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61. Standards

Parents and students take note that there are no state standards for 9th grade Social Studies. However we will address many of the 10th and 11th grade standards in preperation for later study. Attached you will find the general standards for the 9th-12th grade years in the area of Social Studies.

There is also a heavy computer focus during the Freshman year and also attached are the many national technology standards that will be addressed during the year.

CA- California K-12 Academic Content Standards

Subject: History & Social Science

Grade: Grades Nine Through Twelve

Area: Historical and Social Sciences Analysis SkillsThe intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine through twelve. They are to be assessed only in conjunction with the content standards in grades nine through twelve. In addition to the standards for grades nine through twelve, students demonstrate the following intellectual, reasoning, reflection, and research skills.

Sub-Strand: Chronological and Spatial Thinking

Standard 2: Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

Standard 3: Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

Standard 4: Students relate current events to the physical and human characteristics of places and regions.

Sub-Strand: Historical Research, Evidence, and Point of View

Standard 4: Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

Sub-Strand: Historical Interpretation

Standard 1: Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Standard 2: Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

Standard 5: Students analyze human modifications of landscapes and examine the resulting environmental policy issues.

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) (old)

Grade: Grades 9-12

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

Performance Objective 1: Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)

Performance Objective 2: Make informed choices among technology systems, resources, and services. (1, 2)

Performance Objective 3: Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)

Performance Objective 4: Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)

Performance Objective 5: Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)

Performance Objective 6: Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)

Performance Objective 7: Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)

Performance Objective 8: Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)

Performance Objective 9: Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)

Performance Objective 10: Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

Author: Patrick Olson
Last modified: 4/30/2020 5:05 PM (EDT)

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61. Standards