Historical Research Learning Goals and Scales (4)
Learning Goal 1: Students will be able to construct and interpret, charts, graphs, and
timelines by using the historical data researched.
Scale:
4
3
2
1
In addition to level 3,
student was able to
analyze charts,
graphs, and timelines
using the historical
data researched.
Student was able to
construct and
interpret, charts,
graphs, and timelines
by using the historical
data researched.
Student was able to
construct, charts,
graphs, and
timelines by using
the historical data
researched.
Student was able to
partially construct,
charts, graphs, and
timelines using the
historical data
researched.
Learning Goal 2: Students will be able to formulate a thesis statement and answer it
through historical research.
Scale:
4
In addition to level 3, student
was able to formulate a thesis
statement and answer while
analyzing through historical
research.
3
Student was able to
formulate a thesis
statement and answer
it through historical
research.
2
1
Student was
able to formulate
a thesis
statement.
Student could
only partially
formulate a thesis
statement.
Learning Goal 3: Students will be able to identify, explain, and use credible primary/
secondary sources to research topic.
- Use of annotations in the bibliography to explain how the sources were used to create the
project.
- Describe the relationship between primary and secondary sources.
Scale:
4
In addition to level 3,
student was able to
analyze his/her use of
primary/ secondary
sources to research
topic.
3
Student was able to
identify, explain and
use credible primary/
secondary sources to
research topic.
2
Student was able to
identify and use
credible primary/
secondary sources
to research topic.
1
Student could only
partially identify, and
use credible primary/
secondary sources to
research topic.
Learning Goal 4: Students will be able to demonstrate critical thinking by explaining the
topic’s causes and effects while comparing other points of view.
- Bias of sources.
- Form individual point of view.
Scale:
4
3
2
1
In addition to level 3,
student was able to
draw conclusions to
the topic’s causes
and effects while
comparing other
points of view.
Student was able to
demonstrate critical
thinking by explaining
the topic’s causes and
effects while
comparing other
points of view.
Student was able to
demonstrate critical
thinking by identifying
the topic’s causes and
effects while
comparing other
points of view.
Student could only
partially demonstrate
critical thinking when
identifying the topic’s
causes and effects
while comparing other
points of view.
American Revolution Learning Goals and Scales (2)
Learning Goal 5: Students will be able to explain the events which led to the start of the
American Revolution.
- King George III
- Tea Act (Boston Tea Party, British East India Company, Sons of Liberty)
- Stamp Act (role of Patrick Henry)
- Boston Massacre (Role of John Adams, Paul Revere, Sons of Liberty)
- Intolerable Acts (Boston is punished)
- Declaration of Independence (Role of Thomas Jefferson)
- Thomas Paine (Common Sense)
Scale:
4
3
In addition to a 3
student was able
to explain and
analyze
the events which
led to the start of
the American
Revolution.
2
Student was able to
explain the events
which led to the start
of the American
Revolution.
1
Student was able to
identify the events
which led to the start
of the American
Revolution.
Student was able to
partially identify the
events which led to the
start of the American
Revolution.
Learning Goal 6 : Students will be able to explain how the Americans defeated the
British.
- Role of George Washington
- Major Battles (Lexington/Concord, Saratoga, Trenton, Yorktown
- Aid from France (role of Benjamin Franklin)
Scale:
4
3
2
In addition to a 3 student
was able to explain and
analyze how the
Americans defeated the
British.
Student was able to
explain how the
Americans defeated
the British.
Student was able to
identify how the
Americans defeated
the British.
1
Student was able to
partially identify how
the Americans
defeated the British.
Constitutional Convention Learning Goals and Scales (2)
Learning Goal 7 : Students will be able to explain the important documents and
philosophies that influenced the creation of the constitution.
- Magna Carta
- English Bill of Rights
- Mayflower Compact
- Articles of Confederation
- John Locke (natural law, social contract)
- Montesquieu (separation of power)
Scale:
4
In addition to a 3
student was able to
explain and analyze
the important
documents and
philosophies that
influenced the creation
of the constitution.
3
2
1
Student was able to
explain the important
documents and
philosophies that
influenced the
creation of the
constitution.
Student was able to
identify the important
documents and
philosophies that
influenced the
creation of the
constitution.
Student was able to
partially identify the
important documents
and philosophies that
influenced the
creation of the
constitution.
Learning Goal 8: Students will be able to explain the outcome of the Constitutional
Convention.
- John Adams
- James Madison
- Compromises (role of Benjamin Franklin)
- Federalists/Anti Federalists (creation of political parties)
- Bill of Rights
- George Washington’s presidency (state of union address, creation of the cabinet, 2 term
office)
Scale:
4
3
2
In addition to a 3
students was able to
explain and analyze the
outcome of the
Constitutional
Convention.
Student was able to
explain the outcome
of the Constitutional
Convention.
Student was able to
identify the outcome
of the Constitutional
Convention.
1
Student was able to
partially identify the
outcome of the
Constitutional
Convention.
U.S. Constitution Learning Goals and Scales (4)
Learning Goal 9: Students will be able to explain the principles on which the U.S.
Constitution was founded.
- federalism (i.e., enumerated, reserved, and concurrent powers)
- popular sovereignty
- separation of powers
- individual rights
- checks and balances
- limited government
- flexibility (i.e., Elastic Clause, amendment process, living constitution)
- republicanism
- Supreme Law of the Land
Scale:
4
3
2
In addition to a 3 student
was able to explain and
analyze the principles
on which the U.S.
Constitution was
founded.
Student was able to
explain the principles
on which the U.S.
Constitution was
founded.
Student was able to
identify the principles
on which the U.S.
Constitution was
founded.
1
Students was able to
partially identify the
principles on which
the U.S. Constitution
was founded.
Learning Goal 10: Students will be able to explain the powers of the three branches of
the federal government.
- Legislative Branch: Congress (makes laws)
- Executive Branch: President (enforces laws)
- Judicial Branch: Supreme Court (interprets laws, Marbury v. Madison)
- Electoral Process (popular vote and electoral college)
Scale:
4
In addition to a 3
student was able to
explain the powers of
the three branches of
the federal
government.
3
2
Student was able to
explain the powers of
the three branches of
the federal
government.
Student was able to
identify the powers of
the three branches of
the federal
government.
1
Student was able to
partially identify the
powers of the three
branches of the
federal government.
Learning Goal 11: Students will be able to explain rights protected by the Bill of Rights.
- Miranda v. Arizona - 5th Amendment
- Gideon v. Wainwright - 6th Amendment
- Adult vs. Juvenile justice
Scale:
4
In addition to a 3 student
was able to explain and
analyze rights protected
by the Bill of Rights.
3
2
1
Student was able to
explain rights
protected by the Bill
of Rights.
Student was able to
identify rights
protected by the Bill
of Rights.
Student was able to
partially identify the
rights protected by the
Bill of Rights.
Learning Goal 12: Students will be able to explain and compare federal, state, and local
government.
- county, city/ town, tribal
- Direct Democracy (initiative, referendum, recall process)
- law making process
Scale:
4
3
2
1
In addition to a 3
student was able to
analyze federal, state,
and local government.
Student was able to
explain and compare
federal, state, and
local government.
Student was able to
identify and compare
federal, state, and
local government.
Student was able to
partially identify and
compare federal, state,
and local government.
WWII Learning Goals and Scales (4)
Learning Goal 13: Students will be able to explain the reasons why WWII started.
- Japan’s aggressive search for resources
- Fascism, Nazism, rise of totalitarianism following WWI (Hitler, Stalin, Mussolini, Tojo, Hirohito)
- Treaty of Versailles
- Appeasement of Hitler at Munich/Invasion of Poland
- Attack on Pearl Harbor
Scale:
4
3
2
In addition to a 3 student
was able to explain and
analyze how WWII
started.
Student was able to
explain the reasons
why WWII started.
Student was able to
identify the reasons
why WWII started.
1
Student was able to
partially identify the
reasons why WWII
started.
Learning Goal 14: Students will be able to explain how Americans supported the war
effort from home.
- Supporting the war effort (war bonds, scrap/metal drives, rationing, enlisting, President
Roosevelt)
- War industry
- Women and minorities in the workforce (Rosie the Riveter, bracero project)
- Executive Order 9066 (Japanese American internment camps, Korematsu v. U.S.)
Scale:
4
3
2
1
In addition to a 3 student
will be able to explain
and analyze how
Americans supported the
effort from home.
Student was able to
explain how
Americans
supported the war
effort from home.
Students was able to
identify how
Americans
supported the war
effort from home.
Students was able to
partially identify how
Americans supported
the war effort from
home.
Learning Goal 15: Students will be able to explain the major battles and events that
enabled the Allies to defeat the Axis.
- European battles (Battle of Britain, El Alamein, Stalingrad, D-Day Invasion - Dwight D.
Eisenhower, Battle of the Bulge - George Patton)
- Pacific battles (Midway, Iwo Jima, Okinawa, Douglas MacArthur, Ira Hayes, Navajo Code
Talkers)
- Manhattan Project (Harry S. Truman)
Scale:
4
3
2
In addition to a 3 student
was able to explain and
analyze the major
battles and events that
enabled the Allies to
defeat the Axis.
Student was able to
explain the major
battles and events
that enabled the
Allies to defeat the
Axis.
Student was able to
identify the major
battles and events
that enabled the
Allies to defeat the
Axis.
1
Student was able to
partially identify the
major battles and
events that enabled
the Allies to defeat
the Axis.
Learning Goal 16: Students will be able to explain the effects WWII had on the United
States and the world.
- Rebuilding Germany and Japan (Marshall Plan, changes to political boundaries)
- Start of the Cold War (atomic age, NATO, Warsaw Pact)
- United Nations
- Holocaust (Nuremberg Trials, creation of Israel)
Scale:
4
3
2
1
In addition to a 3 student
was able to explain and
analyze the effects WWII
had on the United States
and the world.
Student was able to
explain the effects
WWII had on the
United States and
the world.
Student was able to
identify the effects
WWII had on the
United States and
the world.
Student was able to
partially identify the
effects WWII had on
the United States and
the world.
Cold War Learning Goals and Scales(4)
Learning Goal 17: Student will be able to explain how the Cold War started.
- Western fear of Communist Expansion (Containment, Truman Doctrine, McCarthyism, HUAC,
NATO)
- Eastern fear of Capitalism (Warsaw Pact, Iron Curtain)
- Rise of Nuclear Weapons (Arms Race, Brinkmanship, Cuban Missile Crisis)
- Space Race
Scale:
4
3
2
In addition to a 3 student
was able to explain how
the Cold War started.
Student was able to
explain how the
Cold War started.
Student was able to
identify how the
Cold War started.
1
Student was able to
partially identify how
the Cold War started.
Learning Goal 18: Students will be able to explain how America became involved in the
Korean War.
- Containment (Truman Doctrine)
- Division of Korea after WWII (38th Parallel)
- UN Police action in Korea
- Chinese Involvement
Scale:
4
3
2
In addition to a 3 student
was able to explain and
analyze how America
became involved in the
Korean War.
Student was able to
explain how
America became
involved in the
Korean War.
Student was able to
identify how
America became
involved in the
Korean War.
1
Student was able to
partially identify how
America became
involved in the
Korean War.
Learning Goal 19: Students will be able to explain how the Vietnam War started.
- historical relationship of China and Vietnam
- French Indochina War
- Division of Vietnam
- Ho Chi Minh Trail
Scale:
4
In addition to a 3 student
was able to explain and
analyze how the Vietnam
War started.
3
2
Student was able to
explain how the
Vietnam War
started.
Student was able to
identify how the
Vietnam War
started.
1
Student was able to
partially identify how
the Vietnam War
started.
Learning Goal 20: Students will be able to explain the role of the United States in the
Vietnam War.
- containment of Communism, Domino Theory, Cuban Missile Crisis
- Gulf of Tonkin Resolution
- Tet Offensive
- anti-war protests
- Vietnam Peace Accords and the legacy of the war (26th Amendment, War Powers Act)
Scale:
4
In addition to a 3 student
was able to explain and
analyze the role of the
United States in the
Vietnam War.
3
2
1
Student was able to
explain the role of
the United States in
the Vietnam War.
Student was able to
identify the role of
the United States in
the Vietnam War.
Student was able to
partially identify the
role of the United
States in the Vietnam
War.
Civil Rights & 1950s Learning Goals and Scales (3)
Learning Goal 21: Student will be able to explain the social, economic, technological,
medical and political changes that occurred in post WWII America.
- Transportation (Interstate highway system)
- Communication (Television)
- Technology (computers, space travel)
- Medical (cure for polio)
- Entertainment (Rock n Roll, television)
- Growth of suburbs/ population
- Conformity
- Fear of communism and nuclear war (Red Scare, fear of spying)
Scale:
4
3
2
1
In addition to a 3
student is able to
explain and
analyze the social,
economic,
technological,
medical and political
changes that
occurred in post
WWII America.
Student is able to
explain the social,
economic,
technological,
medical and
political changes
that occurred in
post WWII
America.
Student is able to
identify the social,
economic,
technological,
medical and
political changes
that occurred in
post WWII
America.
Student is able to
partially identify the
social, economic,
technological,
medical and
political changes
that occurred in
post WWII
America.
Learning Goal 22: Students will be able to explain the events that led to the Civil Rights
Movement:
- Nonviolent protests
- Desegregation
- Jim Crow Laws – literacy test, poll taxes, Grandfather Clause
- Civil Rights Movement (i.e., Martin Luther King, Jr., Rosa Parks)
- Desegregation - military, schools, transportation, sports
- Plessy v. Ferguson
- Brown v. Board of Education
Scale:
4
3
2
1
In addition to a 3 student
was be able to explain
and analyze the events
that led to the Civil Rights
Movement:
Student was able to
explain the events
that led to the Civil
Rights Movement:
Student was able to
identify the events
that led to the Civil
Rights Movement:
Student was able to
partially identify the
events that led to the
Civil Rights
Movement:
Learning Goal 23: Students will be able to explain civil rights legislation and
organizations.
- Civil Rights Act of 1964
- Voting Rights Act of 1965
- Indian Civil Rights Act of 1968
- Americans with Disabilities Act
- United Farm Workers (i.e., César Chavez)
- National Organization for Women (Betty Friedan and Gloria Steinem)
Scale:
4
3
2
1
In addition to a 3
student was able to
explain and analyze
civil rights legislation
and organizations.
Student was able
to explain civil
rights legislation
and organizations.
Student was able
to identify civil
rights legislation
and organizations.
Student was able
to partially identify
civil rights
legislation and
organizations.
Contemporary U.S. Learning Goals and Scales (7)
Learning Goal 24: Students will be able to explain the presidency of Nixon.
- Relations with China
- Watergate (Nixon’s resignation)
- President Ford (pardoning of Nixon)
Scale:
4
In addition to a 3
student was able to
explain and analyze
the presidency of
Nixon.
3
2
1
Student was able
to explain the
presidency of
Nixon.
Student was able
to identify the
presidency of
Nixon.
Student was able
to partially identify
the presidency of
Nixon.
Learning Goal 25: Students will be able to explain the presidency of Carter
- Camp David (Peace Accord)
- Iran Hostage Crisis
- Israeli-Palestinian Conflict
Scale:
4
In addition to a 3
student was able to
explain and analyze
the presidency of
Carter.
3
2
1
Student was able
to explain the
presidency of
Carter.
Student was able
to identify the
presidency of
Carter.
Student was able
to partially identify
the presidency of
Carter.
Learning Goal 26: Students will be able to explain the presidency of Reagan
- Star Wars
- Iran-Contra Affair
- Reunification of Germany (fall of Berlin Wall, end of Cold War, collapse of Soviet Union)
- Gorbachev (Glasnost, Perestroika)
- European Union created
Scale:
4
In addition to a 3
student was able to
explain and analyze
the presidency of
Reagan.
3
2
1
Student was able
to explain the
presidency of
Reagan.
Student was able
to identify the
presidency of
Reagan.
Student was able
to partially identify
the presidency of
Reagan.
Learning Goal 27: Students will be able to explain the presidency of George H.W. Bush
- Persian Gulf War
Scale:
4
In addition to a 3
student was able to
explain and analyze
the presidency of
George H.W. Bush.
3
Student was able
to explain the
.presidency of
George H.W.
Bush.
2
1
Student was able
to identify the
presidency of
George H.W.
Bush.
.
Student was able
to partially identify
the presidency of
George H.W.
Bush.
Learning Goal 28: Students will be able to explain the presidency of Bill Clinton
- Economic Growth
- Impeachment
- NAFTA
Scale:
4
In addition to a 3
student was able to
explain and analyze
the presidency of
Bill Clinton.
3
Student was
able to explain
the presidency
of
Bill Clinton.
2
Student was able
to identify the
presidency of Bill
Clinton.
1
Student was able to
partially identify the
presidency of Bill
Clinton.
Learning Goal 29: Students will be able to explain the presidency of George W. Bush
- September 11 (terrorist attacks)
- War on Terror (Iraq Afghanistan War)
- 2000 election
Scale:
4
In addition to a 3
student was able to
explain and analyze
the presidency of
George W. Bush.
3
Student was
able to explain
the presidency
of
George W.
Bush.
2
Student was able
to identify the
presidency of
George W. Bush.
1
Student was able to
partially identify the
presidency of
George W. Bush.
Learning Goal 30: Students will be able to explain human rights issues of the 20th and
21st centuries.
- Apartheid in South Africa
- Genocide (Rwanda and Darfur)
Scale:
4
3
2
In addition to a 3 student
was able to explain and
analyze human rights
issues of the 20th and
21st centuries.
Student was able to
explain human
rights issues of the
20th and 21st
centuries.
Student was able to
identify human
rights issues of the
20th and 21st
centuries.
1
Student was able to
partially identify
human rights issues
of the 20th and 21st
centuries.