MICHIGAN HIGH SCHOOL SOCIAL STUDIES
MICHIGAN HIGH SCHOOL SOCIAL STUDIES
STRANDS I & III
CORRELATED TO
AGS UNITED STATES HISTORY, WORLD HISTORY
UNITED STATES GOVERNMENT
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |WORLD HISTORY |
|STRAND I. HISTORICAL PERSPECTIVE | |
| | |
|CONTENT STANDARD 1: | |
|All students will sequence chronologically the following eras of American history and key events within | |
|these eras in order to examine relationships and to explain cause and effect: The Meeting of Three Worlds | |
|(beginnings to 1620); Colonization and Settlement (1585-1763); Revolution and the New Nation (1754-1815); |AGS UNITED STATES HISTORY: |
|Expansion and Reform (1801-1861); and Civil War and Reconstruction (1850-1877); The Development of the |The United States since the era of Reconstruction: |
|Industrial United States (1870-1900); The Emergence of Modern America (1890-1930); The Great Depression |The Development of the Industrial United States (1870-1900): Pp. 348-363, |
|and World War II (1929-1945); Post War United States (1945-1970); and Contemporary United States |The Emergence of Modern America (1890-1930): Pp 366-485, |
|(1968-present). (Time and Chronology). |The Great Depression and World War II (1929-1945): Pp. 490-535, |
| |Post War United States (1945-1970): Pp. 540-587, |
|BENCHMARKS: |Contemporary United States (1968-present): Pp. 592-661 |
|1. Construct and interpret time lines of people and events in the history of Michigan and the United |Time lines: Pp. 366, 384, 402, 424, 448, 468, 492, 512, 542, 564, 594, 620, 640 |
|States since the era of Reconstruction. | |
|2. Describe major factors that characterize the following eras in United States history: The Development |AGS UNITED STATES HISTORY: |
|of the Industrial United States (1870-1900), The Emergence of Modern America (1890-1930); The Great |The Development of the Industrial United States (1870-1900): Pp. 346-417. Time |
|Depression and World War II (1929-1945); Post War United States (1945-1970); and Contemporary United |lines: Pp. 348, 366, 384, 402. |
|States (1968-present). | |
| |The Emergence of Modern America (1890-1930): Pp. 422-85. Time Lines: Pp. 424, 448, |
| |468. |
| | |
| |The Great Depression and World War II (1929-1945): Pp. 490-535. Time Lines: Pp. 492,|
| |512. |
| | |
| |Post War United States (1945-1970): Pp. 540-87. Time Lines: Pp. 542, 564. |
| | |
| |Contemporary United States (1968-present): Pp. 592-661. Time Lines: Pp. 594, 620, |
| |640. |
MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY
WORLD HISTORY | |
|3. Identify some of the major eras in world history and describe their |AGS WORLD HISTORY: |
|defining characteristics. |The Beginnings of Human History: The Time Before Written Records: Pp. 30-48. (Prehistory: The Time Before Written |
| |Records) |
| |Early Civilizations: 6000 B.C. to 30 B.C.: Pp. 54-134. (Early Civilizations in the East: 6000 B.C. to 206 B.C., |
| |Civilization Develops in the Middle East: 5000 B.C. to 600 B.C., Middle-Eastern Empires: 800 B.C. to 330 B.C., |
| |Egypt-The Gift of the Nile: 3100 B.C. to 30 B.C.) |
| |Classical Traditions, Major Religions: 2000 B.C. to A.D. 476: Pp. 140-212. (Greek Civilization: 2000 B.C. to 323 |
| |B.C., The Roman Republic: 753 B.C. to 27 B.C., The Roman Empire: 27 B.C. to A.D. 476) |
| |The Middle Ages: A.D. 500-1500: Pp. 218-314.(The Middle Ages in Europe: A.D. 500 to A.D. 1453, Life in the Middle |
| |Ages: A.D. 1050 to A.D. 1500, Africa and the Americas: A.D. 300 to 1590, India, China, and Japan: 563 B.C. to A.D. |
| |1620) |
| |The Challenge of New Ideas: 1348 to 1750: Pp. 320-388. (The Renaissance: 1348 to 1600, The Reformation: 1415 to 1650,|
| |The New Science: 1540 to 1750). |
| |New Worlds: 1450-1789: Pp. 394-472. (The Age of Kings: 1519 to 1715, Explorers and Explorations: 1450 to 1650, The |
| |Age of Reason: 1687 to 1789). |
| |Revolution, Reforms, and Empires: 1750 to 1914: Pp. 478-582. (The Industrial revolution: 1750 to 1850, An Age of |
| |Revolution: 1775 to 1815, Reaction, Reforms, and Revolution: 1814 to 1850, Nationalism and Imperialism: 1840 to |
| |1914). |
| |Conflict and Challenges: 1914 to 1955: Pp. 588-694. (World War I: 1914- 1919, the Russian Revolution and the |
| |communist State: 1905 to 1939, Revolutions and the Rise of Dictators: 1911 to 1938, World War II: 1939 to 1945, The |
| |aftermath of World War II: 1945 to 1955). |
| |The Contemporary World: 1946 to the Present: Pp. 700-780. (New Nations Emerge: 1946 to 1999, A Changing World: 1950 |
| |to Present, A New Century Begins: 1990 to the Present). |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |WORLD HISTORY |
|CONTENT STANDARD 2: |AGS UNITED STATES HISTORY: The United States as a nation during the eras since |
|All students will understand narratives about major eras of American and world history by identifying the |Reconstruction: Pp. 346-661. Specifically see Biographies listed on P. xi, Source |
|people involved, describing the setting, and sequencing the events. (Comprehending the Past) |Readings listed on p. xiii, Media in History: P. xiv, Writing on Your Own About |
| |History: P. xvi, History in Your Life: Careers: P. 528, Fine Arts: Pp. 432, 455, |
|BENCHMARKS: |Geography P. 623, Health: Pp. 396, 554, Literature: Pp. 415, 476, Math: P. 584, |
|1. Draw upon narratives and graphic data to explain significant events that shaped the development of |Science: Pp. 504, 657, Technology: Pp. 369, 612, Then and Now: Pp. 378, 387, 407, |
|Michigan as a state and the United States as a nation during the eras since Reconstruction. |437, 475, 526, 558, 565, 631, 659, Maps: Pp. 358, 427, 430, 439, 452, 461, 520, 527, |
| |531, 549, 570, 577, 611, 627, 642, 643. |
|2. Identify and explain how individuals in history demonstrated good character and personal virtue. |AGS UNITED STATES HISTORY: The era since Reconstruction: Pp. 358-59, 375, 379-80, |
| |386, 396, 398, 411, 415-16, 441-42, 444, 450, 479, 497, 515, 556, 581, 606, 608, 625,|
| |654 |
|3. Select events and individuals from the past that have had global impact on the modern world and |AGS UNITED STATES HISTORY: Pp. 540-655 |
|describe their impact. |AGS WORLD HISTORY: Pp. 700-780 |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |WORLD HISTORY |
|CONTENT STANDARD 3: | |
|All students will reconstruct the past by comparing interpretations written by others from a variety of | |
|perspectives and creating narratives from evidence. (Analyzing and interpreting the Past) | |
| | |
|BENCHMARKS: |AGS UNITED STATES HISTORY: |
|1. Use primary and secondary records to analyze significant events that shaped the development of Michigan|Since the era of Reconstruction: |
|as a state and the United States as a nation since the era of Reconstruction. |Primary sources: Pp. 340, 362, 380, 398, 416, 444, 464, 484, 508, 534, 560, 586, 616,|
| |636, 660. |
| |Secondary sources: Pp. 346-661 |
|2. Challenge arguments of historical inevitability by formulating examples of how different choices could |AGS UNITED STATES HISTORY: Pp. 346-661 |
|have led to different consequences. |AGS WORLD HISTORY: Pp. 558-783 |
|3. Select contemporary problems in the world and compose historical narratives that explain their |AGS UNITED STATES HISTORY: Pp. 592-661 |
|antecedents. |AGS WORLD HISTORY: Pp. 730-780 |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES HISTORY |
| |WORLD HISTORY |
|CONTENT STANDARD 4: | |
|All students will evaluate key decisions made at critical turning points in history by assessing their | |
|implications and long-term consequences. (Judging Decisions from the Past) | |
| | |
|BENCHMARKS: | |
|1. Identify major decisions in the history of Michigan and the United States since the era of |AGS UNITED STATES HISTORY: |
|Reconstruction, analyze contemporary factors contributing to the decisions and consider alternative |Since the era of Reconstruction: Pp. 346-661, particularly pp. 356-63, 388-99, |
|courses of action. |409-17, 432-45, 456-65, 480-85, 493-509, 517-35, 547-61, 579-87, 608-17, 641-61 |
|2. Evaluate the responses of individuals to historic violations of human dignity involving discrimination,|AGS UNITED STATES HISTORY: Pp. 145, 168, 174, 201-06, 213, 219-21, 246-47, 358, |
|persecution and crimes against humanity. |261-62, 265, 273-80, 283, 289-94, 301-02, 318, 327, 356-63, 388-91, 404, 480, 485, |
| |518-24, 535, 571-74, 580-81 |
| |AGS WORLD HISTORY: Pp. 80-81, 89, 93, 99, 102, 107, 111, 120, 126, 151, 175, 424, |
| |438-42, 449, 516-18, 529, 539, 544, 580, 585, 677, 692-93 |
|3. Analyze key decisions by drawing appropriate historical analogies. |AGS UNITED STATES HISTORY: |
| |Since the era of Reconstruction: Pp. 346-661, particularly pp. 356-63, 388-99, |
| |409-17, 432-45, 456-65, 480-85, 493-509, 517-35, 547-61, 579-87, 608-17, 641-61 |
|4. Select pivotal decisions in United States history and evaluate them in light of core democratic values |AGS UNITED STATES HISTORY: Pp. 168, 290-91, 296-97, 390-91, 436, 502-03, 509, 557-58,|
|and resulting costs and benefits as viewed from a variety of perspectives. |560-61, |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES GOVERNMENT |
|STRAND III. CIVIC PERSPECTIVE | |
| | |
|CONTENT STANDARD 1: | |
|All students will identify the purposes of national, state, and local governments in the United States, describe how citizens | |
|organize government to accomplish their purposes, and assess their effectiveness. (Purposes of Government) | |
| | |
|BENCHMARKS: | |
|1. Explain the advantages and disadvantages of a federal system of government. |Pp. 24-25, 104-06, 120, 123-25, 136-47 |
|2. Evaluate how effectively the federal government is serving the purposes for which it was created. |Pp. 24-25, 104-06, 120, 123-25, 136-47 |
|3. Evaluate the relative merits of the American presidential system and parliamentary systems. |Pp. 7-8, 17, 82-91, 251-52, 261, 269, 273 |
|CONTENT STANDARD 2: | |
|All students will explain the meaning and origin of the ideas, including the core democratic values expressed in the Declaration of | |
|Independence, the Constitution, and other foundational documents of the United States. (Ideals of American Democracy) | |
| | |
|BENCHMARKS: |Pp. 27-28, 54-55, 59, 66, 105-06, 197, 195-216, 227-34, |
|1. Identify benefits and challenges of diversity in American life. |240-41 and throughout textbook. |
|2. Use the ideas in the Declaration of Independence to evaluate the conduct of citizens, political behavior, and the practices of |Pp. 15-17, 279-86 and local current events materials. |
|government. | |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES GOVERNMENT |
|CONTENT STANDARD 3: | |
|All students will describe the political and legal processes created to make decisions, seek consensus and resolve conflicts in a | |
|free society. (Democracy in Action) | |
| | |
|BENCHMARKS: |Civil: Pp. 47, 52-55, 170-75, 216-17 |
|1. Using actual cases, evaluate the effectiveness of civil and criminal courts in the United States. |Criminal: Pp. 6-7, 47, 51, 59, 67, 162, 170-71, 175 |
|2. Explain why people may agree on democratic values in the abstract but disagree when they are applied to specific situations. |Pp. 1-60 and throughout textbook. |
|3. Evaluate possible amendments to the Constitution. |Local class discussion. |
|CONTENT STANDARD 4: | |
|All students will explain how American governmental institutions, at the local, state, and federal levels, provide for the | |
|limitation and sharing of power and how the nation’s political system provides for the exercise of power. (American Government and | |
|politics) | |
| | |
|BENCHMARKS: | |
|1. Evaluate proposals for reform of the political system. |Pp. 179-92, 195-225 |
|2. Analyze causes of tension between the branches of government. |Federal Branches: Pp. 63-97, 135-49 |
| |Independent Agencies: Pp. 119-33 |
| |State Branches: Pp. 163-72 |
|MICHIGAN CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS |AGS UNITED STATES GOVERNMENT |
|CONTENT STANDARD 5: | |
|All students will understand how the world is organized politically, the formation of American foreign policy and the roles the | |
|United States plays in the international arena. (American Government and World Affairs) | |
| | |
|BENCHMARKS: | |
|1. Describe the influence of the American concept of democracy and individual rights in the world. | |
| |Pp. 245-75 |
|2. Evaluate foreign policy positions in light of national interests and American values. |Pp. 245-75 |
|3. Decide what the relationship should be between the United States and international organizations. |Pp. 245-75 and local discussion. |
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