SOCIAL STUDIES
AMERICAN HISTORY
GRADE 10
Curriculum Map
and Standards
2015-2016
Aligned with Ohio’s
Learning Standards for
Social Studies and the
Common Core State
Standards for Literacy in
History/Social Studies
Office of Teaching and
Learning – Curriculum
Division
American History 10 Curriculum Map
* Each unit is allocated an approximate number of weeks using a traditional period schedule. Teachers should
adjust these timeframes as needed based on student mastery and formative assessment data.
Unit 1. Foundations of American History
Unit 2. Industrialization and Progressivism
1.1 Historical Thinking
(Content Statements 1-4)
2.1 Industrialization, Immigration, Urbanization
(Content Statements 10, 11, 12)
1.2 Historic Documents
(Content Statements 5-9)
2.2 The Progressive Era (Content Statement 14)
2.3 Jim Crow and the Great Migration
(Content Statements 12, 13)
Content Statements 1-4 are process (skill)
standards that should be incorporated into
each unit. Common Core Literacy in History/
Social Studies and Writing standards should
also be incorporated throughout the course.
Grading Period 1 – 4 weeks
Grading Period 1 – 5 weeks
Unit 3. Foreign Affairs from
Imperialism to Post-World War I
Unit 4. Prosperity, Depression, and the
New Deal
Unit 5. From Isolation to
World War
3.1 American Imperialism and
World War I
(Content Statement 15)
4.1 Social Change in the Roaring Twenties
(Content Statements 17, 18, 19)
5.1 U.S. Entry into WW II
(Content Statement 21)
4.2 The Great Depression
(Content Statement 20)
3.2 Post-World War I
(Content Statement 16)
Supplement: Financial Literacy
Grading Period 2 – 3 weeks
Grading Period 2 – 4 weeks
Grading Period – 2 weeks
Unit 5. From Isolation to
World War (continued)
Unit 6. Cold War
Unit 7. Social Transformations in the
United States
5.2 The American Home
Front
(Content Statement 22)
6. Cold War America
(Content Statements 23-27)
7.1 Postwar Boom
(Content Statement 29)
7.2 Civil Rights Movement
(Content Statement 28)
Grading Period 2 – 2 weeks
Grading Period 3 – 3 weeks
Grading Period 3 – 4 weeks
Unit 7. Social Transformations in
the United States (continued)
Unit 8. United States and PostCold War World
Financial Literacy, Research,
Review and Assessment
7.3 Migration and Immigration
(Content Statement 30)
8. Globalization and American
Foreign Policy
(Content Statements 32-33)
This timeframe can be used after
state testing to address financial
literacy, have students conduct
research projects, and review for
final exams.
7.4 New Frontier and Great Society
(Content Statement 31)
Grading Period 4 – 3 weeks
Columbus City Schools
Grading Period 4 – 3 weeks
2015-2016
Grading Period 4 – 3 weeks
1
AMERICAN HISTORY
Theme: This course examines the history of the United States of America from 1877 to the present. The federal
republic has withstood challenges to its national security and expanded the rights and roles of its citizens. The
episodes of its past have shaped the nature of the country today and prepared it to attend to the challenges of
tomorrow. Understanding how these events came to pass and their meaning for today’s citizens is the purpose of
this course. The concepts of historical thinking introduced in earlier grades continue to build with students locating
and analyzing primary and secondary sources from multiple perspectives to draw conclusions
TOPIC: HISTORICAL THINKING AND SKILLS
Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made
by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are
explored.
Content Statements:
1. Historical events provide opportunities to examine alternative courses of action.
2. The use of primary and secondary sources of information includes an examination of the credibility of
each source.
3. Historians develop theses and use evidence to support or refute positions.
4. Historians analyze cause, effect, sequence, and correlation in historical events, including multiple
causation and long- and short-term causal relations.
TOPIC: HISTORIC DOCUMENTS
Some documents in American history have considerable importance for the development of the nation. Students
use historical thinking to examine key documents which form the basis for the United States of America.
Content Statements:
5. The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of
British subjects in the American colonies.
6. The Northwest Ordinance addressed a need for government in the Northwest Territory and
established precedents for the future governing of the United States.
7. Problems facing the national government under the Articles of Confederation led to the drafting of the
Constitution of the United States. The framers of the Constitution applied ideas of Enlightenment in
conceiving the new government.
8. The Federalist Papers and the Anti-Federalist Papers structured the national debate over the
ratification of the Constitution of the United States.
9. The Bill of Rights is derived from English law, ideas of the Enlightenment, the experiences of the
American colonists, early experiences of self-government and the national debate over the ratification
of the Constitution of the United States.
TOPIC: INDUSTRIALIZATION AND PROGRESSIVISM (1877-1920)
Ignited by post-Civil War demand and fueled by technological advancements, large-scale industrialization began
in the United States during the late 1800s. Growing industries enticed foreign immigration, fostered urbanization,
gave rise to the American labor movement and developed the infrastructure that facilitated the settling of the
West. A period of progressive reform emerged in response to political corruption and practices of big business.
Content Statements:
10. The rise of corporations, heavy industry, mechanized farming and technological innovations
transformed the American economy from an agrarian to an increasingly urban industrial society.
Columbus City Schools
2015-2016
2
11. The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst
unregulated working conditions, laissez-faire policies toward big business, and violence toward
supporters of organized labor.
12. Immigration, internal migration and urbanization transformed American life.
13. Following Reconstruction, old political and social structures reemerged and racial discrimination was
institutionalized.
14. The Progressive era was an effort to address the ills of American society stemming from industrial
capitalism, urbanization and political corruption.
TOPIC: FOREIGN AFFAIRS FROM IMPERIALISM TO POST-WORLD WAR I (1898-1930)
The industrial and territorial growth of the United States fostered expansion overseas. Greater involvement in the
world set the stage for American participation in World War I and attempts to preserve post-war peace.
Content Statements:
15. As a result of overseas expansion, the Spanish-American War and World War I, the United States
emerged as a world power.
16. After WWI, the United States pursued efforts to maintain peace in the world. However, as a result of
the national debate over the Versailles Treaty ratification and the League of Nations, the United
States moved away from the role of world peacekeeper and limited its involvement in international
affairs.
TOPIC: PROSPERITY, DEPRESSION AND THE NEW DEAL (1919-1941)
The post-World War I period was characterized by economic, social and political turmoil. Post- war prosperity
brought about changes to American popular culture. However, economic disruptions growing out the war years
led to worldwide depression. The United States attempted to deal with the Great Depression through economic
programs created by the federal government.
Content Statements:
17. Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World
War I. 18. An improved standard of living for many, combined with technological innovations in
communication, transportation and industry, resulted in social and cultural changes and tensions.
18. An improved standard of living for many, combined with technological innovations in communication,
transportation and industry, resulted in social and cultural changes and tensions
19. Movements such as the Harlem Renaissance, African-American migration, women’s suffrage and
Prohibition all contributed to social change.
20. The Great Depression was caused, in part, by the federal government’s monetary policies, stock
market speculation, and increasing consumer debt. The role of the federal government expanded as
a result of the Great Depression.
TOPIC: FROM ISOLATION TO WORLD WAR (1930-1945)
The isolationist approach to foreign policy meant U.S. leadership in world affairs diminished after World War I.
Overseas, certain nations saw the growth of tyrannical governments which reasserted their power through
aggression and created conditions leading to the Second World War. After Pearl Harbor, the United States
entered World War II, which changed the country’s focus from isolationism to international involvement.
Content Statements:
21. During the 1930s, the U.S. government attempted to distance the country from earlier interventionist
policies in the Western Hemisphere as well as retain an isolationist approach to events in Europe and
Asia until the beginning of WWII.
Columbus City Schools
2015-2016
3
22. The United States mobilization of its economic and military resources during World War II brought
significant changes to American society.
TOPIC: THE COLD WAR (1945-1991)
The United States and the Union of Soviet Socialist Republics (U.S.S.R.) emerged as the two strongest powers in
international affairs. Ideologically opposed, they challenged one another in a series of confrontations known as
the Cold War. The costs of this prolonged contest weakened the U.S.S.R. so that it collapsed due to internal
upheavals as well as American pressure. The Cold War had social and political implications in the United States.
Content Statements:
23. Use of atomic weapons changed the nature of war, altered the balance of power and began the
nuclear age.
24. The United States followed a policy of containment during the Cold War in response to the spread of
communism.
25. The Second Red Scare and McCarthyism reflected Cold War fears in American society.
26. The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.
27. The collapse of communist governments in Eastern Europe and the U.S.S.R. brought an end to the
Cold War.
TOPIC: SOCIAL TRANSFORMATIONS IN THE UNITED STATES (1945-1994)
A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this
change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the
impact of mass media, the phenomenon of suburban and Sun Belt migrations, the increase in immigration and the
expansion of civil rights.
Content Statements:
28. Following World War II, the United States experienced a struggle for racial and gender equality and
the extension of civil rights.
29. The postwar economic boom, greatly affected by advances in science, produced epic changes in
American life.
30. The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the
Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act have
had social and political effects.
31. Political debates focused on the extent of the role of government in the economy, environmental
protection, social welfare and national security.
TOPIC: UNITED STATES AND THE POST-COLD WAR WORLD (1991 TO PRESENT)
The United States emerged from the Cold War as a dominant leader in world affairs amidst a globalized
economy, political terrorism and the proliferation of nuclear weapons.
Content Statements:
32. Improved global communications, international trade, transnational business organizations, overseas
competition and the shift from manufacturing to service industries have impacted the American
economy.
33. The United States faced new political, national security and economic challenges in the post-Cold
War world and following the attacks on September 11, 2001.
Columbus City Schools
2015-2016
4
READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12
Grades 9–10 students:
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social studies.
5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how they treat the same or similar topics, including
which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or
digital text.
8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
10. By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12
Grades 9–10 students:
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out
the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in
a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
Columbus City Schools
2015-2016
5
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
3. Not applicable as a separate requirement - Students’ narrative skills continue to grow in these grades.
The Standards require that students be able to incorporate narrative elements effectively into arguments
and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative
accounts into their analyses of individuals or events of historical import. In science and technical subjects,
students must be able to write precise enough descriptions of the step-by-step procedures they use in
their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Columbus City Schools
2015-2016
6