PA+State+History+&+Common+Core+Standards

Below is a list of the High School Content standards for U.S. History and the Common Core Standards as defined by the Pennsylvania Department of Education. These standards drive our learning and we relate all we discuss, read, and mull-over to them.
 * Welcome**

Explanation of the PA State Standards: The Academic Standards for History consist of four standard categories (designated as 8.1., 8.2., 8.3., and 8.4.). Each category has three to four standard statements (designated A, B, C, and D). Most standard statements have bulleted items known as standard descriptors. The standard descriptors are items within the document to illustrate and enhance the standard statement. The categories, statements and descriptors are the regulations. The descriptors many times are followed by an “e.g.” The “e.g.’s” are examples to clarify what type of information could be taught. These are suggestions and the choice of specific content is a local decision as is the method of instruction.

Standard category 8.1. Historical Analysis and Skills Development provides the basis for learning the content within the other three standard categories. The intent of the history standards is to instill in each student an ability to develop historical comprehension, to evaluate historical interpretation and to understand and conduct historical research.

One should not view these standards as a list of facts to recall, rather, as stated in the opening phrase to the Pennsylvania, United States and World standard categories, “Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze the interaction of cultural, economic, geographic, political and social relations to...” perspectives, and cause and effect relationship. || development of the U.S. · Political Leaders (e.g., James Buchanan, Thaddeus Stevens, Andrew Curtin) · Military Leaders (e.g., George Meade, George McClellan, John Hartranft) · Cultural and Commercial Leaders (e.g., John J. Audubon, Rebecca Webb Lukens, Stephen Foster) · Innovators and Reformers (e.g., George Westinghouse, Edwin Drake, Lucretia Mott) || · Documents, Writings and Oral Traditions (e.g., Pennsylvania Constitutions of 1838 and 1874, The “Gettysburg Address”, //The// //Pittsburgh Survey)// · Artifacts, Architecture and Historic Places (e.g., Gettysburg, Eckley Miners’ Village, Drake’s Well) || · **Belief systems** and religions · Commerce and industry · Technology · **Politics** and government · Physical and **human geography** · **Social** organizations || · **Ethnicity** and race · Working conditions · Immigration · Military **conflict** · **Economic** stability || · Political Leaders (e.g., Daniel Webster, Abraham Lincoln, Andrew Johnson) · Military Leaders (e.g., Andrew Jackson, Robert E. Lee, Ulysses S. Grant) · Cultural and Commercial Leaders (e.g., Jane Addams, Jacob Riis, Booker T. Washington) · Innovators and Reformers (e.g., Alexander G. Bell, Frances E. Willard, Frederick Douglass) || · Documents (e.g., Fugitive Slave Law, Treaty of Guadalupe Hidalgo, Emancipation Proclamation) · 19th Century Writings and Communications (e.g., Stowe’s //Uncle Tom’s Cabin//, Brown’s “Washed by Blood,” Key’s “Star Spangled Banner”) · Historic Places (e.g., The Alamo, Underground Railroad sites, Erie Canal) || · **Belief systems** and religions · Commerce and industry · Technology · **Politics** and government · Physical and **human geography** · **Social** organizations || ·Ethnicity and race ·Working conditions · Immigration · Military **conflict** · **Economic** stability || · Political and Military Leaders (e.g., King Ashoka, Montezuma I, Ghenghis Khan, William the Conqueror) · Cultural and Commercial Leaders (e.g., Mansa Musa, Yak Pac, Cheng Ho, Marco Polo) · Innovators and Reformers (e.g., Erastostenes, Tupac Inka Yupenqui, Johannes Gutenberg) || · Documents, Writings and Oral Traditions (e.g., Rosetta Stone, Aztec glyph writing, Dead Sea Scrolls, Magna Carta) · Artifacts, Architecture and Historic Places (e.g., Ethiopian rock churches, Mayan pyramids, Nok terra cotta figures, megaliths at Stonehenge) · Historic districts (e.g., Memphis and its Necropolis, Sanctuary of Machu Picchu, Old City of Jerusalem and its Walls, Centre of Rome and the Holy See) || · **Belief systems** and religions · Commerce and industry · Technology · **Politics** and government · Physical and **human geography** · **Social** organization || · Domestic Instability · Ethnic and Racial Relations · Labor Relations · Immigration and Migration · Military Conflicts || • Introduce precise claim(s), distinguish claim(s) from alternate or opposing claims, & create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. • Develop claim(s) & counterclaims fairly, supplying data & evidence for each while pointing out strengths & limitations of both claim(s) & counterclaims in a discipline-appropriate form & in a manner that anticipates audience’s knowledge level and concerns. • Use words, phrases, & clauses to link major sections of text, create cohesion, & clarify relationships between claim(s) & reasons, between reasons & evidence, & between claim(s) & counterclaims. • Establish & maintain a formal style & objective tone while attending to norms & conventions of discipline in which they are writing. • Provide concluding statement or section that follows from or supports the argument presented. || • Introduce a topic & organize ideas, concepts, & information to make important connections & distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), & multimedia when useful to aiding comprehension. • Develop topic with well-chosen, relevant, 7 sufficient facts, extended definitions, concrete details, quotations, or other information & examples appropriate to audience’s knowledge of the topic. • Use varied transitions & sentence structures to link major sections of the text, create cohesion, & clarify the relationships among ideas & concepts. • Use precise language & domain-specific vocabulary to manage complexity of the topic & convey a style appropriate to the discipline & context as well as to the expertise of likely readers. • Establish & maintain a formal style & objective tone while attending to the norms & conventions of the discipline in which they are writing. • Provide a concluding statement or section that follows from & supports information or explanation presented (e.g., articulating implications or the significance of the topic). ||
 * **8.1.** || **Historical Analysis and Skills Development** ||
 * 8.1.9.A. || Compare patterns of continuity and change over time, applying **context of events.** ||
 * 8.1.9.B. || Compare the interpretation of historical events and **sources,** considering the use of fact versus **opinion**, multiple
 * 8.1.9.C. || Construct research on a historical topic using a **thesis statement** and demonstrate use of appropriate **primary** **and secondary sources.** ||
 * **8.2.** || **Pennsylvania History** ||
 * 8.2.9.A. || Contrast the role groups and individuals from Pennsylvania played in the **social**, **political**, cultural, and **economic**
 * 8.2.9.B. || Compare the impact of historical **documents**, **artifacts,** and places in Pennsylvania which are critical to U.S. history.
 * 8.2.9.C. || Compare and contrast how continuity and change in Pennsylvania are interrelated throughout U.S. history.
 * 8.2.9.D. || Interpret how **conflict** and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the US.
 * **8.3.** || **United States History** ||
 * 8.3.9.A. || Compare the role groups and individuals played in the **social**, **political**, cultural, and **economic** development of the U.S.
 * 8.3.9.B. || Compare the impact of historical **documents**, **artifacts,** and places which are critical to the U.S.
 * 8.3.9.C. || Analyze how continuity and change have impacted the United States.
 * 8.3.9.D. || Interpret how **conflict** and cooperation among groups and organizations have impacted the growth and development of the U.S.
 * **8.4.** || **World History** ||
 * 8.4.9.A. || Compare the role groups and individuals played in the **social**, **political**, cultural, and **economic** development throughout world history.
 * 8.4.9.B. || Contrast the importance of historical **documents**, **artifacts,** and sites which are critical to world history.
 * 8.4.9.C. || Analyze how continuity and change have impacted world history.
 * 8.4.9.D. || Analyze how **conflict** and cooperation among groups and organizations have influenced the history and development of the world.
 * || **Common Core Reading in History** ||
 * CC.8.5.9-10.A. || Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. ||
 * CC.8.5.9-10.B. || Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ||
 * CC.8.5.9-10.C. || Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. ||
 * CC.8.5.9-10.D. || Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. ||
 * CC.8.5.9-10.E. || Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. ||
 * CC.8.5.9-10.F. || Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. ||
 * CC.8.5.9-10.G. || Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. ||
 * CC.8.5.9-10.H. || Assess the extent to which the reasoning and evidence in a text support the author’s claims. ||
 * CC.8.5.9-10.I. || Compare and contrast treatments of the same topic in several primary and secondary sources. ||
 * CC.8.5.9-10.J. || By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. ||
 * || **Common Core Writing in History** ||
 * CC.8.6.9-10.A. || Write arguments focused on discipline-specific content.
 * CC.8.6.9-10.B. || Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
 * CC.8.6.9-10.C || Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ||
 * CC.8.6.9-10.D || Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ||
 * CC.8.6.9-10.E || Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. ||
 * CC.8.6.9-10.F || Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ||
 * CC.8.6.9-10.G || Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ||
 * CC.8.6.9-10.H || Draw evidence from informational texts to support analysis, reflection, and research. ||
 * CC.8.6.9-10.I || Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ||