A Correlation of
©2016
To the
Wyoming Social Studies Content
and Performance Standards
Grade 12
A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
Introduction
This document demonstrates how Pearson United States History, ©2016 meets the
2014 Wyoming Social Studies Content and Performance Standards, Grade 12.
Pearson is excited to announce its NEW United States History program! Designed to help
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authentic, formative, and summative assessments.
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
Table of Contents
Social Studies Content Standard 1 - Citizenship, Government, and Democracy ...... 4
Social Studies Content Standard 2 - Culture and Cultural Diversity ........................ 7
Social Studies Content Standard 3 - Production, Distribution, and Consumption .. 10
Social Studies Content Standard 4 - Time, Continuity, and Change ...................... 14
Social Studies Content Standard 5 - People, Places, and Environments ................ 20
Social Studies Content Standard 6 - Technology, Literacy, and Global Connections
........................................................................................................................... 24
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
Social Studies Content Standard 1 - Citizenship, Government, and Democracy
Students analyze how people create and change structures of power, authority, and
governance to understand the continuing evolution of governments and to demonstrate
civic responsibility.
Benchmarks
Upon Graduation
Grade 12
SS12.1.1 Analyze unique freedoms, rights, SE/TE: Early Government in the Colonies,
and responsibilities of living in a democratic 67-69; New Ideas Empower Individuals,
society and explain their interrelationships.
70; Topic 2 Assessment (9. Describe
Development of an American Identity), 74;
Constitutional Principles, 126-128; Topic 4
Assessment (10. Explain the Origins of the
Bill of Rights), 131; United States
Constitution, 878-899; Primary Sources:
Declaration of Independence, 900-902;
21st Century Skills: Being an Informed
Citizen, 975-976; Political Participation,
976; Voting, 977; Serving on a Jury, 977978; Paying Taxes, 978-979
SS12.1.2 Explain and/or demonstrate how
to participate in the political process and
form personal opinions.
SE/TE: Puritans Arrive in North America,
45-47; Colonists Experiment with Self-Rule,
68; Different Ideas About Representation,
85; Colonists Disagree Over British Rule,
94-95; Political Divisions Lead to Two
Parties, 137-139; Jackson Looks Ahead to
1828, 173-174; Women Seek Expanded
Rights, 219-221; The Seneca Falls
Convention, 221-222; Expanding
Opportunities for Women, 400-402; Women
Seek Equal Political Rights, 402-405;
African Americans Promote Civil Rights,
408-409; Protecting Rights for Ethnic and
Religious Minorities, 409-410; Prohibition
Divides Americans, 494-496; Challenging
Economic Times Lead to Protest, 534-536;
Student Activists Promote Civil Rights, 691692; Thousands Gather in the Nation’s
Capital, 695-696; Increasing Participation
in the Political Process, 698-700;
Primary Sources: Mayflower Compact, 902903; 21st Century Skills: Compare
Viewpoints, 968-969; Identify Bias, 969;
Evaluate Existing Arguments, 970;
Participate is a Discussion or Debate, 971972; Make Decisions, 975; Being an
Informed Citizen, 975-976; Political
Participation, 976; Voting, 977
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
SS12.1.3 Analyze the historical
development of the United States
Constitution and treaties and how it has
shaped the United States and Wyoming
Government (tribal, local, state, federal).
SE/TE: Early Government in the Colonies,
67-69; New Ideas Empower Individuals,
70; Topic 2 Assessment (9. Describe
Development of an American Identity), 74;
The Consequences for British Allies, 103104; The Articles of Confederation, 110116; Constitutional Compromises, 119-121;
The Debate Over Ratification, 123-125;
Constitutional Principles, 126-128; Topic 4
Assessment (2. Summarize the Strengths
and Weaknesses of the Articles of
Confederation; 3. Compare and Contrast
the Virginia and New Jersey Plans; 4.
Analyze the Great Compromise; Identify
the Influence of the Federalist Papers; 10.
Explain the Origins of the Bill of Rights),
130-131; American Indian Removal, 175177; The Fourteenth Amendment, 289; The
Fifteenth Amendment, 290; American
Settlers Move West, 359; Settlers and
Native Americans Collide, 360-361; The
Indian Wars Conclude, 361-363; The
Nineteenth Amendment Expands Political
Rights, 404-405; United States
Constitution, 878-899
Primary Sources: Articles of Confederation,
903-908; Anti-Federalist Papers, 909-912;
The Federalist No. 10, James Madison, 912916; The Federalist No. 39, James Madison,
916-919; The Federalist No. 51, 919-921;
The Federalist No. 78, Alexander Hamilton,
922-925
SS12.1.4 Demonstrate an understanding of
the United States civil and criminal legal
systems and distinguish differences
between those systems.
SE/TE: Establishing Freedom of the Press,
69; Constitutional Principles, 126-128;
Building the Court System, 135; John
Marshall Shapes the Supreme Court, 145146; Bryan and Darrow Clash Over
Evolution, 489-490; A Questionable
Conviction, 491; Redefining Civil Rights and
Liberties, 718-719; United States
Constitution, 878-899
SS12.1.5 Demonstrate an understanding of
the structures of both the United States and
Wyoming Constitutions.
SE/TE: Constitutional Compromises, 119121; The Debate Over Ratification, 123125; Constitutional Principles, 126-128;
Topic 4 Assessment (10. Explain the Origins
of the Bill of Rights), 131; United States
Constitution, 878-899
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
SS12.1.6 Compare and contrast various
world political systems (e.g., ideologies,
structure, and institutions) with that of the
United States.
SE/TE: Constitutional Principles, 126-128;
Topic 5 Assessment (16. Write an essay on
the Essential Question: What makes a
government successful?), 182; Revolution
Grips Mexico, 443; The Causes of World
War I, 450-452; Strict Regimes in the
Soviet Union and Italy, 569-570; Germany
and Japan Change Leadership, 570-573;
Dictators Move to Gain Territory, 573-574;
Soviet Aggression Against Its Citizens, 636637; Responding to the Soviet Challenge,
637-638; Soviet Aggression Drives Cold
War, 640-641; China Turns Communist,
642-643; Opening Relations With China,
779-780; The Soviet Union Disintegrates,
821; China Resists Calls for Democracy,
825; Pressures Force Changes in South
Africa, 825; A Dictator’s Thirst for Power
Leads to War, 826
Performance Level Descriptors
The student will:
a) analyze and critique the principles and
structure of power, authority, and
governance;
SE/TE: Constitutional Compromises, 119121; The Debate Over Ratification, 123125; Constitutional Principles, 126-128;
Topic 5 Assessment (16. Write an essay on
the Essential Question: What makes a
government successful?), 182; United
States Constitution, 878-899
b) demonstrate civic responsibility by
participating as a citizen in the process;
SE/TE: 21st Century Skills: Compare
Viewpoints, 968-969; Identify Bias, 969;
Evaluate Existing Arguments, 970;
Participate in a Discussion or Debate, 971972; Make Decisions, 975; Being an
Informed Citizen, 975-976; Political
Participation, 976; Voting, 977
c) analyze historical and political
developments and conducts research to
thoroughly and effectively create and
defend a position on an issue.
SE/TE: 21st Century Skills: Analyze Primary
and Secondary Sources, 967-968; Compare
Viewpoints, 968-969; Evaluate Existing
Arguments, 970; Participate in a Discussion
or Debate, 971-972; Give an Effective
Presentation, 972; Write an Essay, 973;
Avoid Plagiarism, 973-974; Make Decisions,
975
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
Social Studies Content Standard 2 - Culture and Cultural Diversity
Students demonstrate an understanding of the contributions and impacts of human
interaction and cultural diversity on societies.
Benchmarks
SS12.2.1 Analyze and evaluate the ways
SE/TE: Religious Toleration in
various groups (e.g., social, political, and
Pennsylvania, 52-54; The Great Awakening,
cultural) meet human needs and concerns
70-72; The Second Great Awakening, 201(e.g., individual needs and common good)
203; Public Education Reform, 206-208;
and contribute to identity (e.g., group,
Social Reform Movements, 208-210; The
national, and global), situations, and
Abolition Movement, 211-217; Women
events.
Work for Change, 218-222; Northern
Resistance to Slavery Increases; 234-236;
The Progressive Era Begins, 392-394; The
Impact of Muckrakers, 394-395; Reformers
Impact Society, 395-397; Women Gain
Rights, 400-405; Striving for Equality, 407410; The Progressives’ Legacy, 421-422;
The United Nations, 627-628; The Civil
Rights Movement Strengthens, 684-690;
The Movement Surges Forward, 691-696;
Successes and Setbacks, 698-706;
Important International Decisions Shape
the Cold War, 725-726; Pressures Force
Changes in South Africa, 825; U.S. Works
for Peace and Human Rights, 825-826;
Primary Sources: Charter of the United
Nations, 940-942; Universal Declaration of
Human Rights, 942
SS12.2.2 Analyze human experience and
cultural expression (e.g., language,
literature, arts, traditions, beliefs,
spirituality, values, and behavior) and
illustrate integrated views of a specific
culture.
SE/TE: The Great Awakening, 70-72; The
Second Great Awakening, 201-203; The
New Philosophy of the Transcendentalists,
206; A Mass Culture Develops, 348-350; A
Boom in Popular Entertainment, 350-352;
The Impact of Muckrakers, 394-395; Social
Issues Are Reflected in Art and Literature,
502-504; The Jazz Age, 507-508; The
Harlem Renaissance, 508-510; A New Age
in American Entertainment, 558-560;
Increased Funding for the Arts, 560-561;
The Depression Era Reflected in Literature,
561-562; Television Shapes American
Culture, 672-673; Critics and Rebels
Emerge, 674-676; The Counterculture of
the 1960s, 758-761; The Increasing
Popularity of the New Right, 805-807;
Technology Transforms Life, 870-872
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
SS12.2.3 Evaluate how the unique
characteristics of cultural groups have
contributed and continue to influence
Wyoming’s history and contemporary life
(e.g., tribes, explorers, early settlers, and
immigrants).
SE/TE: Early Inhabitants of the Americas,
4-6; Early Cultures in North America, 6-9;
America Looks to the West, 188-190;
Settling New Lands in the West, 190-191;
Social Issues Affecting Immigrants, 337339; Immigrants Affect American Society,
339-340; American Settlers Move West,
359; Settlers and Native Americans Collide,
360-361; The Indian Wars Conclude, 361363; Mining Towns Expand Across the
West, 366-367; The Cattle Industry Boom,
368-370; Farmers Settle the Plains, 370371; Minorities Encounter Difficulties, 371372; Struggles and Change Across the
West, 373-374; Native Americans and
Asian Americans Battle Discrimination, 770772; Topic 18 Assessment (5. Describe
Political Organizations Promoting American
Indian Civil Rights), 799; Immigration
Changes American Society, 864-866
SS12.2.4 Analyze and critique the conflicts
resulting from cultural assimilation and
cultural preservation in Wyoming, the
United States, and the World (e.g., racial,
ethnic, social, and institutional).
SE/TE: America Looks to the West, 188190; Settling New Lands in the West, 190191; Social Issues Affecting Immigrants,
337-339; Immigrants Affect American
Society, 339-340; American Settlers Move
West, 359; Settlers and Native Americans
Collide, 360-361; The Indian Wars
Conclude, 361-363; Roots of the Holocaust,
618-619; Hitler’s “Final Solution,” 619-621;
Allied Response to the Holocaust, 621-623;
Native Americans and Asian Americans
Battle Discrimination, 770-772; Topic 18
Assessment (5. Describe Political
Organizations Promoting American Indian
Civil Rights), 799; U.S. Involvement in the
Balkan Crisis, 829; The Rwanda Genocide,
830
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
Performance Level Descriptors
The student will:
a) analyze and evaluate the way various
cultural groups meet human needs and
contribute to or influence contemporary
life;
SE/TE: The United Nations, 627-628; U.S.
Works for Peace and Human Rights, 825826; Primary Sources: Charter of the
United Nations, 940-942; Universal
Declaration of Human Rights, 942
b) analyze human experience that
integrates views of cultural expression;
SE/TE: The Great Awakening, 70-72; The
Second Great Awakening, 201-203; The
New Philosophy of the Transcendentalists,
206; A Mass Culture Develops, 348-350; A
Boom in Popular Entertainment, 350-352;
The Impact of Muckrakers, 394-395; Social
Issues Are Reflected in Art and Literature,
502-504; The Jazz Age, 507-508; The
Harlem Renaissance, 508-510; A New Age
in American Entertainment, 558-560;
Increased Funding for the Arts, 560-561;
The Depression Era Reflected in Literature,
561-562; Television Shapes American
Culture, 672-673; Critics and Rebels
Emerge, 674-676; The Counterculture of
the 1960s, 758-761; The Increasing
Popularity of the New Right, 805-807;
Technology Transforms Life, 870-872
c) analyze the conflicts resulting from
cultural assimilation and preservation.
SE/TE: America Looks to the West, 188190; Settling New Lands in the West, 190191; Social Issues Affecting Immigrants,
337-339; Immigrants Affect American
Society, 339-340; American Settlers Move
West, 359; Settlers and Native Americans
Collide, 360-361; The Indian Wars
Conclude, 361-363; Roots of the Holocaust,
618-619; Hitler’s “Final Solution,” 619-621;
Allied Response to the Holocaust, 621-623;
Native Americans and Asian Americans
Battle Discrimination, 770-772; Topic 18
Assessment (5. Describe Political
Organizations Promoting American Indian
Civil Rights), 799; U.S. Involvement in the
Balkan Crisis, 829; The Rwanda Genocide,
830
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
Social Studies Content Standard 3 - Production, Distribution, and Consumption
Students describe the influence of economic factors on societies and make decisions
based on economic principles.
Benchmarks
SS12.3.1 Analyze the impact of supply,
SE/TE: American Industry Grows, 312demand, scarcity, prices, incentives,
314; Innovation Drives Economic
competition, and profits on what is
Development, 314-317; Corporations Find
produced, distributed, and consumed.
New Ways of Doing Business, 321-324; The
Changing Relationship Between
Government and Business, 325-326; The
Impact of Henry Ford and the Automobile,
477-479; Economic Growth in the 1920s,
479-480; Innovations and Economic
Development, 663-664; Technological
Innovations Lead to the “Car Culture,” 668;
Increased Consumption and Consumerism,
669; Topic 15 Assessment (6. Identify
Increased Consumption), 680-681; Material
Culture in the 1980s, 815
SS12.3.2 Analyze and evaluate how people
organize for the production, distribution,
and consumption of goods and services in
various economic systems (e.g., capitalism,
communism, and socialism).
SE/TE: England and Its Colonial Economy,
60-62; Regional Economic Differences, 6263; Industrialization Takes Hold in the
North, 161-162; Industrialization Changes
Northern Society, 162-164; Agriculture
Drives Southern Society, 164-166; Free
Enterprise Encourages the Rise of
Entrepreneurship, 313-314; Laissez-Faire
Policies Encourage Growth, 314;
Industrialization in the New South, 317319; The Effects of Industrialization. 319320; Free Enterprise Improves Life, 347348; Background of the Cold War, 636-637;
Responding to the Soviet Challenge, 637638; China Turns Communist, 642-643;
Innovations and Economic Development,
663-664; Economic Pressures Force
Gorbachev to Pursue Reforms, 819-820;
The Soviet Union Disintegrates, 821; The
Role of the United States in the Future
Economy, 848-849
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
SS12.3.3 Analyze and evaluate the impact
of current and emerging technologies at the
micro and macroeconomic levels (e.g.,
jobs, education, trade, and infrastructure)
and their impact on global economic
interdependence.
SE/TE: Innovations and Economic
Development, 663-664; Digital Technology
Changes American Life, 836-838;
Technological and Management Innovations
in the American Economy, 846-847; The
Role of the United States in the Future
Economy, 848-849; Technology Transforms
Life, 870-872; Topic 20 Assessment (2.
Explain Economic Impact of Technological
Innovations), 873
SS12.3.4 Explain how financial and
government institutions make economic
decisions (e.g., banking, investment, credit,
regulation, and debt).
SE/TE: Addressing the Nation’s Debt, 135137; Economic Change Leads to the Bank
War, 178-179; The Changing Relationship
Between Government and Business, 325326; Farmers Face Economic Difficulty,
380-381; Farmers Seek Change Through
Alliances, 381-383; Roosevelt Changes the
Relationship Between Government and
Business, 412-415; Wilson Endorses
Further Regulation, 419-421; Topic 11
Assessment (15. Describe Federal Reserve
Act), 446; Hidden Economic Problems in the
Roaring Twenties, 516-519; The Great
Depression Begins, 520-522; The Causes of
the Great Depression, 522; Hoover’s
Response Fails, 532-534; The New Deal
Begins, 538-540; Expanding New Deal
Programs, 543-545; New Deal Legislation
Expands the Historical Role of Government,
554-557; Causes and Effects of Prosperity
in the 1950s, 659-661; Creating the Great
Society, 715-718; The Financial Crisis of
2008, 856-857; Economic Issues and
Reforms, 860; Continuing Economic
Problems, 862
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
SS12.3.5 Evaluate how values and beliefs
influence microeconomic and
macroeconomic decisions.
Performance Level Descriptors
The student will:
a) explain how economic factors influence
societies and how decisions are based on
economic principles;
b) explain connections between economic
principles and government;
United States History
©2016
SE/TE: Regional Economic Differences, 6263; Addressing the Nation’s Debt, 135-137;
Industrialization Takes Hold in the North,
161-162; Industrialization Changes
Northern Society, 162-164; Agriculture
Drives Southern Society, 164-166; Free
Enterprise Encourages the Rise of
Entrepreneurship, 313-314; Laissez-Faire
Policies Encourage Growth, 314; Free
Enterprise Improves Life, 347-348; Hidden
Economic Problems in the Roaring
Twenties, 516-519; Background of the Cold
War, 636-637; China Turns Communist,
642-643; Innovations and Economic
Development, 663-664; Economic
Pressures Force Gorbachev to Pursue
Reforms, 819-820; The Role of the United
States in the Future Economy, 848-849
SE/TE: Topic 5 Assessment (10. Identify
and Analyze Economic Differences Between
North and South), 182; Topic 9 Assessment
(1. Explain Economic Effects of
Technological Innovations; 10. Explain
Actions to Expand Economic Opportunities
for Minorities), 353; Topic 20 Assessment
(2. Explain Economic Impact of
Technological Innovations; 3. Identify
Impact of Multinational Corporations), 873
SE/TE: Topic 2 Assessment (1. Analyze
Economic Differences; 10. Compare Political
and Economic Reasons for Colonization; 15.
Identify Economic Differences), 73-74;
Topic 18 Assessment (12. Describe the
Economic Impact of Defense Spending),
800; Topic 19 Assessment (3. Describe
Reaganomics), 839
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
c) describe economic systems and
concepts.
United States History
©2016
SE/TE: Free Enterprise Encourages the
Rise of Entrepreneurship, 313-314; LaissezFaire Policies Encourage Growth, 314; Free
Enterprise Improves Life, 347-348; Topic 9
Assessment (2. Analyze the Rise of
Entrepreneurship Under the Free Enterprise
System), 353; Innovations and Economic
Development, 663-664; Topic 15
Assessment (10. Discuss Role of
Entrepreneurs), 681; Economic Pressures
Force Gorbachev to Pursue Reforms, 819820; The Role of the United States in the
Future Economy, 848-849
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
Social Studies Content Standard 4 - Time, Continuity, and Change
Students analyze events, people, problems, and ideas within their historical contexts.
Benchmarks
SS12.4.1 Describe patterns of change
SE/TE: Causes of the Revolution, 84-91;
(cause and effect) and evaluate how past
The Impact of the Revolution, 103-105;
events impacted future events and the
Topic 3 Assessment (3. Analyze Causes of
modern world.
American Revolution; 15. Explain the
Effects of the American Revolution), 106107; Americans and the French Revolution,
139-140; A Growing Nation Looks
Westward, 146-147; The Road to War, 151152; The Impact of the War of 1812, 154155; Slavery Divides the Nation, 228-236;
Sectional Divisions Split the Country, 240242; Impact of the Civil War, 274-278;
Topic 7 Assessment (7. Identify Causes of
the Civil War; 16. Describe the Costs of the
Civil War), 279-280; Concerns about the
Environment, 320; Managing the
Environment, 415-417; The Causes of
World War I, 450-452; Causes of the
Depression, 516-522; Effects of the New
Deal, 550-557; Rise of Aggressive
Dictators, 568-575; Impact of World War
II, 624-629; Causes and Effects of
Prosperity in the 1950s, 659-661; The
Causes and Outcomes of the Berlin Crisis,
727-728; Reasons for U.S. Involvement in
Indochina, 728-730; Effects of the Vietnam
War, 750-753; Environmental Activists
Sound the Alarm, 774-776; Impact of
Environmental Regulations, 776-777;
Impact of the End of the Cold War, 820821; The Persian Gulf War, 826-827; The
September 11, 2001 Attacks and the War
on Terror, 852-855; Energy and the
Environment, 868-870; Topic 20
Assessment (4. Describe U.S. Involvement
in World Affairs), 873
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
SS12.4.2 Analyze the development and
impact of tools and technology and how it
shaped history and influenced the modern
world.
SE/TE: New Technology Revolutionizes
Transportation, 156-158; The Industrial
Revolution, 158-159; Innovations in
Industry and Agriculture, 159-160;
Innovation Drives Economic Development,
314-317; Topic 9 Assessment (16. Write an
essay on the Essential Question: How do
science and technology affect society?),
354; The Transcontinental Railroad Impacts
the Frontier, 367-368; Physical and Human
Geographic Factors Impact the Panama
Canal, 440-441; Technological Innovations
Lead to Stalemate, 453; The Impact of
Henry Ford and the Automobile, 477-479;
Science, Technology, and the Free
Enterprise System, 480; Science and
Technology Help Win the War, 615;
Scientists Develop the Atomic Bomb, 615616; The Arms Race Intensifies Tensions,
647-648; Innovations and Economic
Development, 663-664; Technological
Innovations Lead to the “Car Culture,” 668;
Topic 15 Assessment (8. Explain Impact of
Space Technology; 9. Explain Economic
Impact of Computers; 11. Analyze
Innovations in Transportation), 681; First to
the Moon, 711; Digital Technology Changes
American Life, 836-838; Technological and
Management Innovations in the American
Economy, 846-847; Technology Transforms
Life, 870-872; Topic 20 Assessment (2.
Explain Economic Impact of Technological
Innovations), 873
SS12.4.3 Given a significant current event,
critique the actions of the people or groups
involved; hypothesize how this event would
have played out in another country.
SE/TE: Free Trade and Treaties, 844-846;
Technological and Management Innovations
in the American Economy, 846-847; The
Role of the United States in the Future
Economy, 848-849; Controversy in the
2000 Election, 850-851; The September 11,
2001 Attacks and the War on Terror, 852855; Troubles at Home, 855; The Financial
Crisis of 2008, 856-857; Economic Issues
and Reforms, 860; The Boston Marathon
Bombings, 862; Immigration Changes
American Society, 864-866; American
Demographics in Transition, 866-868;
Energy and the Environment, 868-870;
Advances in Science, 871; Concerns and
Hopes, 871-872
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TE = Teacher’s Edition
A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
SS12.4.4 Describe the historical
interactions between and among
individuals, groups, and/or institutions
(e.g., family, neighborhood, political,
economic, religious, social, cultural, and
workplace) and their impact on significant
historical events.
United States History
©2016
SE/TE: The Constitutional Convention,
117-121; The Debate Over Ratification,
123-125; Topic 4 Assessment (7. Analyze
the Arguments of Alexander Hamilton; 8.
Analyze the Arguments of James Madison),
131; The Louisiana Purchase, 147;
Religious Discrimination and Intolerance,
204-205; The Antislavery Movement Grows,
215-216; The Seneca Falls Convention,
221-222; Topic 6 Assessment (7. Explain
Conflicts Based on Religion and Social
Class), 223; Northern Resistance to Slavery
Grows, 234-236; Violence in the Senate,
239; Lincoln and Douglas Debate Slavery,
242-243; The Growth of Labor Unions, 329331; Labor Unions Lead Protests, 331-333;
Social Issues Affecting Immigrants, 337339; Farmers and Railroads Disagree, 382;
Topic 11 Assessment (16. Write an essay
on the Essential Question: What can
individuals do to affect society?), 446;
Bryan and Darrow Clash Over Evolution,
489-490; The Ku Klux Klan in the Early
1900s, 493-494; Labor Unions Thrive, 545547; McCarthyism, 656-658; The
Montgomery Bus Boycott, 689-690;
Kennedy Versus Nixon, 707-708; The
Generation Gap, 759; The Camp David
Accords, 794-795
16
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A Correlation of Pearson United States History, ©2016 to the
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2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
SS12.4.5 Using primary and secondary
sources, apply historical research methods
to interpret and evaluate important
historical events from multiple perspectives.
SE/TE: The Debate Over Ratification, 123125; Topic 4 Assessment (7. Analyze the
Arguments of Alexander Hamilton; 8.
Analyze the Arguments of James Madison),
131; Topic 7 Assessment (13. Analyze
Lincoln’s Gettysburg Address and Jefferson
Davis’s Inaugural Address), 280; Two
Presidents Respond, 532-542; Native
Americans and Asian Americans Battle
Discrimination, 770-772; Topic 19
Assessment (1. Identify Viewpoints), 839;
Primary Sources: Declaration of
Independence, 900-902; The Magna Carta,
902; Anti-Federalist Papers, 909-912; The
Federalist No. 10, James Madison, 912916; The Federalist No. 39, James Madison,
916-919; The Federalist No. 51, 919-921;
The Federalist No. 78, Alexander Hamilton,
922-925; Democracy in America, Alexis de
Tocqueville, 926-927; Debate Over
Nullification, Webster and Calhoun, 927928; “A House Divided,” Abraham Lincoln,
929-930
21st Century Skills: Draw Conclusions, 956957; Interpret Sources, 957; Analyze Data
and Models, 958-959; Analyze Political
Cartoons, 961-962; Analyze Primary and
Secondary Sources, 967-968; Compare
Viewpoints, 968-969; Identify Bias, 969;
Evaluate Existing Arguments, 970
17
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
Performance Level Descriptors
GRADE 12
The student will:
a) accurately examine events, people,
problems, and ideas within their historical
contexts;
b) make comparisons, describe cause and
effect, and make connections between the
past and current events;
United States History
©2016
SE/TE: The Constitutional Convention,
117-121; The Debate Over Ratification,
123-125; Topic 4 Assessment (7. Analyze
the Arguments of Alexander Hamilton; 8.
Analyze the Arguments of James Madison),
131; The Louisiana Purchase, 147;
Religious Discrimination and Intolerance,
204-205; The Antislavery Movement Grows,
215-216; The Seneca Falls Convention,
221-222; Topic 6 Assessment (7. Explain
Conflicts Based on Religion and Social
Class), 223; Northern Resistance to Slavery
Grows, 234-236; Violence in the Senate,
239; Lincoln and Douglas Debate Slavery,
242-243; The Growth of Labor Unions, 329331; Labor Unions Lead Protests, 331-333;
Social Issues Affecting Immigrants, 337339; Farmers and Railroads Disagree, 382;
Topic 11 Assessment (16. Write an essay
on the Essential Question: What can
individuals do to affect society?), 446;
Bryan and Darrow Clash Over Evolution,
489-490; The Ku Klux Klan in the Early
1900s, 493-494; Labor Unions Thrive, 545547; McCarthyism, 656-658; The
Montgomery Bus Boycott, 689-690;
Kennedy Versus Nixon, 707-708; The
Generation Gap, 759; The Camp David
Accords, 794-795
SE/TE: 21st Century Skills: Analyze Cause
and Effect, 950-951; Compare and
Contrast, 951-952; Draw Conclusions, 956957; Interpret Sources, 957; Analyze
Primary and Secondary Sources, 967-968;
Compare Viewpoints, 968-969; Evaluate
Existing Arguments, 970
18
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TE = Teacher’s Edition
A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
c) analyze the development and impact of
tools and technology.
United States History
©2016
SE/TE: New Technology Revolutionizes
Transportation, 156-158; The Industrial
Revolution, 158-159; Innovations in
Industry and Agriculture, 159-160;
Innovation Drives Economic Development,
314-317; Topic 9 Assessment (16. Write an
essay on the Essential Question: How do
science and technology affect society?),
354; The Transcontinental Railroad Impacts
the Frontier, 367-368; Physical and Human
Geographic Factors Impact the Panama
Canal, 440-441; Technological Innovations
Lead to Stalemate, 453; The Impact of
Henry Ford and the Automobile, 477-479;
Science, Technology, and the Free
Enterprise System, 480; Science and
Technology Help Win the War, 615;
Scientists Develop the Atomic Bomb, 615616; The Arms Race Intensifies Tensions,
647-648; Innovations and Economic
Development, 663-664; Technological
Innovations Lead to the “Car Culture,” 668;
Topic 15 Assessment (8. Explain Impact of
Space Technology; 9. Explain Economic
Impact of Computers; 11. Analyze
Innovations in Transportation), 681; First to
the Moon, 711; Digital Technology Changes
American Life, 836-838; Technological and
Management Innovations in the American
Economy, 846-847; Technology Transforms
Life, 870-872; Topic 20 Assessment (2.
Explain Economic Impact of Technological
Innovations), 873
19
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
Social Studies Content Standard 5 - People, Places, and Environments
Students apply their knowledge of the geographic themes (location, place, movement,
region, and human/environment interactions) and skills to demonstrate an understanding
of interrelationships among people, places, and environment.
Benchmarks
Spatial
SS12.5.1 Use geographic tools and
SE/TE: Analyze Maps: Migration to the
reference materials to interpret, analyze,
Americas, 5; Analyze Maps: West African
evaluate, and synthesize historical and
Trade Routes, 11; Analyze Maps:
geographic data to demonstrate an
Columbus’s Voyages, 20; Analyze Graphs:
understanding of global patterns and
American Indian Population, 23; Analyze
interconnectedness.
Graphs: Population of Europe, 24; Analyze
Maps: The Triangular Trade, 62; Analyze
Maps: North America in 1754, 79; Analyze
Information: The Colonial Frontier, 82;
Analyze Maps: Turning Points of the
American Revolution, 101; Analyze Maps:
America in 1783, 103; Analyze Maps: After
the American Revolution: New Revolutions
Begin, 105; Analyze Data: Population
Estimates Used at the Constitutional
Convention, 120; Analyze Data: U.S.
National Debt, 1791-1811, 145; Analyze
Information: U.S. Population, 1790-1810,
147; Analyze Data: U.S. Cotton Production,
149; Analyze Information: The
Transportation Revolution, 157; Analyze
Maps: North America in 1820, 187; Analyze
Information: Traveling the Oregon Trail,
190; Analyze Information: Timeline of the
Texas Revolution, 193; Analyze Data: U.S.
Public School Enrollment, 208; Analyze
Information: Women in the 1800s, 221;
Analyze Maps: The Underground Railroad,
235; Analyze Information: Timeline of
Events Leading to the Civil War, 250;
Analyze Graphs: Comparison of Rural and
Urban Populations, 343; Analyze Maps:
Land Use in the West, 369; Analyze Maps:
National Land Conservation, 416; Analyze
Maps: Spheres of Influence in China, 437;
Analyze Maps: The Panama Canal, 440;
Analyze Maps: World War I, 453; Analyze
Maps: Battle of Midway, 599; Analyze
Maps: World War II in Europe, 613;
Analyze Maps: World War II in the Pacific,
614; Analyze Maps: Suez Canal, 651;
Analyze Charts: U.S. Immigration, 717
20
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A Correlation of Pearson United States History, ©2016 to the
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2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
(Continued)
SS12.5.1 Use geographic tools and
reference materials to interpret, analyze,
evaluate, and synthesize historical and
geographic data to demonstrate an
understanding of global patterns and
interconnectedness.
(Continued)
21st Century Skills: Analyze Data and
Models, 958-959; Read Charts, Graphs, and
Tables, 959-960; Read Physical Maps, 962963; Read Political Maps, 963-964; Read
Special-Purpose Maps, 964-965; Use Parts
of a Map, 965-966; Atlas 980-994
Physical Place and Region
SS12.5.2 Describe regionalization and
analyze how physical characteristics
distinguish a place, influence human trends,
political and economic development, and
solve immediate and long-range problems.
SE/TE: The Southern Colonies Take Root,
38-43; New Lives in New England, 44-49;
The Middle Colonies Thrive, 50-54; Regional
Economic Differences, 62-63; Regional
Social Differences, 64-66; Topic 2
Assessment (1. Analyze Economic
Differences; 5. Analyze Effects of
Geographic Factors), 73; The Northwest
Territory, 112-114; Differences Between
North and South Grow, 161-166; Topic 5
Assessment (10. Identify and Analyze
Economic Differences Between North and
South), 182; Moving West, 186-191;
Territorial Expansion, 197-198; The
California Gold Rush, 198-200; Topic 6
Assessment (2. Explain the Challenges and
Rewards of Westward Migration), 223;
Daily Life in the North, 261-263; Daily Life
in the South, 263-264; Topic 7 Assessment
(6. Analyze Economic Differences Between
North and South), 279; Settlers and Native
Americans Collide, 360-361; The West Is
Transformed, 366-374
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2014 Wyoming Social Studies
Content and Performance Standards
Human Place and Movement
SS12.5.3 Analyze, interpret, and evaluate
how conflict, demographics, movement,
trade, transportation, communication, and
technology affect humans’ sense of place.
Environment and Society
SS12.5.4 Analyze how environmental
changes and modifications positively and
negatively affect communities and the
world both economically and socially.
United States History
©2016
SE/TE: The Effects of Industrialization,
319-320; The New Immigrants, 334-340;
Americans Migrate to Cities, 341-342;
Technology Improves City Life, 343-345;
Urban Living Creates Social Issues, 345346; Free Enterprise Improves Life, 347348; A Mass Culture Develops, 348-350; A
Boom in Popular Entertainment, 350-352;
Striving for Equality, 407-410; The Home
Front During World War I, 459-465; Urban,
Suburban, and Rural Areas, 480-481;
Economic Hardship Shakes the Cities, 524526; Rural America Struggles with Poverty,
526-529; Hard Times Hit Most Americans,
529-531; The Home Front, 601-608; Free
Trade and Treaties, 844-846; Technological
and Management Innovations in the
American Economy, 846-847; The
September 11, 2001 Attacks and the War
on Terror, 852-855; The Financial Crisis of
2008, 856-857; Economic Issues and
Reforms, 860; Immigration Changes
American Society, 864-866; American
Demographics in Transition, 866-868;
Technology Transforms Life, 870-872
SE/TE: Concerns about the Environment,
320; Mining and Growth of Railroads, 366368; The Cattle Industry Boom, 368-370;
Farmers Settle the Plains, 370-371;
Struggles and Change Across the West,
373-374; Managing the Environment, 415417; The Dust Bowl, 527-528;
Conservation Efforts Produce Mixed Results,
556; Topic 13 Assessment (4. Analyze
Impact of Geographic Factors on the Dust
Bowl; 12. Identify Roles in Managing the
Environment), 563-564; Environmental
Activists Sound the Alarm, 774-776; Impact
of Environmental Regulations, 776-777;
Energy and the Environment, 868-870
22
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
Performance Level Descriptor
The student will:
a) analyze and evaluate geographic data,
historical and current events, the
interaction of physical and human systems,
and geographical patterns;
SE/TE: Topic 2 Assessment (5. Analyze
Effects of Geographic Factors), 73; Topic 10
Assessment (2. Analyze Social Issues
Affecting Native Americans; 4. Analyze
Impact of Geographic Factors on Klondike
Gold Rush), 387; Topic 13 Assessment (1.
Analyze Causes and Effects of Changing
Demographic Patterns; 4. Analyze Impact
of Geographic Factors on the Dust Bowl),
563; Topic 18 Assessment (4. Causes and
Effects of Changing Demographic Patterns;
11. Analyze Sunbelt Migration), 799-800
b) use geographical or regional knowledge
and analysis of environmental
modification(s) to participate in both
collaborative problem solving and informed
decision making;
SE/TE: Conservation Efforts Produce Mixed
Results, 556; Topic 13 Assessment (4.
Analyze Impact of Geographic Factors on
the Dust Bowl; 12. Identify Roles in
Managing the Environment), 563-564;
Environmental Activists Sound the Alarm,
774-776; Impact of Environmental
Regulations, 776-777; Topic 18 Assessment
(7. Identify Roles in Managing the
Environment), 799; Energy and the
Environment, 868-870
c) evaluate how conflict, demographics, and
movement impact global interdependence
and human identification with place.
SE/TE: The Effects of Industrialization,
319-320; The New Immigrants, 334-340;
Americans Migrate to Cities, 341-342;
Technology Improves City Life, 343-345;
Urban Living Creates Social Issues, 345346; Free Enterprise Improves Life, 347348; A Mass Culture Develops, 348-350; A
Boom in Popular Entertainment, 350-352;
Striving for Equality, 407-410; The Home
Front During World War I, 459-465; Urban,
Suburban, and Rural Areas, 480-481; The
Home Front, 601-608; Free Trade and
Treaties, 844-846; Technological and
Management Innovations in the American
Economy, 846-847; The September 11,
2001 Attacks and the War on Terror, 852855; Immigration Changes American
Society, 864-866; American Demographics
in Transition, 866-868; Technology
Transforms Life, 870-872
23
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
Social Studies Content Standard 6 - Technology, Literacy, and Global
Connections
Students use technology and literacy skills to access, synthesize, and evaluate
information to communicate and apply social studies knowledge to global situations.
Benchmarks
SS12.6.1 Analyze, evaluate, and/or
SE/TE: America and the World Economy,
synthesize multiple sources of information
844-849; Immigration Changes American
in diverse formats and media in order to
Society, 864-866; American Demographics
address a question or solve a problem.
in Transition, 866-868; Energy and the
Environment, 868-870; Technology
Transforms Life, 870-872; Topic 20
Assessment (2. Explain Economic Impact of
Technological Innovations; 3. Identify
Impact of Multinational Corporations; 4.
Describe U.S. Involvement in World Affairs;
8. Evaluate Participation in International
Treaties; 11. Analyze Illegal Immigration;
16. Identify Global Impact of American
Culture), 873-874
21st Century Skills: Draw Conclusions, 956957; Interpret Sources, 957; Analyze Data
and Models, 958-959; Analyze Political
Cartoons, 961-962; Analyze Primary and
Secondary Sources, 967-968; Compare
Viewpoints, 968-969; Identify Bias, 969;
Evaluate Existing Arguments, 970;
Participate in a Discussion or Debate, 971972; Solve Problems, 974
SS12.6.2 Assess the extent to which the
reasoning and evidence in a text supports
the author's claims.
SE/TE: 21st Century Skills: Draw
Conclusions, 956-957; Interpret Sources,
957; Analyze Primary and Secondary
Sources, 967-968; Compare Viewpoints,
968-969; Identify Bias, 969; Evaluate
Existing Arguments, 970; Consider and
Counter Opposing Arguments, 971
24
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
SS12.6.3 Use digital tools to research,
design, and present social studies concepts
(e.g., understand how individual
responsibility applies in usage of digital
media).
https://www.iste.org/standards/nets-forstudents
SE/TE: Topic 4 Assessment (15. Make an
Argument about a Constitutional Issue),
131; Topic 5 Assessment (16. Write an
essay on the Essential Question: What
makes a government successful?), 182;
Topic 6 Assessment (16. Write an essay on
the Essential Question: How should we
handle conflict?), 224; Topic 7 Assessment
(17. Write an essay on the Essential
Question: When is war justified?), 280;
Topic 8 Assessment (16. Write an essay on
the Essential Question: How can we ensure
equality for all?), 309; Topic 15 Assessment
(16. Write an essay on the Essential
Question: What is America’s role in the
world?), 681; Topic 16 Assessment (13.
Trace Historical Development of Political
Equality), 721; Topic 20 Assessment (16.
Write an essay on the Essential Question:
What are the benefits and costs of
technology?), 874
21st Century Skills: Interpret Sources, 957;
Analyze Primary and Secondary Sources,
967-968; Compare Viewpoints, 968-969;
Identify Bias, 969; Evaluate Existing
Arguments, 970; Consider and Counter
Opposing Arguments, 971; Give an
Effective Presentation, 972
SS12.6.4 Evaluate and integrate accurate,
sufficient, and relevant information from
primary and secondary sources to support
writing
SE/TE: Topic 2 Assessment (14. Explain
Significance of Mayflower Compact), 74;
Topic 4 Assessment (7. Analyze the
Arguments of Alexander Hamilton; 8.
Analyze the Arguments of James Madison),
131; Topic 5 Assessment (1. Identify the
Precedents Set by President Washington’s
Administration), 181; Topic 6 Assessment
(14. Analyze Reform Movements), 224;
Topic 14 Assessment (8. Analyze Liberation
of Concentration Camps), 631
25
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Content and Performance Standards
United States History
©2016
(Continued)
SS12.6.4 Evaluate and integrate accurate,
sufficient, and relevant information from
primary and secondary sources to support
writing
(Continued)
Primary Sources: Mayflower Compact, 902903; Anti-Federalist Papers, 909-912; The
Federalist No. 10, James Madison, 912916; The Federalist No. 39, James Madison,
916-919; The Federalist No. 51, 919-921;
The Federalist No. 78, Alexander Hamilton,
922-925; Farewell Address, George
Washington, 925-926; How the Other Half
Lives, Jacob Riis, 934-935; Anne Frank:
The Diary of a Young Girl: Anne Frank, 939940
21st Century Skills: Interpret Sources, 957;
Analyze Primary and Secondary Sources,
967-968; Compare Viewpoints, 968-969;
Evaluate Existing Arguments, 970; Consider
and Counter Opposing Arguments, 971;
Write an Essay, 973; Avoid Plagiarism, 973974
Performance Level Descriptors
The student will:
a) analyze or synthesize multiple sources of
information in diverse formats in order to
address a question or solve a problem;
SE/TE: 21st Century Skills: Draw
Conclusions, 956-957; Interpret Sources,
957; Analyze Data and Models, 958-959;
Analyze Political Cartoons, 961-962;
Analyze Primary and Secondary Sources,
967-968; Compare Viewpoints, 968-969;
Evaluate Existing Arguments, 970;
Participate in a Discussion or Debate, 971972; Solve Problems, 974
b) use digital tools to research, design, and
present social studies concepts;
SE/TE: 21st Century Skills: Analyze Primary
and Secondary Sources, 967-968; Compare
Viewpoints, 968-969; Evaluate Existing
Arguments, 970; Give an Effective
Presentation, 972; Write an Essay, 973;
Avoid Plagiarism, 973-974
c) analyze and critique primary and
secondary sources to support writing.
SE/TE: 21st Century Skills: Interpret
Sources, 957; Analyze Primary and
Secondary Sources, 967-968; Compare
Viewpoints, 968-969; Evaluate Existing
Arguments, 970; Consider and Counter
Opposing Arguments, 971; Write an Essay,
973; Avoid Plagiarism, 973-974; Make
Decisions, 975
26
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
2014 Wyoming Social Studies
Performance Level Descriptors
Social Studies Content Standard 1 - Citizenship, Government, and Democracy
Performance Level Descriptors
Advanced: A twelfth-grade student meets expectations at the proficient level and
independently demonstrates superior performance in the following. The student will:
a) analyze and critique the principles and structure of power, authority, and governance;
b) demonstrate civic responsibility by participating as a citizen in the process;
c) analyze historical and political developments and conducts research to thoroughly and
effectively create and defend a position on an issue.
Proficient: A twelfth-grade student at the proficient level consistently demonstrates
performance in the following. The student will:
a) analyze and critique the principles and structure of power, authority, and governance;
b) demonstrate civic responsibility by participating as a citizen in the process;
c) analyze historical and political developments and conducts research to thoroughly and
effectively create and defend a position on an issue.
Basic: A twelfth -grade student at the basic level demonstrates partial mastery of
knowledge and skills. The student will:
a) analyze and critique the principles and structure of power, authority, and governance;
b) demonstrate civic responsibility by participating as a citizen in the process;
c) analyze historical and political developments and conducts research to thoroughly and
effectively create and defend a position on an issue.
Below Basic: A twelfth-grade student at below basic is unwilling or does not address
the expectations of the basic level.
Social Studies Content Standard 2 - Culture and Cultural Diversity
Performance Level Descriptors
Advanced: A twelfth-grade student meets expectations at the proficient level and
independently demonstrates superior performance in the following. The student will:
a) analyze and evaluate the way various cultural groups meet human needs and
contribute to or influence contemporary life;
b) analyze human experience that integrates views of cultural expression;
c) analyze the conflicts resulting from cultural assimilation and preservation.
Proficient: A twelfth-grade student at the proficient level consistently demonstrates
performance in the following. The student will:
a) analyze and evaluate the way various cultural groups meet human needs and
contribute to or influence contemporary life;
b) analyze human experience that integrates views of cultural expression;
c) analyze the conflicts resulting from cultural assimilation and preservation.
Basic: A twelfth-grade student at the basic level demonstrates partial mastery of
knowledge and skills. The student will:
a) analyze and evaluate the way various cultural groups meet human needs and
contribute to or influence contemporary life;
b) analyze human experience that integrates views of cultural expression;
c) analyze the conflicts resulting from cultural assimilation and preservation.
Below Basic: A twelfth-grade student at below basic is unwilling or does not address
the expectations of the basic level.
27
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A Correlation of Pearson United States History, ©2016 to the
2014 Wyoming Social Studies Content and Performance Standards
Social Studies Content Standard 3 - Production, Distribution, and Consumption
Performance Level Descriptors
Advanced: A twelfth-grade student meets expectations at the proficient level and
independently demonstrates superior performance in the following. The student will:
a) explain how economic factors influence societies and how decisions are based on
economic principles;
b) explain connections between economic principles and government;
c) describe economic systems and concepts.
Proficient: A twelfth-grade student at the proficient level consistently demonstrates
performance in the following. The student will:
a) explain how economic factors influence societies and how decisions are based on
economic principles;
b) explain connections between economic principles and government;
c) describe economic systems and concepts.
Basic: A twelfth-grade student at the basic level demonstrates partial mastery of
knowledge and skills. The student will:
a) explain how economic factors influence societies and how decisions are based on
economic principles;
b) explain connections between economic principles and government;
c) describe economic systems and concepts.
Below Basic: A twelfth-grade student at below basic is unwilling or does not address
the expectations of the basic level.
Social Studies Content Standard 4 - Time, Continuity, and Change
Performance Level Descriptors
Advanced: A twelfth-grade student meets expectations at the proficient level and
independently demonstrates superior performance in the following. The student will:
a) accurately examine events, people, problems, and ideas within their historical
contexts;
b) make comparisons, describe cause and effect, and make connections between the past
and current events;
c) analyze the development and impact of tools and technology.
Proficient: A twelfth-grade student at the proficient level consistently demonstrates
performance in the following. The student will:
a) accurately examine events, people, problems, and ideas within their historical
contexts;
b) make comparisons, describe cause and effect, and make connections between the past
and current events;
c) analyze the development and impact of tools and technology.
Basic: A twelfth-grade student at the basic level demonstrates partial mastery of
knowledge and skills. The students will:
a) accurately examine events, people, problems, and ideas within their historical
contexts;
b) make comparisons, describe cause and effect, and make connections between the past
and current events;
c) analyze the development and impact of tools and technology.
Below Basic: A twelfth-grade student at below basic is unwilling or does not address
the expectations of the basic level.
28
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TE = Teacher’s Edition
A Correlation of Pearson United States History, ©2016 to the
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Social Studies Content Standard 5 - People, Places, and Environments
Performance Level Descriptor
Advanced: A twelfth-grade student meets expectations at the proficient level and
independently demonstrates superior performance in the following. The student will:
a) analyze and evaluate geographic data, historical and current events, the interaction of
physical and human systems, and geographical patterns;
b) use geographical or regional knowledge and analysis of environmental modification(s)
to participate in both collaborative problem solving and informed decision making;
c) evaluate how conflict, demographics, and movement impact global interdependence
and human identification with place.
Proficient: A twelfth-grade student at the proficient level consistently demonstrates
performance in the following. The student will:
a) analyze and evaluate geographic data, historical and current events, the interaction of
physical and human systems, and geographical patterns;
b) use geographical or regional knowledge and analysis of environmental modification(s)
to participate in both collaborative problem solving and informed decision making;
c) evaluate how conflict, demographics, and movement impact global interdependence
and human identification with place.
Basic: A twelfth-grade student at the basic level demonstrates partial mastery of
knowledge and skills. The students will:
a) analyze and evaluate geographic data, historical and current events, the interaction of
physical and human systems, and geographical patterns;
b) use geographical or regional knowledge and analysis of environmental modification(s)
to participate in both collaborative problem solving and informed decision making;
c) evaluate how conflict, demographics, and movement impact global interdependence
and human identification with place.
Below Basic: A twelfth-grade student at below basic is unwilling or does not address
the expectations of the basic level.
Social Studies Content Standard 6 - Technology, Literacy, and Global
Connections
Performance Level Descriptors
Advanced: A twelfth-grade student meets expectations at the proficient level and
independently demonstrates superior performance in the following. The student will:
a) analyze or synthesize multiple sources of information in diverse formats in order to
address a question or solve a problem;
b) use digital tools to research, design, and present social studies concepts;
c) analyze and critique primary and secondary sources to support writing.
Proficient: A twelfth-grade student at the proficient level consistently demonstrates
performance in the following. The student will:
a) analyze or synthesize multiple sources of information in diverse formats in order to
address a question or solve a problem;
b) use digital tools to research, design, and present social studies concepts;
c) analyze and critique primary and secondary sources to support writing.
Basic: A twelfth-grade student at the basic level demonstrates partial mastery of
knowledge and skills. The students will:
a) analyze or synthesize multiple sources of information in diverse formats in order to
address a question or solve a problem;
b) use digital tools to research, design, and present social studies concepts;
c) analyze and critique primary and secondary sources to support writing.
Below Basic: A twelfth-grade student at below basic is unwilling or does not address
the expectations of the basic level.
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SE = Student Edition
TE = Teacher’s Edition