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Pre-K–HS History/Social ScienceCore Course Objectives

The Massachusetts Department of Elementary and Secondary Education (ESE) partnered with WestEd to convene panels of expert educators to review and develop statements of essential curriculum content, Core Course Objectives (CCOs), for approximately 100 different grades/subjects and courses.

In conjunction with the Massachusetts Curriculum Frameworks, the CCOs were used by a team of WestEd evaluators to ensure content alignment in the identification and evaluation of example assessments suitable for use as District-Determined Measures (DDMs). Districts can utilize the CCOs themselves or the process of developing CCOs in their own work when selecting DDMs.

At each meeting, educators developed high-quality CCOs that met the following criteria:

Scope: The CCO describes an overarching learning goal.

Assess-ability: The CCO describes knowledge, skills, or abilities that are readily able to be measured.

Centrality: The CCO describes a critically important concept, skill, or ability that is central to the subject/grade or course.

Relevance: The CCO represents knowledge, skills, and abilities that are consistent with Massachusetts’s values and goals.

After public review, WestEd’s content specialists reviewed the comments submitted by educators and other stakeholders. The CCOs that emerged from this process are presented below.

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Core Course Objectives (CCOs) are statements that:

describe different elements of core, essential content (knowledge, skills, or abilities);

are pulled, created, or synthesized from a larger set of curriculum standards; and

clarify key knowledge, skills, and abilities that many educators and other content experts working together agree are most critical in that content area, grade, or course.

Each CCO should be high-level and represent broad enough learning goals to be taught using a wide variety of instructional tools or methods (scope), while also focused enough that students’ growth in learning that knowledge or skill can be measured by an assessment (assess-ability).

Massachusetts District-Determined Measures Core Course Objectives (CCOs)

History/Social Science – Grade: Pre-K

# Objective

1 Students identify important American symbols and national holidays, including but not limited to:

the American flag: its colors and shapes; the picture and name of current president; and Thanksgiving.

2 Students identify what a map is and what a globe is, and tell the purposes of each.

3 Students recognize and describe qualities in family members, community members, and characters in stories that demonstrate good citizenship, such as honesty, kindness, friendship, respect, and cooperation.

4 Students use words and phrases that indicate location and direction (e.g., up/down, near/far, left/right, straight, back, behind, and in front of) when describing their environment.

5 Students give examples of different kinds of jobs that people do, including the work they do at home.

6 Students use words and phrases related to chronology and time (e.g., first, next, last; now, long ago, before, after; morning, afternoon, night; today, tomorrow, yesterday; last or next week, month, year; and past, present, and future tenses of verbs) appropriately in context.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source document used is as follows: Massachusetts History and Social Science Curriculum Framework (2003).

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History/Social Science – Grade: K

# Objective

1 Students identify important American symbols and national holidays, including but not limited to:

the picture and name of the current president; the melody of the national anthem; the words of the Pledge of Allegiance; the American flag; Labor Day; Memorial Day; Columbus Day; Presidents’ Day; and Thanksgiving.

2 Students recognize, demonstrate, and explain qualities in family members, community members, and characters in stories that demonstrate good citizenship, including but not limited to honesty, courage, friendship, responsibility, and respect.

3 Students describe familiar locations and features of places in their neighborhoods.

4 Students identify their location, including but not limited to address, school name, city, state, and country.

5 Students sequence events in their own and their families’ lives.

6 Students explain why people work, and give examples of the things that people buy with the money they earn.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Massachusetts History and Social Science Curriculum Framework (2003); Massachusetts English Language Arts and Literacy Curriculum Framework (2011).

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History/Social Science – Grade: 1

# Objective

1 Students describe a map as a representation of a space (e.g., classroom, school, neighborhood, town, city, state, country, world) and use cardinal directions in explaining spatial relationships.

2 Students identify and/or label geographical features on a map, including but not limited to: North Pole and South Pole, equator, continent, mountain, river, lake, and ocean.

3 Students read or listen to folktales, legends, and stories about famous Americans of different ethnic groups, faiths, and historical periods, and then describe their qualities, distinctive traits, and impact on society.

4 Students explain that Americans have a variety of different religious, community, and family celebrations and customs, and research and describe celebrations or customs held by members of the class, their families, and/or community.

5 Students recognize and/or demonstrate that events in time, including national (United States) and state (Massachusetts) holidays and events in a student’s own life, can be organized and sequenced and placed on a calendar or timeline.

6 Students identify and explain the meaning of the following American national symbols: the American flag; the words of the Pledge of Allegiance; the bald eagle; the White House; and the Statue of Liberty.

7 Students identify the current President of the United States, describe what presidents do, and explain that they get their authority from a vote by the people.

8 Students give examples of products (goods) that people buy and use, services that people do for one another, and why they have to make choices about what they buy.


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# Objective

1 Students describe how maps represent geographical information, and locate and label all of the continents and oceans on a map of the world.

2 Students locate and label, on a map of North America, the United States, Canada, and Mexico, including their boundaries, and explain the difference between a continent and country, giving examples of each.

3 Students research and present information about a country of background or interest, including physical features, landmarks, and culture (e.g., food, customs, music, sports, and games).

4 Students define and give examples of some of the rights and responsibilities that they have as citizens in the school or community (e.g., students have a right to vote in a class election, a responsibility to follow school rules, and a responsibility to participate in community recycling programs).

5 Students give examples of fictional characters or real people in a school or community who are good leaders and/or good citizens, and explain the qualities that make them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage).

6 Students explain the information that historical timelines convey, and then put in chronological order events in their lives, using words and phrases related to time (now, in the past, in the future) and causation (because, reasons).

7 Students define and use economic terms (e.g., producers, consumers, buyers, sellers, goods, services), giving examples from their school and/or community.

8 Students define relevant history and social science terms (e.g., landforms, boundary, landmark, continent, country, rights, responsibilities, etc.) and use them appropriately in context.


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# Objective

1 Students locate and label the New England states and the Atlantic Ocean by examining a map of the United States. Discuss their locations and how the geographical features influence the people’s lives. Using a map of the United States, students locate and label the New England states and major geographic features, and explain how their locations and geographic features influence people living there.

2 Students locate and identify the class’s hometown or city by examining a map of Massachusetts. Students identify major cities and towns of Massachusetts and understand how the geographical features impacted people’s lives.

On a map of Massachusetts, students locate the class’s hometown or city and its geographic features and landmarks. Students explain how its location and geographic features affect people living there.

3 Students identify the Wampanoag and describe their way of life.

4 Students explain who the Pilgrims were and why they left Europe to seek religious freedom and describe their journey and their early years in the Plymouth Colony.

5 Students explain how the Puritans and Pilgrims differed and describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony.

6 Students explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed.

7 Students define what a tax is, the purposes for taxes, and give examples of tax-supported facilities and services provided by their local government.

8 Students give examples of goods and services provided by their local businesses and industries.


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# Objective

1 Students locate North America on a map of the world and locate the United States, the Atlantic and Pacific Oceans, the Gulf of Mexico, the Mississippi and Rio Grande Rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian Mountain ranges. Students differentiate the regions of the United States, including New England, Middle Atlantic, Atlantic Coast/Appalachian, Southeast/Gulf, South Central, Great Lakes, Plains, Southwest Desert, and Pacific States, and the Commonwealth of Puerto Rico.

2 Using a map key, students locate the states, state capitals, and major cities in each region of the United States.

3 Students identify and describe the climate, major physical features, natural resources, and unique landmarks in each region of the United States (e.g., the Everglades, the Grand Canyon, Mount Rushmore, the Redwood Forest, Yellowstone National Park, and Yosemite National Park).

4 Students identify and explain the significance of major monuments and historical sites in and around Washington, D.C. (e.g., the Jefferson and Lincoln Memorials, the Smithsonian Museums, the Library of Congress, the White House, the Capitol, the Washington Monument, the National Archives, Arlington National Cemetery, the Vietnam Veterans Memorial, the Iwo Jima Memorial, and Mount Vernon).

5 Students describe the diverse nature of the American people by explaining the impact of the distinctive contributions to American culture of indigenous peoples and immigrants, past and present.

6 Students define the different ways immigrants can become United States citizens and give examples of the major rights they acquire as citizens.

7 Using a map, students identify Mexico and Canada, their major cities, and political boundaries.

8 Students describe the climate, major physical characteristics, and major natural resources of Canada, and explain their relationship to settlement, trade, and the Canadian economy.

9 Students describe the climate, major physical characteristics, and major natural resources of Mexico, and explain their relationship to the Mexican economy.


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# Objective

1 Students interpret timelines of events studied and identify details in cartoons, photographs, charts, and graphs relating to an historical narrative.

2 Students explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H, G, E)

Vasco Nuñez de Balboa; John and Sebastian Cabot; Jacques Cartier; Samuel de Champlain; Christopher Columbus; Henry Hudson; Ferdinand Magellan; and Juan Ponce de Leon.

3 Students describe the goals and extent of the Dutch settlement in New York, the French settlements in Canada, and the Spanish settlements in Florida, the Southwest, and California.

4 On a map of North America, students identify the first 13 colonies, and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18th century.

5 Students explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.

6 Students explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies.

7 Students explain the meaning of the key ideas on equality, natural rights, the rule of law, and the purpose of government contained in the Declaration of Independence.

8 Students discuss the major battles of the Revolution and explain the factors leading to American victory and British defeat (Lexington and Concord, Bunker Hill, Saratoga, Valley Forge, Yorktown).

9 Students describe the life and achievements of important leaders during the Revolution and the early years of the United States.

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# Objective

10 Students identify the three branches of the United States government as outlined by the Constitution, describe their functions and relationships, and identify what features of the Constitution were unique at the time.

11 Students describe the basic political principles of American democracy and explain how the Constitution and the Bill of Rights reflect and preserve these principles. (C)individual rights and responsibilities;

equality; the rule of law; limited government; and representative democracy.


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# Objective

1 Students examine specific factors impacting human settlements and economies of major African regions and countries:

Identify absolute and relative locations to be able to relate different regions of Africa.

Examine how climate has positive and negative impacts on different regions of Africa.

Recognize major physical characteristics and landmarks of the continent. Explore some of the major natural resources that are found in Africa. Discuss the varying population sizes and how the populations reflect the natural

conditions of the region.

2 Students examine specific factors impacting human settlements and economies of countries of Oceania:

Identify absolute and relative locations to be able to relate different regions of Oceania.

Examine how climate has positive and negative impacts on different regions of Oceania.

Recognize major physical characteristics and landmarks of the continent. Explore some of the major natural resources that are found in Oceania. Discuss the varying population sizes and how the populations reflect the natural


3 Students examine specific factors impacting human settlements and economies of the major regions and countries of Asia:

Identify absolute and relative locations to be able to relate different regions of Asia.

Examine how climate has positive and negative impacts on different regions of Asia.

Recognize major physical characteristics and landmarks of the continent. Explore some of the major natural resources that are found in Asia. Discuss the varying population sizes and how the populations reflect the natural


4 Students examine specific factors impacting human settlements and economies of major regions and countries of South America:

Identify absolute and relative locations to be able to relate different regions of South America.

Examine how climate has positive and negative impacts on different regions of South America.

Recognize major physical characteristics and landmarks of the continent. Explore some of the major natural resources that are found in South America. Discuss the varying population sizes and how the populations reflect the natural


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# Objective

5 Students examine specific factors impacting human settlements and economies of major regions and countries of Europe:

Identify absolute and relative locations to be able to relate different regions of Europe.

Examine how climate has positive and negative impacts on different regions of Europe.

Recognize major physical characteristics and landmarks of the continent. Explore some of the major natural resources that are found in Europe. Discuss the varying population sizes and how the populations reflect the natural


6 Students assess how geographic factors impact individuals’ quality of life and their communities’ resources.

7 Students interpret geographic information from a graph or chart, and construct a graph or chart that conveys geographic information (e.g., about rainfall, temperature, or population size data).


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# Objective

1 Students examine the characteristics of civilizations within the study of ancient Mesopotamia, Egypt, Greece, and Rome:

presence of geographic boundaries, and political institutions and economy that produces food surpluses;

a concentration in population in distinct areas or cities; existence of social classes; developed systems of religion, learning, art, and architecture; and a system of record keeping.

2 Students compare information from modern and historical maps of the same region, and explain the influence geography had on how a particular civilization developed (Mesopotamia, Egypt, Greece, Rome).

3 Students explain the impact of tools, fire, and the agricultural revolution on emerging ancient river civilizations.

4 Students describe the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt.

5 Students explain why the government of ancient Athens is considered the beginning of democracy, and explain the democratic political concepts developed in ancient Greece:

the “polis” or city-state; civic participation and voting rights; legislative bodies; constitution writing; and rule of law.

6 Students distinguish between the fundamental beliefs of polytheistic and monotheistic religions (Mesopotamia, Egypt, Israel, Greece, Rome).

7 Students describe the government of the Roman Republic and its contribution to the development of democratic principles, including separation of powers, rule of law, representative government, and the notion of civic duty.

8 Students explain the reasons for the growth and long life of the Roman Empire and how inner forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to its disintegration.

9 Students summarize important achievements of ancient civilizations (Mesopotamia, Egypt, Greece, Rome).

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NOTE: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source document used is as follows: Massachusetts History and Social Science Curriculum Framework (2003).

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History/Social Science – Civics/Government – Grade: HS

# Objective

1 Students analyze purposes and functions of government by evaluating various authors’ points of view, and utilizing textual evidence from primary sources, such as:

John Locke, Second Treatise of Civil Government (1690); Charles de Montesquieu, The Spirit of the Laws (1748); Plato, The Republic; John-Jacques Rousseau, Discourse on the Origin and Foundations of Inequality

(1755); Thomas Hobbes, Leviathan; John Stuart Mill, On Liberty (1859); and Immanuel Kant, “Perpetual Peace.”

2 Students explain how the rule of law, embodied in a constitution, and civil society work together to limit the power of government and to protect the rights of individuals in a representative democracy.

3 Students define and provide examples of foundational ideas of American government, including popular sovereignty, constitutionalism, republicanism, federalism, and individual rights.

4 Students analyze and interpret central ideas on government, individual rights, and the common good, in founding documents of the United States. Students consider examples such as:

the Virginia Declaration of Rights (1776); the Declaration of Independence (1776); the Massachusetts Constitution (1780); the Virginia Statute for Religious Freedom (1786); the Northwest Ordinance (1787); the United States Constitution (1787); selected Federalist Papers, such as numbers 1, 9, 10, 39, 51, and 78 (1787–

1788); the Bill of Rights (1791); President Washington’s Farewell Address (1796); and President Jefferson’s First Inaugural Address (1801).

5 Students examine historical and contemporary efforts to narrow the gap between American political ideals and the realities of American political and civic life, and identify where inequities still exist.

6 Students explain and provide examples of the constitutional principles of federalism, separation of powers among the three branches of government, the system of checks and balances, republican government or representative democracy, and popular sovereignty in the federal government of the United States and the State of Massachusetts.

7 Students compare and contrast the political differences between the United States and

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# Objective

other nations, such as parliamentary systems, theocracies, and authoritarian regimes.

8 Students analyze the reasons for conflict among nation states, such as competition for resources and territory, differences in systems of government, and religious or ethnic conflicts.

9 Students identify and explain the different forces that influence U.S. foreign policy, including business and labor organizations, interest groups, public opinion, and ethnic and religious organizations.

10 Students use a variety of sources, including newspapers, magazines, and the internet to identify significant world political, demographic, and environmental developments, and analyze ways that these developments may affect U.S. foreign policy in specific regions of the world.

11 Students research the platforms of political parties and candidates for local, state, and/or federal government, and explain how citizens in the United States participate in public elections as voters and supporters of candidates for public office.

12 Students identify a significant public policy issue in the community, gather information about that issue, fairly evaluate the various points of view and competing interests, examine ways of participating in the decision-making process about the issue, and draft a position paper on how the issue should be resolved.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Massachusetts History and Social Science Curriculum Framework (2003); Common Core State Standards.

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History/Social Science – Contemporary U.S. Issues – Grade: HS

# Objective

1 Students describe current news stories from different perspectives, including geographical, historical, political, social, and cultural:

evaluate the impact of current news stories on the individual and on local, state, and national communities (political, cultural, and social perspectives);

compare current news stories with related past events (historical perspective); and

locate areas affected by events described in news stories (geographical perspective).

2 Students evaluate how the role and perspective of various media sources impact the discourse surrounding contemporary U.S. issues.

3 Students analyze the impact of scientific and technological changes in the United States.

4 Students demonstrate an understanding of how their civic roles and responsibilities affect and are affected by civil rights issues in the United States (e.g., women’s rights, freedom of the press, gun control, same-sex marriage, etc.).

5 Students explain the contributions of the United States to the global economy and, in turn, how the global market has impacted the United States economy.

6 Students demonstrate an understanding of how economic, cultural, political, and ethical concerns impact environmental policies and decisions in the United States.

7 Students evaluate the roles and actions of local, state, and national levels of government to protecting U.S. citizens from enemies, domestic and abroad.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Alabama Course Curricula—High School Elective Courses (2010), Contemporary U.S. Issues; Arkansas Social Studies Curriculum Framework (2006), Contemporary U.S. History.

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History/Social Science – Contemporary World Issues – Grade: HS

# Objective

1 Students compare civic responsibilities, individual rights, and opportunities of peoples of various nations:

consider comparing examples of democratic societies with other forms of government.

2 Students explain the growing interconnectedness of cultures: consider transfer of food, religion, clothing, language, music, and philosophy as

examples of cultural exchange; and consider effects on governmental structure, laws, gender roles, health, and

lifestyle.

3 Students analyze how nations and organizations develop and implement policies resulting in human rights violations and injustices against marginalized groups, including contemporary examples of genocide or ethnic cleansing:

consider examples of discriminatory government policies (e.g., apartheid, gay rights, women’s rights).

4 Students evaluate how businesses, non-governmental organizations, and nations make decisions that impact the environment, and analyze the effects of those decisions at the local, national, and international levels:

consider the roles of developed and developing nations and the role of the United Nations or other international organizations in creating environmental regulations;

consider decisions that positively and negatively impact the environment (e.g., alternative energy sources, land use, pollution); and

consider the balance between economic, social, and political concerns with issues of sustainability.

5 Students analyze how the development and use of technology influences economic, political, ethical, and social issues:

consider communication technology (e.g., internet and telecommunication); transportation (movement of people and ideas); science and innovation (e.g., medical technology, space exploration, and the impact of new scientific research); and

consider issues such as shifting global workforce, interconnectedness of people and business, intellectual property rights, and the transformation of culture.

6 Students analyze how economic, political, and social differences, or competing interests between global entities can lead to conflict or can lead to compromise reached through diplomacy:

consider civil wars, wars between nation-states, and conflict between nations and non-nation-states (terrorism); and

consider examples of compromise (e.g., treaties, reorganization of national borders and governments).

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# Objective

7 Students explain how the global economy creates interdependence so that economic circumstances in one country impact conditions in other countries:

consider poverty, structural unemployment, and working conditions; consider the role of multinational corporations and financial institutions, and consider how governments can help or hinder economic activity through trade

agreements and sanctions.

8 Students evaluate how nations approach the balance between international diplomacy and national security:

consider espionage, anti-terrorism efforts, border control, military armament, and nuclear proliferation; and

consider how nations’ policies change over time.

9 Students identify problems or dilemmas for a current global issue, propose appropriate solutions, formulate action plans, and assess the intended and unintended consequences of proposed actions.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: 2012 Ohio New Learning Standards: HS Social Studies Standards (2012), Contemporary World Issues; Alabama Course Curricula—High School Elective Courses (2010), Contemporary U.S. Issues, Content standard 3.

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History/Social Science – Economics – Grade: HS

# Objective

1 Students define economics using both specific written examples and the production possibilities model to illustrate how consumers and producers confront the conditions of scarcity by making choices that involve opportunity costs and tradeoffs.

2 Students compare and contrast how various economic systems (traditional, market, command, and mixed) answer the three essential questions of economics:

What to produce? How to produce it? For whom to produce?

3 Students demonstrate how changes in supply and demand influence equilibrium price and quantity using examples from product markets.

4 Students analyze government interventions, such as taxation and price controls, and their effects on a market economy.

5 Students compare the characteristics of market structures (perfect competition, monopoly, and oligopoly), including their effects on prices, and explain how market power leads to the formation of monopoly or oligopoly.

6 Students analyze how the government uses taxing and spending decisions (fiscal policy) to promote price stability, full employment, and economic growth; and predict how changes in federal spending and taxation would affect budget deficits and surpluses, and national debt.

7 Students analyze national economic performance using calculations of: gross domestic product (GDP); economic growth (as measured in changes in GDP); unemployment rate; and/or inflation.

8 Students describe the organization and function of the Federal Reserve System, and explain how the Federal Reserve uses monetary policy to promote price stability, full employment, and economic growth.

9 Students describe the basic functions of money (e.g., medium of exchange, store of value, unit of account).

10 Students analyze financial markets (stocks and bonds) from the perspective of both business firms’ financing operations and consumers’ savings from investments.

11 Students explain the benefits of trade among individuals, regions, and countries, while examining examples of barriers to trade and formulating arguments for and against free trade.

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History/Social Science – Humanities – Grade: HS

# Objective

1 Students compare and analyze various cultures’ responses to common and enduring human problems, such as injustice, conflict, and abuse of human rights.

2 Students analyze how interpretations of the same event can differ according to individual and cultural perspectives.

3 Students relate a work of art, work of literature, or historical document to the seminal ideas or events of its time and place of origin.

4 Students compare works of art and literature across artistic domains, historical periods, and cultures.

5 Students evaluate the effects of transportation, trade, communication, science, and technology on the production, preservation, and diffusion of culture.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Massachusetts English Language Arts and Literacy Curriculum Framework (2011); Massachusetts Foreign Languages Curriculum Framework (1999); Massachusetts Arts Curriculum Framework (1999); North Carolina Essential Standards (2010), Social Studies Elective, World Humanities Seminar; Florida Next Generation Sunshine State Standards for Social Studies, Humanities Strand (Florida NGSSS) (2008).

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History/Social Science – Law Studies – Grade: HS

# Objective

1 Students explain fundamental legal principles and concepts, including their origins, evolution, and contemporary influence (e.g., due process, habeas corpus, right to property, and equal protection of the law).

2 Students identify, explain, and apply basic concepts and procedures of constitutional, civil, and criminal law.

3 Students analyze specific legal cases by stating the facts, finding the legal question, applying the law, evaluating ethical concerns, or resolving the issue.

4 Students explain basic rights in the Constitution.

5 Students describe the structure and processes of the civil, criminal, or juvenile justice systems.

6 Students explain how the Constitution distributes power and seeks to prevent its abuse.

7 Students gather various types of evidence from multiple authoritative print and digital sources as preparation for analysis of legal issues (see Core Course Objective 8).

8 Students analyze legal issues, develop a coherent argument in light of other possible arguments, and form a reasoned conclusion.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Common Core State Standards; Sun Prairie Area (WI) School District Course Power Standards (2007); Indiana DOE Business and Personal Law Course Content Standards and Performance Expectations (2008); Holmdel Township Public Schools Curriculum Guide: Business and Personal Law (New Jersey 2011); Elizabethtown Area School District: Business and Personal Law (Pennsylvania); Massachusetts History and Social Science Curriculum Framework (2003).

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History/Social Science – Psychology – Grade: HS

# Objective

1 Students demonstrate an understanding of psychology as an empirical science, and describe the various perspectives employed to understand behavior and mental processes.

2 Students describe the interactive effects of heredity and environment and explain how each influences behavior.

3 Students make connections between individual behavior and group behavior and describe the ways in which each influences the other.

4 Students analyze and defend a stance on issues related to scientific advances in neuroscience and genetics.

5 Students evaluate perspectives on personality development, including psychodynamic theories, trait theories, humanistic theories, and social-cognitive theories.

6 Students compare and contrast the theories of life-span development (e.g., cognitive, moral, social development), and describe the changes that occur during each stage.

7 Students describe the processes of sensation and perception and how they interact to form everyday experiences.

8 Students evaluate the theories of classical and operant conditioning, the principles of observational and cognitive learning, and their impact on human behavior.

9 Students explain alternative conceptualizations of intelligence and how biological, cultural, and environmental influences are explained by each.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source document used is as follows: National Standards for High School Psychology Curricula (APA) (2011).

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History/Social Science – Sociology – Grade: HS

# Objective

1 Students explain the science of sociology, using social theory and research methods.

2 Students analyze the influence of culture on individual and social behavior.

3 Students explain how socialization shapes and regulates individual behavior.

4 Students evaluate human relationships in terms of social class, stratification, and inequality.

5 Students explain how racism, classism, sexism, ageism, and other social problems affect the life experiences and social equity of minority groups in the United States.

6 Students demonstrate the effects of social institutions on individual and group behavior.

7 Students analyze human behavior in terms of conformity, deviance, and social control.

8 Students analyze the changing nature of society and the collective responses to such change.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Florida Next Generation Sunshine State Standards for Social Studies (Florida NGSSS) (2008); North Carolina Essential Standards (2010), Social Studies Elective, Sociology; Sun Prairie Area School District Course Power Standards (Wisconsin 2004); 2011 Mississippi Social Studies Framework.

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History/Social Science – U.S. History I – Grade: HS

# Objective

1 Students analyze the evolution of the concepts of personal freedom, individual responsibility, and respect for human dignity through learning objectives such as:

Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson;

Explain the reasons for the passage of the Bill of Rights; Explain the rights and the responsibilities of citizenship and describe how a

democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups;

Analyze the rising levels of political participation and the expansion of suffrage in antebellum America;

Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism;

Analyze the goals and effect of the antebellum women’s suffrage movement; Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863),

his views on slavery, and the political obstacles he encountered; and Explain the policies and consequences of Reconstruction.

2 Students examine the growth and impact of centralized state power through learning objectives such as:

Analyze how Americans resisted British policies before 1775 and the reasons for the American victory and the British defeat during the Revolutionary War;

Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays’s Rebellion) leading to the Constitutional Convention;

Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached;

Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary;

Explain the reasons for the passage of the Bill of Rights; Explain the characteristics of American democracy, including the concepts of

popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights;

Summarize the major policies and political developments that took place during the Early Republic;

Summarize the critical developments leading to the Civil War; Provide examples of the various effects of the Civil War; and Explain the policies and consequences of Reconstruction.

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# Objective

3 Students assess the influence of economic, political, religious, and cultural ideas as human societies move beyond regional, national, or geographic boundaries through learning objectives such as:

Explain the political and economic factors that contributed to the American Revolution;

Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government;

Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson;

Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness;

Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails;

Summarize the growth of the American education system and Horace Mann’s campaign for free compulsory public education;

Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism;

Describe important religious trends that shaped antebellum America; Analyze the goals and effect of the antebellum women’s suffrage movement; Analyze the emergence of the Transcendentalist movement through the writings

of Ralph Waldo Emerson and Henry David Thoreau; and Describe how the different economies and cultures of the North and South

contributed to the growing importance of sectional politics in the early 19th century.

4 Students analyze the effects of geography on the history of civilizations and nations through learning objectives such as:

Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails;

Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy;

Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America;

Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as wellas the impact of the cotton gin on the economics of slavery and Southern agriculture;

Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century;

Summarize the critical developments leading to the Civil War; On a map of North America, identify Union and Confederate States at the

outbreak of the war;

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# Objective

Provide examples of the various effects of the Civil War; and Explain the policies and consequences of Reconstruction.

5 Students analyze the growth and spread of free markets and industrial economies through learning objectives such as:

Explain the political and economic factors that contributed to the American Revolution;

Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy;

Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America;

Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture; and

Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century.

6 Students examine the origins and impact of sectionalism on American life and politics through learning objectives such as:

Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century;

Summarize the critical developments leading to the Civil War; Analyze the roles and policies of various Civil War leaders and describe the

important Civil War battles and events; Provide examples of the various effects of the Civil War; and Explain the policies and consequences of Reconstruction.

7 Students read closely to determine what the following texts say explicitly and to make logical inferences from them, citing specific textual evidence when writing or speaking to support conclusions drawn from the text:

the Mayflower Compact (1620); the Declaration of Independence (1776); the Northwest Ordinance (1787); the U.S. Constitution (1787); Federalist #10 (1787); the Bill of Rights (1789); Douglass’ Independence Day Speech (1852); the Seneca Falls Declaration of Sentiments and Resolutions (1848); the Gettysburg Address (1863); and Lincoln’s Second Inaugural Address (1865).

8 Students write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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History/Social Science – U.S. History II – Grade: HS

# Objective

1 Students analyze the concepts of personal freedom, individual responsibility, and respect for human dignity through learning objectives such as:

the post-Civil War struggles of African Americans and women to gain basic civil rights;

important domestic events that took place during World War II (e.g., internment of Japanese Americans);

the roots of domestic anticommunism (House Committee on Un-American Activities);

the origins, goals, and key events of the Civil Rights movement; the accomplishments of the Civil Rights movement; and the causes and course of the women’s rights movement in the 1960s and 1970s.

2 Students analyze the rise and continuing international influence of the United States in the late 19th and 20th centuries though learning objectives such as:

the causes and course of America’s growing role in world affairs from the Civil War to World War I (e.g., the Spanish-American War);

the course and significance of President Wilson’s wartime diplomacy (e.g., Fourteen Points);

the impact of American isolationism after World War I on U.S. foreign policy; the short- and long-term effects of dropping the atomic bombs on Japan; the policy of containment as America’s response to Soviet expansionist policies; the diplomatic and military policies of Presidents Eisenhower, Kennedy,

Johnson, and Nixon; and the course and consequences of America’s recent diplomatic initiatives (e.g.,

attempts to negotiate a settlement to the Israeli-Palestinian conflict).

3 Students examine the growth and impact of centralized state power through learning objectives such as:

policies and outcomes of the progressive movement; ideas of John Maynard Keynes; policies of the New Deal; increased importance of the federal government; domestic policies of World War II; and important policies and programs during the presidencies of Johnson and Nixon

(e.g., Great Society programs, the Environmental Protection Agency).

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# Objective

4 Students analyze the growth and spread of free markets and industrial economies through learning objectives such as:

the various causes of the Industrial Revolution; the formation and goals of unions, as well as the rise of radical political parties

during the Industrial era; the major accomplishments (policies) of progressivism; how Americans responded to the Great Depression; important economic policies of the New Deal; important domestic events that took place during World War II; the presidency of Ronald Reagan; and the important domestic policies and events of the Clinton presidency (e.g.,

NAFTA).

5 Students demonstrate the influence of economic, political, religious, and cultural ideas as human societies move beyond regional, national, or geographic boundaries, through learning objectives such as:

the causes of immigration and the role of immigrants; westward expansion and its impact on Native Americans; traditionalism versus modernity (Scopes trial); and the Cold War and key policies and events such as the Truman Doctrine and the

Korean War.

6 Students examine the development of scientific reasoning, technology, and formal education over time and their effects on people’s health, standards of living, economic growth, government, religious beliefs, communal life, and the environment, through learning objectives such as:

the important consequences of the Industrial Revolution; the short- and long-term effects of dropping atomic bombs on Japan; the causes and consequences of important Cold War trends; the domestic policies of President Eisenhower (e.g., response to the Soviet’s

launching of Sputnik); the important domestic policies and events that took place during the

presidencies of Kennedy, Johnson, and Nixon (e.g., the space exploration program, the creation of the Environmental Protection Agency); and

the major economic and social trends of the late 20th century (e.g., computer and technological revolution of the 1980s and 1990s, scientific and medical discoveries).

7 Students read closely to determine what the following texts say explicitly and to make logical inferences from them, citing specific textual evidence when writing or speaking to support conclusions drawn from texts that include:

“The New Colossus” by Emma Lazarus (1883); “Peace Without Victory” speech by Woodrow Wilson (1917); “The New Nationalism” speech by Theodore Roosevelt (1910); “The Four Freedoms” by Franklin D. Roosevelt (1941); The Truman Doctrine (1947);

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# Objective

John F. Kennedy’s Inaugural Address (1961); Reverend Martin Luther King’s “I Have a Dream” speech (1963) and “Letter from

Birmingham Jail” (1963); and Lyndon Baines Johnson’s speech to Congress on voting rights (1965).

8 Students write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence.


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History/Social Science – Western Civilization – Grade: HS

# Objective

1 Students demonstrate an understanding of the development of democracy.

Students describe key events over time in the development of the concepts of liberty, civic participation, responsibility, and human dignity.

Students evaluate how democracy, liberty, civic participation, responsibility, and human dignity resonate in the modern world.

For all three, key events will include the: beginnings of democracy in ancient Greece; formation of republican government in Rome; evolution of constitutional monarchy in the United Kingdom; growth of centralized monarchies in the early modern world; ideas of Enlightenment philosophers; influence of the French Revolution; rise of unions and socialism; rise and significance of the antislavery movement in Britain; and impact of the British Reform Bills.

2 Students demonstrate understanding of the historical origins, beliefs, and moral teachings of Judaism, Christianity, and Islam.

Students evaluate the role of Judaism, Christianity, and Islam and their impact on various societies, institutions, and events in western civilization, including the:

first Jewish Diaspora; relationship between early Christians and the Roman Empire; relationship of Islam to Judaism and Christianity; religious origins of conflicts between Islam and Christianity, including the

Crusades; decline of Muslim rule on the Iberian Peninsula and the Reconquest in 1492; influence of the Catholic faith on the arts and architecture of the Renaissance;

and origins and effects of the Protestant Reformation and the era of religious wars.

3 Students demonstrate understanding of the growth and spread of free markets and industrial economies.

Students connect the role of economic trade in spreading ideas, customs, and practices, including the:

importance of the trade routes connecting the Far East and Europe, including the silk routes to China;

emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class during the Middle Ages and the Renaissance;

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# Objective

end of a feudal economy; economic reasons for the Age of Exploration; development and effects of the trans-Atlantic slave trade; causes of the Industrial Revolution, including transportation improvements, new

sources of energy, technological innovations such as the steam engine, population and urban growth, the growth of a middle class, problems caused by urbanization and harsh working conditions, and the subsequent reform movements by organizations and individuals;

rise of unions and socialism; and causes of 19th century imperialism.

4 Students analyze the art, architecture, literature, and music of the following time periods.

Students argue that particular examples reflect the values and beliefs of the societies of the time that produced them.

Students’ analyses and arguments should draw examples from the following: Greece and Rome: theater, athletics, art, philosophy, mythology, and

architecture; the Middle Ages: art, architecture, and literature; the Renaissance: art, architecture, literature, theater, and philosophy; and the Early Modern World: music, art, literature, and philosophy.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Massachusetts History and Social Science Curriculum Framework (2003); Freehold Regional High School District, Honors Western Civilization Curriculum (New Jersey 2006).

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History/Social Science – World Geography – Grade: HS

# Objective

1 Students use geographic tools, such as maps and other technologies, to interpret the earth’s physical and human systems. Students use geographic representations to explain and solve geographic problems:

Students analyze characteristics of environments, exposing problems and obstacles and in reaction to a particular region.

Students demonstrate the use of special models to analyze relationships in and between places and peoples.

Students explain how people perceive and use space in regard to age, sex, employment, etc.

Students apply concepts and models of spatial organization to make decisions in relationship to commercial economies.

Students evaluate the applications of geographic tools in supporting technologies that serve a particular purpose.

2 Students describe the physical structures of particular regions using multiple criteria, and explain how the physical and human systems are interconnected:

Students explain the criteria that can be used to define a region and how/why that criteria can change.

Students identify physical and human changes in regions, and explain the factors that contribute to those changes.

Students describe how social, cultural, and economic processes shape the features of place.

Students interpret the connections between different regional systems and how those connections can be both beneficial and detrimental to a region.

Students use regions to analyze geographic issues, and answer geographic questions about how those issues relate to human interaction.

3 Students analyze causes and effects and patterns of human settlements: Students define the differences between urban and rural settlements. Students demonstrate ways to measure, map, and show change across themes

of human settlement: population density, distribution, scale, composition, growth, and decline over time.

Students analyze issues of conflict and cooperation across the intersections of human settlements.

Students understand types of migration, historical migrations, and push and pull migration.

4 Students demonstrate an understanding of the role that geography plays in economic development. Students demonstrate an understanding of the integral role geography plays in how societies meet their needs and wants.

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# Objective

5 Students examine geography through the lens of cultures: Students examine the cultural characteristics that delineate specific regions of

the world. Students explain how cultural spaces can overlap or differ with political

boundaries. Students identify the cultural characteristics that link regions. Students analyze connections between cultural landscapes and cultural identity

and the resulting practices, beliefs, and communities that occur.

6 Students analyze how cooperation and conflict among people influence the division and control of the Earth’s surface:

Students explain how cooperation and/or conflict can lead to the control of earth’s surface (e.g., the establishment of new social, political, or economic divisions).

Students explain the causes of boundary conflicts and internal disputes between culture groups.

Students explain why political boundaries, such as national borders or political districts, change.

Students explain how the size, shape, and relative location of a country or a nation can be an advantage or a disadvantage to it.

Students explain how a country’s ambition to obtain foreign markets and resources can cause fractures and disruptions in the world.

Students analyze how globalization affects different functions of citizenship.

7 Students explain how human actions modify the physical environment; how the physical environment both benefits and challenges human interaction; how physical systems affect human systems; and how resources change in meaning, use, distribution, and importance:

Students explain how human interaction with the environment is affected by cultural characteristics.

Students explain how technology has expanded human ability to utilize renewable and non-renewable resources.

Students explain how human societies use a variety of strategies responsive to demand for resources, which impacts economies, population distribution, and sustainability of the environment.

Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Ohio New Learning Standards (2012); South Carolina Social Studies Academic Standards (2011): World Geography; Geography for Life: National Geography Standards (2012); AP Human Geography: Course Description: Topic Outline, College Board (Effective Fall 2013).

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History/Social Science – World History I – Grade: HS

# Objective

1 Students trace the emergence, expansion, and decline of Islamic Empires and the influence and achievements of Islamic civilization.

2 Students assess the growth and impact of centralized government and the economy in the Middle Ages.

3 Students compare and contrast the influence of Islam and Christianity on economic, political, religious, and cultural ideas as societies clashed over regional and geographic boundaries.

4 Students describe the culture and history of civilizations and nations in the Americas, Africa, and Asia prior to 1800.

5 Students evaluate the reasons for and effects of European expansion into the Americas, Africa and Asia.

6 Students examine the origins, development, and effects of the Renaissance and the Reformation on western civilization.

7 Students explain the development of scientific reasoning and ideas during the Scientific Revolution and the Enlightenment, and their effect on individual rights, economic growth, government, religious beliefs, and communal life.


John Milton, Areopagitica (1644); John Locke, Second Treatise of Civil Government (1690); Charles de Montesquieu, The Spirit of the Laws (1748); Jean-Jacques Rousseau, Discourse on the Origin and Foundations of Inequality

(1755); Edmund Burke, “On Election to Parliament” speech (1766); National Assembly of France, “The Declaration of the Rights of Man and Citizen”

(1789); and Thomas Paine, Rights of Man (1791).



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History/Social Science – World History II – Grade: HS

# Objective

1 Students assess the growth and impact of centralized state power through the rise of the nation-state in Europe.

2 Students demonstrate how the agricultural and industrial revolutions led to demands for social, political, and economic change.

3 Students analyze the major influences of economic, political, religious, and cultural ideas as European and American empires expand into Asia, Africa, and Latin America in the 19th and early 20th centuries.

4 Students evaluate the causes, major events, and consequences of World War I.

5 Students evaluate the rise and impact of totalitarianism and militarist governments, and the causes, major events, and consequences of World War II.

6 Students evaluate the evolution of the concepts of personal freedom, individual responsibility, and respect for human dignity through the course and consequences of the Holocaust, the dropping of the atom bombs on Japan, and the establishment of the United Nations.

7 Students summarize and describe the influence of economic, political, religious, and cultural ideas as societies moved beyond national, regional and geographic boundaries during the Cold War era.

8 Students explain the effects of scientific reasoning, technology, and formal education on people’s health, standards of living, economic growth, government, religious beliefs, communal life, and the environment during the Atomic and Information Ages.

9 Students appraise the decline and collapse of the Soviet Union.

10 Students trace the ethnic and religious conflicts that have resulted in terrorism and in the late 20th and early 21st centuries.

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# Objective


John Locke, Second Treatise of Civil Government (1690); Charles de Montesquieu, The Spirit of the Laws (1748); Jean-Jacques Rousseau, Discourse on the Origin and Foundations of Inequality

(1755); Edmund Burke, “On Election to Parliament” speech (1766); National Assembly of France, “The Declaration of the Rights of Man and Citizen”

(1789); Thomas Paine, Rights of Man (1791); Mary Wollstonecraft, Vindication of the Rights of Women (1792); John Stuart Mill, On Liberty (1859); Winston Churchill, “The Iron Curtain” speech (1946); United Nations, “International Declaration of Human Rights” (1948); Nelson Mandela, “Statement at the Rivonia Trial” (1964); and Fang Lizhe, “Human Rights in China” speech (1989).


Note: These Core Course Objectives were developed by Massachusetts educators in summer 2013. They are intended to provide districts with information about the content taught in this course. Source documents used are as follows: Massachusetts Curriculum History and Social Science Curriculum Framework (2003); Common Core State Standards.

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