiate the role of women in a variety of cultural and historical contexts,
specifically noting the impact of those roles on the greater culture and the historical
movements to reduce gender inequality.
5. Explain the various types of family units, the roles of each family member, and the
impact of cultural and economic factors on family functioning.
6. Describe societal institutions including schools, churches, non-profit, media, and
government organizations, and their impacts on communities and families.
7. Interpret the ways in which cultural and social forces impact an individual’s values,
behaviors, self-concept, and temperament.
8. Compare how various cultures deal with death and dying.
SOC.4
Examine human behaviors that deviate from
social norms including antisocial behavior,
violence, criminal activity, and rehabilitative
strategies, and their effectiveness.
(Strands: Civics, Civil Rights, History,
Economics)
1. Define deviance and conformity.
2. Compare various perspectives on deviance including Symbolic Interactionist,
Functionalist, and Conflict Perspectives.
3. Examine society’s reaction to deviance.
SOC.5
Appraise the role of group dynamics on the
behavior of an individual and the impact of
group dynamics on the effectiveness and
efficiency of work groups in commercial,
governmental, and non-profit organizations.
(Strands: Civics, Civil Rights, History)
1. Define bureaucracy.
2. Compare the views of Marx and Weber on bureaucracies.
3. Identify the characteristics of a bureaucracy.
4. Explore the problems that exist within bureaucracies that are universal.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
109 MS CCRS for the Social Studies
SOC.6
Describe theories and processes related to
human social networks. (Strands: Civics, Civil
Rights, History)
1. Trace the development of various types of social groups from hunter-gathering cultures
to modern day.
2. Identify various groups within society and their functions including family, secondary
groups, reference groups, and social networks.
3. Explain the various dynamics that exist within a group.
SOC.7
Breakdown the economic and social factors
that play a role in socioeconomic
stratification. (Strands: Civics, Civil Rights,
History)
1. Explore the levels of socioeconomic stratification that exist within the United States and
globally and compare.
2. Explain how the institutions of society perpetuate social status and hinder social
mobility.
3. Identify the consequences of social class on social mobility and access to healthcare,
education, and other resources.
SOC.8
Describe the methods by which individuals
and groups establish and maintain a sense of
identity and their impacts. (Strands: Civics,
Civil Rights, History)
1. Examine the role of race in creating an individual’s sense of identity.
2. Distinguish between race and ethnicity as defining characteristics.
3. Compare the role of age in various cultures as a measurement of social value.
SOC.9
Describe the roles of various social institutions
on maintaining societal norms.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Explore the role of the economic systems in various cultures.
2. Explain the role of education systems in perpetuating societal norms or promoting social
mobility.
3. Explain the role of marital and family structures as the basic units of culture.
4. Explore the types and roles of religious institutions and beliefs in various cultures.
5. Distinguish the challenges faced by modern society in providing access to quality
healthcare.
SOC.10
Analyze the impacts of various forms of
significant social change on society.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Compare and contrast significant social movements, their methods, and their impacts.
2. Explain the historical and modern development of urban spaces and the challenges
posed by those spaces including environmental concerns, crime, poverty, and social
justice issues.
3. Formulate and explain the values associated with global citizenship in regard to
environmental, civic, social, economic, and political action.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
110 MS CCRS for the Social Studies
LAW RELATED EDUCATION
1/2 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
LRE.1
Assess the changes in the legal system and
recognize the dynamic natures of the law in
the United States over time. (Strands: Civics,
Civil Rights, Geography, History, Economics)
1 . Define justice and law and trace its development in the United States.
2 . Discuss the functions of the law, including lawmaking, advocacy, and settling disputes.
3 . Describe how court decisions have dynamically altered the American political landscape.
LRE.2
Identify the characteristics of the civil and
criminal justice systems; analyze their
operations and assess their effectiveness.
(Strands: Civics, Civil Rights, History,
Economics)
1. Compare and contrast criminal law and civil law.
2. Describe the various types of criminal law, including crimes against the person, crimes
against property, and defenses.
3. Illustrate the Criminal Justice Process: the investigation, proceedings before trial, the
trial and sentencing and corrections.
4. Identify juvenile justice concerns and differences in the due process procedures.
5. Define civil law and the procedure for a civil case.
6. Identify the differences of various types of civil cases, including: civil wrongs, intentional
torts, negligence, strict liability, torts and public policy.
7. Summarize issues and problems confronting the civil and criminal justice systems and
assess the effectiveness of each system in resolving these problems.
LRE.3
Compare and contrast the state and federal
judicial systems and analyze the relationships
between them. (Strands: Civics, Civil Rights,
History, Economics)
1 . Illustrate the court system on the federal level.
2 . Describe the Mississippi judicial system.
3 . Contrast the various functions of lawyers in both systems.
4 . Compare and contrast the two systems and the role of the citizen and lawyer in each.
Analyze the state’s right position (e.g. 10th amendment) v. the federal position (e.g.
Elastic Clause, etc.).
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
111 MS CCRS for the Social Studies
LRE.4
Describe the roles and responsibilities of local,
state and federal law enforcement agencies.
(Strands: Civics, Civil Rights, History,
Economics)
1. Understand the traditional democratic assumptions as they apply to law and law
enforcement.
2. Compare and contrast the functions, responsibilities, and jurisdiction of local, state and
federal law enforcement agencies.
3. Describe the obligations of the law enforcement communities and the courts in the pre-
trial process, including: booking and initial appearance, bail and pretrial release,
preliminary hearing, grand jury, felony arraignment and pleas, pretrial motions, and plea
bargaining.
4. Describe the obligations of the law enforcement communities and the courts in the trial
phase of a case.
LRE.5
Assess the effectiveness of correctional
systems in deterring criminal behavior.
(Strands: Civics, Civil Rights, History,
Economics)
1. Demonstrate an understanding of sentencing and corrections on the state and federal
level.
2. Describe the sentencing options available to the courts.
3. Compare and contrast punishment and rehabilitation as functions of the correctional
system.
4. Evaluate the function of parole.
5. Discuss the arguments for and against capital punishment.
6. Evaluate data on recidivism to determine the effectiveness of the correctional system on
deterring criminal behaviors.
LRE.6
Explain the various ways that the legal system
insures civil rights and liberties.
(Strands: Civics, Civil Rights, History,
Economics)
1 . Distinguish between statutory and Constitutional law.
2 . Explain the ways that the state and federal courts have protected freedom of speech,
freedom of the press, freedom of religion, due process, the right to privacy,
discrimination, responsibilities in the workplace, and immigration law.
3. Identify major Supreme Court cases that protected the following rights: freedom of
speech, freedom of the press, freedom of religion, due process, the right to privacy,
discrimination, responsibilities in the workplace, and immigration law.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
112 MS CCRS for the Social Studies
LRE.7
Summarize and evaluate the conflicts
resulting from competing interests, conflicting
laws and conflicting interpretations of the
Constitution. (Strands: Civics, Civil Rights,
History, Economics)
1. Investigate conflicts that arose because of differing opinions on civil rights.
2. Trace conflicts that arose because of differing opinions on property rights.
3. Debate conflicts that arose because of differing opinions on issues of liberty v. order
such as Red Scare, Patriot Act, rights of labor unions to strike.
4. Evaluate conflicts that arose because of differing opinions on family values, housing and
business v. consumer rights.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
113 MS CCRS for the Social Studies
Minority Studies
1/2 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
MIN.1
Evaluate the characteristics that may come to
define a minority group including
distinguishing physical or cultural traits,
unequal treatment, involuntary group
membership, awareness of subordination, and
a strong sense of group solidarity.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Investigate minority groups and determine the underlying factors that result in their
marginalization.
2. Compare and contrast the plight of women and the plight of ethnic minorities at various
points in history.
3. Identify and describe prominent groups associated with protecting and broadening
protections for minority groups including the National Association for the Advancement
of Colored People, Southern Poverty Law Center and the American Civil Liberties Union.
4. Examine social and political factors and events that have impacted attitudes and
discrimination towards American Muslims and Hispanic Americans in the early twenty-
first century.
5. Appraise the concept of minority group as it relates to ethnic minorities, religious
minorities, and women.
MIN.2
Trace the group dynamics that play a role in
the marginalization of minority groups.
(Strands: Civics, Civil Rights, History,
Economics)
1. Describe the various causes of prejudice including social distance, economic competition,
scapegoating, conflicting social and religious norms, and stereotypes.
2. Describe political and cultural factors that may serve to maintain inequalities
experienced by minority groups.
MIN.3
Examine the experiences of Native American
populations from the age of exploration to
present day. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Trace the historical perspectives on Native American populations by European settlers
from the age of exploration to the period of westward expansion.
2. Describe the status of Native Americans during the early history of the United States,
westward expansion, and through the twentieth century.
3. Analyze the lasting impact of the historical treatment of Native American populations on
their cultures.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
114 MS CCRS for the Social Studies
MIN.4
Examine the Women’s Rights Movement from
1848 to present day. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Identify and describe the origins and early leaders of the Women’s Rights Movement in
the mid-nineteenth century.
2. Trace the major events, achievements, and leaders of the women’s suffrage movement
leading to the 19th amendment in 1920.
3. Survey the accomplishments of women in the United States during the twentieth
century who took on roles and offices that had been traditionally held by men.
4. Analyze the current status of women in the United States with respect to political
representation, economic opportunities, healthcare, and shifting social norms.
MIN.5
Describe discrimination faced by Asian-
Americans in the late nineteenth and mid-
twentieth century. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Trace the migration of ethnic Chinese to the United States in the 19th century and the
economic, social, legal, and political factors that contributed to discrimination against
them.
2. Investigate the internment of Japanese-Americans during World War II.
MIN.6
Examine the major events, methods, and
leaders of the Civil Rights Movement.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Describe the conditions during the mid-twentieth century that led to the Civil Rights
Movement including Jim Crow laws and systemic inequality throughout the United
States.
2. Evaluate the prominent methods, leaders, and events of the Civil Rights movements
culminating in the Civil Rights Act of 1964.
3. Analyze the impact of the Civil Rights Movement on the status of African-Americans and
on the American social and political culture in the late twentieth and early twenty-first
centuries.
MIN.7
Compare and contrast historically significant
events and cultural characteristics related to
the plight of minority groups outside of the
United States. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Illustrate the major events, minority groups, and people associated with the Holocaust
and its global impact.
2. Trace the historical context and major events and people associated with the rise and fall
of Apartheid in South Africa.
3. Explain the caste system in India and trace the changes that have occurred in attitudes
towards various castes through much of the twentieth century.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
115 MS CCRS for the Social Studies
MIN.8
Examine contemporary issues related to the
treatment of minority groups.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Assess the lasting impact of slavery and historic discrimination on economic
opportunities and social conditions of African-Americans in the United States in the
twenty-first century.
2. Examine contemporary concepts related to the treatment of minority groups including
microaggressions and concerns about cultural appropriation.
3. Explain significant events during the early twenty-first century that have resulted in
rising tensions between minority populations and law enforcement in some areas of the
United States and the significance of technology in the impact of those events.
MIN.9
Assess modern movements to broaden
protections for minority groups.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Examine social and political factors and events that have impacted attitudes and
discrimination towards American Muslims and Hispanic Americans in the early twenty-
first century.
2. Describe significant events of the early twenty-first century related to the expansion and
protection of civil liberties for members of the LGBTQ community.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
116 MS CCRS for the Social Studies
HUMANITIES
1/2 CARNEGIE CREDIT
ST R A ND S : C IV IC S , EC ONOM IC S , C IV I L R IG H T S, G EOG R A PH Y , A ND H IST O R Y
S T A N D A R D O B J E C T I V E ( S )
HUM.1
Examine the ancient river valley civilizations,
including those of Mesopotamia, Egypt, the
Indus River Valley, and China.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Trace the development of social, political, citizen responsibility, and economic patterns
of early Mesopotamia, Egypt, China and Indus River Valley in their emergence of power.
2. Explain the development of language, writing, technology, and arts of early civilizations,
including: Neolithic pottery, Epic of Gilgamesh, Book of Songs, etc.
3. Explain the role of religious traditions, origin of beliefs and customs of early civilizations
such as cave art and the Zuni emergence tale.
HUM.2
Examine the location of Greece, its political
structure, arts and religious traditions that
influenced Greek society. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Locate and recognize the importance of climate and geography on the emergence of
civilization in Greece.
2. Trace the development and legacy of social, political, citizen responsibility, and economic
patterns of Greece while examining the rise of city-states.
3. Explain the development of language, writing, technology, and arts of Greece through
the work of Homer, philosophers, poetry of Sappho, Athenian pottery, Hellenistic
culture, and Greek architectural traditions.
4. Explain the role of religious traditions of the Greek gods, origin of mythology, and
customs of Greece through the Golden Age.
HUM.3
Analyze ancient Rome by assessing the
influence of geography, mythology and
development of the Roman Republic.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Locate and recognize the importance of climate and geography on the emergence of
civilization in Rome.
2. Trace the development and legacy of social, political, and citizen responsibility of Roman
citizens while analyzing Roman Republic, Roman imperialism, Cicero and the politics of
rhetoric.
3. Explain the development of language, writing, and arts of Greece through Virgil, Horace
and Ovid while observing various Roman architecture and sculptures during that time
period.
4. Explain the role of religious traditions of the Roman gods, origin of mythology, and
spread of Roman Culture.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
117 MS CCRS for the Social Studies
HUM.4
Students will analyze the social, economic,
military conquest and cultural achievements
during the medieval time period.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Locate and describe the evolution of nation-states England, France, Spain, and Russia.
2. Discuss the political and social impact of the Crusades, the Mongo conquests, and the fall
of Constantinople.
3. Identify the role of Greek, Roman, and Arabic philosophy, medicine, and science during
the medieval time period.
4. Trace the emergence of pagan and Christian traditions through the discussion of
medieval monastery.
HUM.5
Students will analyze the social, economic,
and political changes and cultural
achievements during the Renaissance in
Europe. (Strands: Civics, Civil Rights,
Geography, History, Economics)
1. Evaluate the economic infrastructure of the Italian Renaissance.
2. Trace the events related to the rise and political development city-states while
examining the Humanistic movement impact on society.
3. Contrast the arts, literary, architecture, and philosophical ideologies with the medieval
time period including Shakespeare, Leonardo da Vinci, Michelangelo and Petrich.
4. Identify the Roman Catholic role on society and summarize religious reforms associated
with Martin Luther, John Calvin, Henry VII, and their impact on the Reformation.
HUM.6
Students will understand the impact of the
Age of Discovery and exploration into Africa,
Asia and the Americas. (Strands: Civics, Civil
Rights, Geography, History, Economics)
1. Locate the triangle trade, migration patterns, and cultural diffusion in colonized areas.
2. Identify the development of social, political, and economic motivation of explorers and
conquistadors while analyzing their impact on indigenous peoples.
3. Describe the impact that religion had on the Age of Exploration and the effect that it had
on colonized areas.
HUM.7
Students will examine the impact of global
trade on various civilizations of the world.
(Strands: Civics, Civil Rights, Geography,
History, Economics)
1. Locate and explain the development of the Ottoman Empire.
2. Identify the development of social, political, and economic impact on Africa, India, and
growth of European nations.
MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for the Social Studies • 2018
118 MS CCRS for the Social Studies
119 Resources and References
Support Documents and Resources
The MDE will develop support documents for the MSCCRS for the Social Studies. Local districts,
schools, and teachers may use these documents to construct standards-based social studies
curriculum, allowing them to customize content to fit their students’ needs and match available
instructional materials. The support documents will include suggested resources, instructional
strategies, and essential knowledge.
Professional development efforts will be aligned with the standards and delivered in accord with
teacher resources to help expand expertise in delivering student-centered lessons. For more
information, please contact the Office of Secondary Education at 601-359-3461, or visit the MDE
website at www.mdek12.org.
http://www.mdek12.org/
Teacher Work Sample
Antwoine Williams
Spring
2
0
20
6th Grade Physical Education
Mississippi Valley State University
ED 506-0
1
Dimensions of
Learning
/Internship
Table of Contents
Contextual
Factors
1
Learning
Goal
s
4
Assessment
Plan 6
Design for Instruction
8
Instructional
Decision Making
1
3
Analysis of Student Learning
17
Reflection and Self Evaluation 20
10 Day Lesson Plan (attachment) 21
Student Work Sample
Contextual
Factors
Contextual Factors
Community, School and Classroom Factors
Amanda Elzy Jr. High School is located at 604 Elzy Avenue in Greenwood, Mississippi. Greenwood is the city in and the county seat of Leflore County, Mississippi
.
It is located in the eastern edge of the Mississippi Delta, approximately 96 miles north of the state capitol, Jackson, Mississippi. The largest industries in Greenwood are manufacturing, health care and social assistance and retail trade.
Amanda Elzy Jr. High School was named in 1959 in honor of Dr. Amanda Elzy. The school has a student enrollment of 326, employees 22 teachers. The minority enrollment is 99% African American.
My classroom is located in the gymnasium. During instructional time, my students are seated in the lower rollaway bleachers where/when they are required to take notes or review material. During demonstrations or observations, students are located on the basketball court or the sidelines awaiting their turn to participate. Outdoor activities are located on the school track and field area.
Student Characteristics
For my teacher work sample, I will use my 2nd period PE class. This class consists of twenty- four students (14 girls and 10 boys). Their athletic abilities range from low (uncoordinated) to high (athletic). They are the typical energetic group of 6th grade middle
1
school students, ranging in age from 12-14. Three of the twenty-four students have IEPs. All of
the students are African American and are from low to middle income families and qualify for free breakfast and lunch.
Students’ Varied Approaches to Learning
After administering a learning style inventory to each student, it was determined that 18 of them are kinesthetic learners and 6 are auditory/visual learners. The 18 kinesthetic learners were continuously on the move as demonstrators or team leaders. For the 6 auditory/visual learners, I used a combination of verbal cues and handwriting or handouts to introduce and demonstrate the rules and concepts of the lesson. I had the students to repeat what was stated or viewed in order to keep them positively and actively engaged. Sometimes music was used as attention grabbers and to serve as motivation to burn off energy, work hard and stay focused. For the 3 students with IEPs, I followed the accommodations listed in their plans which included: seating location (toward the front of the class or close to the teacher) modifications of assignments/activities, and requests made by the parent that did not violate school policy. Small group and whole group activities were done to encourage cooperative learning and to allow everyone to share their strengths.
Students Skills and Prior Learning
All of the students have had physical education since kindergarten. Skills have been acquired, although most of them do not know the fundamentals of the game of
2
basketball. The boys tend to participate more in activities than the girls.
Instructional Implications
I alternated instruction between teaching rules and hands on experiences, to prevent boredom and to keep students actively engaged. My lesson centered on striving to keep my students involved by including a mixture of strategies, a variety of activities and a fast paced momentum.
I had to take into consideration two factors as they related to my students: their physical abilities and their attitude towards sports. In order to let these factors serve as advantages, I considered the fitness level of my students and used that to determine how I would proceed in my lesson and to what degree. Learning had to be fun and exciting to aid in the increase of participation and motor skills and the decrease in absenteeism and classroom disruptions. My students’ attitudes toward sports varied from the level of nonchalant of the non-athletic to excitement of the super athletic. Targeting their learning styles was a huge factor in making their attitudes advantages instead of disadvantages. Implementing peer assistance helped to boost morale and decreased the chances of the feelings of failure by students who were not as athletic or coordinated as their peers.
3
Learning
Goals
Learning Goals
Learning Goal 1: The students will learn the fundamentals of playing basketball.
This goal is aligned with the Mississippi Physical Education Framework Objective 2: The student will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performances of physical activities.
Learning Goal 2: The students will learn to dribble a basketball.
This goal is aligned with the Mississippi Physical Education Framework Objective 1: The student will demonstrate competency in motor skills and patterns needed to perform a variety of physical activities.
The types of learning goals that I will use are physical and basic. They are set to meet the needs of my 12-14 year old students. My goals will be obtainable so that every child can achieve and experience success. The level will be structured to develop and improve the competency in form and movement of my students.
The focus is to apply previously introduced skills and to acquire knowledge necessary for participation. The instruction at each level focuses on basic skills, lead-up activities and knowledge that demonstrate competency in each activity.
My learning goals/objectives are appropriate in terms of development because they will focus on providing my students with experiences for social interactions. At their age, this is an
4
important part of their maturing process. They will have the opportunities to develop and interact socially while following rules, regulations, and safety procedures. The pre-requisite knowledge that my students received prior to entering this grade, will help them in developing and enhancing additional skills. They will be able to rely on those pre-requisites from previous years and build on them to become more proficient in the skills and activities they are undertaking. Other needs will also be meet during this process, such as, developing social skills, improving physical health and building self esteem. These activities will present opportunities to provide a positive setting for students to compete, gain respect for others, and to build self-confidence.
5
Assessment Plan
Assessment Plan
|
Learning Goal |
Assessment |
Format of Assessment |
Adaptations |
||||||||||||
|
Learning Goal 1 The students will learn the fundamentals of playing the game of basketball. |
Pre-Assessment Formative Assessment Post-Assessment |
Basketball fundamentals quiz Teacher observation of demonstration and verbalization of fundamentals quizzed The application of rules and skills combined as a team |
Read the quiz aloud Differentiate by decreasing the number of activities or increasing the length of time allowed to complete Small group demonstrations |
For Learning Goal 1 (LG1), a pretest will be given to determine my students’ knowledge of basketball. The test will include multiple choice and short answer items. Because they have prior knowledge of basketball fundamentals from previous years of physical education, some answers they will know. There will also be some answers that they do not know, and this will allow me to determine what information I need to spend more time on. The formative assessment will be skilled-based. I will monitor students as they answer questions and demonstrate the correct skills. The post-assessment will be completely performance-based. The correct procedures and fundamentals used will be the determining factor of the pass or fail score.
6
Learning
Goal
Assessment
Format of
Assessment
Adaptations
Learning Goal 2
The students will learn how to dribble a basketball.
Formative Assessment
Post-Assessment
Dribbling and ball handling
Teacher observation of dribbling skills (left and right hands equally, basic dribble speed dribble, crossover, protect-the-ball dribble, and back up dribble.
Demonstration of the ability to dribble and control the basketball as a team
Individualized per student
Differentiate by decreasing the number of activities or increasing the length of time allowed to complete
Small group demonstrations up and down the court
For Learning Goal 2 (LG2), a pretest will be given to determine my students’ knowledge of basketball. The test will include multiple choice and short answer items. Because they have prior knowledge of basketball fundamentals from previous years of physical education, some answers they will know. There will also be some answers that they do not know, and this will allow me to determine what information I need to spend more time on. The formative assessment will be skilled-based. I will monitor students as they answer questions and demonstrate the correct skills. The post-assessment will be completely performance-based. The correct procedures and fundamentals used will be the determining factor of the pass or fail score.
7
Design for Instruction
Design for Instruction
A. Results of Pre-Assessment
My pretest was designed to determine my students’ knowledge of the basics/fundamentals of the game of basketball. I was aware that my students had been exposed to the game of basketball in previous years in their physical education classes. The introduction of the game was a requirement by our state department in the physical education curriculum. The overall class average on the pretest was 70%. The boys scored higher than the girls and appeared to put forth more effort in my class.
B. Unit Overview
|
Day |
Topic |
Learning Outcome Addressed |
Activity Title |
|||
|
1 |
Basketball fundamentals pre-test |
5c |
So You Think You Know about Basketball |
|||
|
2 |
Basketball History |
5a |
Match Game |
|||
|
3 |
Basketball Rules |
Buzzing About Basketball |
||||
|
4 |
Basketball Greats |
Match Game (Players to Teams and records) |
||||
|
5 |
Basketball History, Rules and Greats Review |
5a,c |
Jeopardy Basketball |
|||
|
6 |
Dribbling (Ball Control) |
1b, 5e |
Control the Ball |
|||
|
7 |
Dominant hand Dribbling |
Domination |
||||
|
8 |
Least Dominant Hand Dribbling |
1b, 5e, 6a |
Switch It Up |
8
|
9 |
Dribbling Forms |
So You Think You Can Dribble |
|
10 |
Post Evaluation |
Put It All Together |
After my two week lesson, which focused on the fundamentals of basketball and dribbling techniques, my students were given a post test. The post test was 100% performance based. Students performed individually, in small groups and as teams. I observed and scored them based on their adherence to the rules and techniques taught and demonstrated over the two week time period. The class average improved by 20%, moving the average score up to 84%.
C. Activities
|
Teacher will: 1. Stand in the gym door and have students pull numbers for bell ringer as they report to their seating area 2. Pull student number and have student report to the promethean board to complete and explain bell ringer 3. Direct students to go to their testing location/formation (spaced seating) 4. Issue pre assessment and monitor students as they complete it 5. Issue grading pens and monitor students as they exchange papers for grading 6. Guide students in grading process with explanations as they write the correct answers and explanations on a blank sheet of paper 7. Monitor students as they return their peers papers to them and allow each person to score their own 8. Show students videos on the history of basketball, the rules and basketball greats 9. Ask/answer questions in oral review for clarification and give explanations 10. Facilitate jeopardy review as students compete in opposing groups (4-6 players) |
9
|
Student will: 1. Report to class and pull numbers for bell ringer and report to seating area 2. Wait to hear number called, report to the board to complete and justify bell ringer 3. Report to their testing location/position 4. Receive pre assessment and follow class procedures for testing 5. Receive grading pen and exchange papers with a classmate for grading 6. Grade papers and write down correct answers and explanations 7. Return papers to their peers and score their own 8. Take notes during video presentation 9. Ask/answer questions for clarification/oral review 10. Participate in jeopardy basketball of history, rules and greats |
These activities utilize a variety of instructional techniques: presenting oral and written information, utilizing peer assistance (grading and games) and taking advantage of note taking and justifying responses to check for understanding. All techniques help to meet the learning goals by teaching students how to work well together cooperatively. These techniques also lead to student improvement in the skills of listening, monitoring and adjusting. Technology was used via the promethean board and LED projector to present necessary information to the students. Students were assessed through teacher observations, work samples and questions and answers.
|
Teacher will:
1. Stand in the gym door and have students pull color blocks for bell ringer as they report to their seating area 2. Pull colors and have student report to the promethean board to complete and explain bell ringer 3. Present video clip of dribbling examples and ball handling control, demonstrate and have students pair up and demonstrate 4. Present video clip of dominant hand dribbling, demonstrate and have students pair up and |
10
|
Demonstrate 5. Pair students to demonstrate 6. Present video clip of least dominant hand dribbling and demonstrate 7. Monitor students as they work in pairs to demonstrate dribbling techniques 8. Show video clip of interchangeable dribbling from one hand to the other and monitor students as they demonstrate 9. Ask/answer questions in oral review for clarification and give explanations and demonstrations and introduce on line tutorial (eBasketball) for practice at home 10. Monitor students and evaluate them on their dribbling techniques while in team competition Student will: 1. Enter the classroom, pull a number for bell ringer participation and report to seating area 2. Wait to hear color called, report to the board to complete and justify bell ringer 3. Watch video clip of dribbling and ball handling control and participate in demonstration 4. Watch video clip of dominant hand dribbling and 5. Pair and demonstrate techniques 6. Watch video clip of least dominant hand dribbling and demonstrate 7. Work in pairs to demonstrate dribbling technique 8. Watch video clip of interchangeable dribbling from one hand to the other and demonstrate 9. Ask/answer questions in oral review for clarification and give explanations and demonstrations and utilize practice plan as set from eBasketball tutorial 10. Demonstrate dribbling techniques in teams while being evaluated |
These activities utilize a variety of instructional techniques: presenting information visually by demonstration, utilizing peer assistance (pairing and demonstrating understanding and implementation of drills) and justifying responses to check for understanding. All techniques help to meet the learning goals by teaching students through visualization and application. These techniques also lead to student improvement in the skills of listening,
11
monitoring and demonstrating. Technology was used via the promethean board and LED projector to present necessary information visually to the students. Students were assessed through teacher observations and their demonstrations.
Technology
Technology used in all the activities included videos. These were shared by projecting them on the promethean board using an LED projector. These were used to meet the needs of the 6 auditory/visual learners. The needs of the 18 kinesthetic students were met by utilizing video and hands-on demonstrations. Fundamental basketball information was shared with students along with a breakdown of dribbling demonstrations and maneuvers. Access to the software program/game of eBasketball was also used to aid students in building up their strengths and strengthening their deficiencies. The program could be accessed at home as well, after a practice plan was formulated based upon the needs of each individual student.
12
Instructional
Decision Making
Instructional Decision Making
One Day 2 of my lesson, I noticed that my students were struggling during the note taking process/segment of the lesson. I had to make an adjustment, once I realized that many of them did not have effective note taking skills. My students had grown accustomed to having handout material given to them. Therefore, I demonstrated a note-taking technique that would I thought would best fit my students. I introduced them to the technique of outlining. This would give them the opportunity to take notes in such a way that only the important information would be placed under specific categories.
This suggestion made the adjustment smoother and the note taking process was easier and faster. Once the students categorized the material as it was given to them, the information on basketball history, rules and greats was easier to record and understand. Once this adjustment was made, the rest of the week went smoothly in the note taking process.
The second adjustment in my lesson occurred on Day 6. The goal was to demonstrate to the class effective dribbling techniques and how to maintain control of the basketball. Once the students watched the video, I demonstrated the technique. Students were then paired with a peer and were told to demonstrate their grasp of the technique one at a time. Many of my students struggled when it was their time to demonstrate, some, due to their lack of coordination. In their adolescent stage, some were shy and unsure of themselves as well. So, taking these factors into consideration, I decided to divide the class into heterogeneous groups.
I divided the class into six groups with 4 students in each group. Each group consisted of students with a mixture of demonstrated abilities. I did this so that those students with higher
13
degrees of coordination and athletic ability could help and encourage their peers who were not on the same level as they were. There was also a mixture of boys, girls and students with IEPs in the groups. This decision proved to work well with my students because it allowed them to each achieve success, not based upon others, but on their own willingness to not just try, but to accomplish the goals/tasks put before them. Both of these adjustments/modifications were beneficial in the students achieving the goals that were set before them.
Assessment Plan
Learning
Goal
Assessment
Format of
Assessment
Adaptations
Learning Goal 1
The students will learn the fundamentals of playing the game of basketball.
Pre-Assessment
Formative Assessment
Post-Assessment
Basketball fundamentals quiz
Teacher observation of demonstration and verbalization of fundamentals quizzed
The application of rules and skills combined as a team
Read the quiz aloud
Differentiate by decreasing the number of activities or increasing the length of time allowed to complete
Small group demonstrations
Goal 1 (G1) The students will learn the fundamentals of playing the game of basketball, was met because students were able to take effective and accurate notes in such a way that they were easy to understand and utilize for studying.
14
|
Individualized per student Differentiate by decreasing the number of activities or increasing the length of time allowed to complete Small group demonstrations up and down the court |
Goal 2 (G2) The students will learn how to dribble a basketball, was met because through the use of modifications, peer demonstrations, assistance and encouragement all students were able to achieve success. These factors all contributed to the students reaching the goals set before them and attributed to their class scores increasing on both the written and performance based portions of the assignment.
15
Basketball History
Pre-Assessment
Rubric
| 0 | ||||
|
Student correctly answered all the history questions correctly |
Student answered most of the history questions correctly |
Student answered some of the history questions correctly |
Student answered a few of the history questions correctly |
Student did not answer any of the history questions correctly |
|
Student correctly answered all of the rules questions correctly |
Student answered most of the rules questions correctly |
Student answered some of the rules questions correctly |
Student answered a few of the rules questions correctly |
Student did not answer any of the rules questions correctly |
|
Student correctly answered all of the greats questions correctly |
Student answered most of the greats questions correctly |
Student answered some of the greats questions correctly |
Student answered a few of the greats questions correctly |
Student did not answer any of the greats questions correctly |
Answer Key
|
Part I |
Part 2 |
11. Out of bounds |
22. 0 |
|
1. B |
1. Rectangular |
12. The players inside the circle |
23. Lew Alcindor |
|
2. B |
2. Black |
13. 5 |
24. Black Mamba, Los Angeles Lakers |
|
3. A |
3. 3 point line |
14. Point guard, Shooting guard, Small forward, Power forward, Center |
25. Shaquille O’Neal, Boston Celtics |
|
4. B |
4. Paint |
15. 2 |
27. Boston Celtics, The Hick from French Lick |
|
5. B |
5. 1 point |
16. Double dribble |
28. Dr. J., Philadelphia |
|
6. C |
6. 3 points |
17. Traveling |
29. Dallas Mavericks; none |
|
7. B |
7. 2 points |
18. 5 |
30. Basketball Coaching Legends |
|
8. B |
8. 3 seconds |
19. Offense |
|
|
9. C |
9. Mid court line |
20. Shoot a free throw |
|
|
10. A |
10. 5 |
21. The referee |
16
Analysis of Student Learning
Analysis of Student Learning
Whole Class Progress
Pre-Assessment
.
This graph shows that there was an increase in the scores of the pre-assessment that was given as a re-test. After students grasped the information, there average score increased from 70% to 80%.
17
Sub Group
Pre Test
This graph shows that the boys did better than the girls on the pre-assessment. The post assessment was completely performance based and scored in such a way that all students were given the opportunity to achieve success due to the many varied levels of coordination and physical skills
18
Individual
This graph shows that Student A scored 70% on the pre-assessment and Student B scored 75% on the pre-assessment. This indicated that there was a disconnect in the knowledge that existed between the two classmates.
19
Reflection and Self Evaluation
Reflection and Self Evaluation
The learning goal that students were most successful on was Goal #2 (G2). This goal was for students to demonstrate dribbling and controlling the basketball. The possible reasons why the students scored better on this goal are that they performed better when they we up and active and that their physical condition was more adept than their mental.
The students were less successful on Goal #1 (G1). This goal was related to the history, rules and greats of basketball. The possible reasons why students were less successful on this goal were, they did not like having to sit and take notes and they expected that physical education would be all about play games with no regard to learning the details about them. In the future, I would alternate between the learning of the basics and the demonstration of the game or activity. Students needed and wanted to be more active.
The professional learning goals that emerged from my experiences with the TWS are: I need to ensure that I have a variety of activities and instruction available so that they may better meet the needs of all my students and I also need to consider the limitations of my students that may be connected to their lack of exposure to certain things.
The steps that I will take to improve my performance in the critical areas are to participate in more professional development relate to learning styles and to incorporate what I learn to help be better reach all my students so that they can all achieve success, not based on others, but on their own strength.
20
10 Day Lesson Plan
(Attachment)
21
Student Work Sample
Series 1 Compt. 1 Comp 2 0.7 0.65 0 Series 2 Compt. 1 Comp 2 0.84 0.8 0 Series 3 Compt. 1 Comp 2 0 Series 4 Compt. 1 Comp 2 0 Series 1 Boys Girls 0.8 0.7 Series 2 Boys Girls Series 3 Boys Girls 0.8 0.8 Series 1 Student A Student B 70% 0.7 Series 2 Student A Student B 70% 0.75 Series 3 Student A Student B 70%
