Alignment of Benchmarks and Indicators
SOCIAL STUDIES
9 - 10


History Standard
People in Societies Standard
Geography Standard
Economics Standard
Government Standard
Citizenship Rights and Responsibilities Standard
Social Studies Skills and Methods Standard

History Standard

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.
 
Benchmark A: Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments.
 Grade Nine
Enlightenment Ideas
 1. Explain how Enlightenment ideas produced enduring effects on political, economic and cultural institutions, including challenges to religious authority, monarchy and absolutism. 
 2. Explain connections among Enlightenment ideas, the American Revolution, the French Revolution and Latin American wars for independence.
Grade Ten 
 No indicators present for this benchmark.

Benchmark B: Explain the social, political and economic effects of industrialization.
Grade Nine
Industrialization
 3. Explain the causes and effects of the Industrial Revolution with emphasis on:
a. How scientific and technological changes promoted industrialization in the textile industry in England;
b. The impact of the growth of population, rural-to-urban migrations, growth of industrial cities, and emigration out of Europe;
c. The changing role of labor and the rise of the union movement;
d. Changes in living and working conditions for the early industrial working class, especially women and children;
e. The growth of industrialization around the world.
Grade Ten
Industrialization
 1. Explain the effects of industrialization in the United States in the 19th century including:
a. Changes in work and the workplace;
b. Immigration and child labor and their impact on the labor force;
c. Modernization of agriculture;
d. Urbanization;
e. The emergence of a middle class and its impact on leisure, art, music, literature and other aspects of culture.  
 2.  Analyze the impact of industrialization and the modern corporation in the United States on economic and political practices with emphasis on:
a. Laissez-faire policies;
b. Monopolies;
c. Standard of living.   
 3. Analyze the reasons for the rise and growth of labor organizations in the United States (i.e., Knights of Labor, American Federation of Labor and Congress of Industrial Organizations) including:
a. Unregulated working conditions;
b. Laissez-faire policies toward big business;
c. Violence toward supporters of organized labor.   
 4. Explain the goals and outcomes of the late 19th and early 20th century reform movements of Populism and Progressivism with emphasis on:
a. Urban reforms;
b. Conservation;
c. Business regulation and antitrust legislation;
d. The movement for public schooling;
e. The regulation of child labor.

Benchmark C: Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.
 Grade Nine
Imperialism
 4. Describe the political, economic and social roots of imperialism. 
 5. Analyze the perspectives of the colonizers and the colonized concerning:
a. Indigenous language;
b. Natural resources;
c. Labor;
d. Political systems;
e. Religion.
  6. Explain the global impact of imperialism including:
a. Modernization of Japan;
b. Political and social reform in China;
c. Exploitation of African resources.  
Grade Ten
Imperialism
 5. Trace the development of the United States as a world power with emphasis on:
a. The Spanish-American War;
b. U.S. imperialism in the Far East, South Pacific, Caribbean and Central America.
 
Benchmark D: Connect developments related to World War I with the onset of World War II.
 Grade Nine
20th Century Conflict
 7. Analyze the causes and effects of World War I with emphasis on:
a. Militarism, imperialism, nationalism and alliances;
b. The global scope, outcomes and human costs of the war;
c. The role of new technologies and practices including the use of poison gas, trench warfare, machine guns, airplanes, submarines and tanks;
d. The Treaty of Versailles and the League of Nations.  
 8. Analyze the causes and consequences of the Russian Revolution including:
a. The lack of economic, political and social reforms under the tsars;
b. The impact of World War I;
c. The emergence of Lenin, Stalin and the Bolsheviks;
d. The rise of communism in Russia.  
 9. Assess the global impact of post-World War I economic, social and political turmoil including:
a. Disarmament;
b. Worldwide depression;
c. Colonial rebellion;
d. Rise of militarist and totalitarian states in Europe and Asia.  
 10. Analyze the causes of World War II including:
a. Appeasement;
b. Axis expansion;
c. The role of the Allies.
Grade Ten
20th Century Conflict
 6. Trace the development of the United States as a world power with emphasis on:
a. The decision to enter into World War I;
b. President Wilson’s Fourteen Points;
c. The Treaty of Versailles;
d. The decision of the United States not to participate in the League of Nations.  
 7. Analyze the impact of U.S. participation in World War II, with emphasis on the change from isolationism to international involvement including the reaction to the attack on Pearl Harbor. 

Benchmark E: Analyze connections between World War II, the Cold War and contemporary conflicts.
Grade Nine
20th Century Conflict
 11. Analyze the consequences of World War II including:
a. Atomic weapons;
b. Civilian and military losses;
c. The Holocaust and its impact;
d. Refugees and poverty;
e. The United Nations;
f. The establishment of the state of Israel.  
 12. Analyze the impact of conflicting political and economic ideologies after World War II that resulted in the Cold War including:
a. Soviet expansion in Eastern Europe;
b. The division of Germany;
c. The emergence of NATO and the Warsaw Pact;
d. The Chinese Communist Revolution.  
 13. Examine social, economic and political struggles resulting from colonialism and imperialism including:
a. Independence movements in India, Indochina and Africa;
b. Rise of dictatorships in former colonies.  
 14. Explain the causes and consequences of the fall of the Soviet Union and the end of the Cold War including:
a. The arms build-up;
b. Ethnic unrest in the Soviet Union;
c. Independence movements in former Soviet satellites;
d. Global decline of communism.  
 15. Examine regional and ethnic conflict in the post-Cold War era including:
a. Persistent conflict in the Middle East;
b. Ethnic strife in Europe, Africa and Asia.
Grade Ten
20th Century Conflict
 8. Explain how the Cold War and related conflicts influenced U.S. foreign policy after 1945 with emphasis on:
a. The Marshall Plan;
b. Communist containment, including the Truman Doctrine, Berlin Blockade and Cuban Missile Crisis;
c. The Korean War and the Vietnam War.

Benchmark F: Identify major historical patterns in the domestic affairs of the United States during the 20th century and explain their significance.
 Grade Nine 
 No indicators present for this benchmark.
Grade Ten
The United States in the 20th Century
 9. Analyze the major political, economic and social developments of the 1920s including:
a. The Red Scare;
b. Women’s right to vote;
c. African-American migrations from the South to the North;
d. Immigration restrictions, nativism, race riots and the reemergence of the Ku Klux Klan;
e. The Roaring Twenties and the Harlem Renaissance;
f. Stock market speculation and the stock market crash of 1929.  
 10. Analyze the causes and consequences of major political, economic and social developments of the 1930s with emphasis on:
a. The Great Depression;
b. The Dust Bowl;
c. The New Deal.  
 11. Analyze the impact of U.S. participation in World War II with emphasis on:
a. Events on the home front to support the war effort, including industrial mobilization, women and minorities in the workforce;
b. The internment of Japanese-Americans.  
 12. Explain major domestic developments after 1945 with emphasis on:
a. Postwar prosperity in the United States;
b. McCarthyism;
c. The space race;
d. Immigration patterns.  
 13. Trace social unrest, protest and change in the United States including:
a. Antiwar protest during the Vietnam War;
b. The counterculture movement;
c. The women’s liberation movement.  
 14. Analyze the origins, major developments, controversies and consequences of the civil rights movement with emphasis on:
a. Brown v. Board of Education;
b. Changes in goals and tactics of leading civil rights advocates and organizations;
c. The linkages between the civil rights movement and movements to gain justice for other minority groups.

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People in Societies Standard

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.
 
Benchmark A: Analyze the influence of different cultural perspectives on the actions of groups.
 Grade Nine
Cultures
 1. Analyze examples of how people in different cultures view events from different perspectives including:
a. Creation of the state of Israel;
b. Partition of India and Pakistan;
c. Reunification of Germany;
d. End of apartheid in South Africa.
Grade Ten
Cultures
 1. Describe how the perspectives of cultural groups helped to create political action groups such as:
a. The National Association for the Advancement of Colored People (NAACP);
b. National Organization for Women (NOW);
c. American Indian Movement (AIM);
d. United Farm Workers.  
 2. Analyze the perspectives that are evident in African-American, American Indian and Latino art, music, literature and media and how these contributions reflect and shape culture in the United States.
 
Benchmark B: Analyze the consequences of oppression, discrimination and conflict between cultures.
 Grade Nine
Interaction
 2. Analyze the results of political, economic, and social oppression and the violation of human rights including:
a. The exploitation of indigenous peoples;
b. The Holocaust and other acts of genocide, including those that have occurred in Armenia, Rwanda, Bosnia and Iraq.
 Grade Ten
Interaction
 3. Explain how Jim Crow laws legalized discrimination based on race.
 4. Analyze the struggle for racial and gender equality and its impact on the changing status of minorities since the late 19th century.
 
Benchmark C: Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.
 Grade Nine
Diffusion
 3. Explain how advances in communication and transportation have impacted:
a. Globalization;
b. Cooperation and conflict;
c. The environment;
d. Collective security;
e. Popular culture;
f. Political systems;
g. Religion.
Grade Ten
Diffusion
 5. Explain the effects of immigration on society in the United States:
a. Housing patterns;
b. Political affiliation;
c. Education system;
d. Language;
e. Labor practices;
f. Religion.

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Geography Standard

Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

Benchmark A: Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.
 Grade Nine
Places and Regions
 1. Interpret data to make comparisons between and among countries and regions including:
a. Birth rates;
b. Death rates;
c. Infant mortality rates;
d. Education levels;
e. Per capita Gross Domestic Product (GDP).  
 2. Explain how differing points of view play a role in conflicts over territory and resources.  
 3. Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict. 
Grade Ten
Places and Regions
 1. Explain how perceptions and characteristics of geographic regions in the United States have changed over time including:
a. Urban areas;
b. Wilderness;
c. Farmland;
d. Centers of industry and technology.  

Benchmark B: Analyze geographic changes brought about by human activity using appropriate maps and other geographic data.
 Grade Nine
Human Environmental Interaction
 4. Explain the causes and consequences of urbanization including economic development, population growth and environmental change.
Grade Ten
Human Environmental Interaction
 2. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities and use of productive resources. 

Benchmark C: Analyze the patterns and processes of movement of people, products and ideas.
Grade Nine
Movement
 5. Analyze the social, political, economic and environmental factors that have contributed to human migration now and in the past.
Grade Ten
Movement
 3. Analyze the geographic processes that contributed to changes in American society including:
a. Industrialization and post-industrialization;
b. Urbanization and suburbanization;
c. Immigration.

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Economics Standard

Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.
 
Benchmark A: Compare how different economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them.
Grade Nine
Markets
 1. Describe costs and benefits of trade with regard to:
a. Standard of living;
b. Productive capacity;
c. Usage of productive resources;
d. Infrastructure.  
 2. Explain how changing methods of production and a country’s productive resources affect how it answers the fundamental economic questions of what to produce, how to produce, and for whom to produce. 
 3. Analyze characteristics of traditional, market, command and mixed economies with regard to:
a. Private property;
b. Freedom of enterprise;
c. Competition and consumer choice;
d. The role of government.
Grade Ten
Markets
 1. Evaluate the effects of specialization, trade and interdependence on the economic system of the United States. 
 2. Analyze the development and impacts of labor unions, farm organizations and business organizations on the U.S. economy.  

Benchmark B: Explain how the U.S. government provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.
Grade Nine
Government and the Economy
 4. Analyze the economic costs and benefits of protectionism, tariffs, quotas and blockades on international trade.
Grade Ten
Government and the Economy
 3. Demonstrate how U.S. governmental policies, including taxes, antitrust legislation and environmental regulations affect individuals and businesses. 
 4. Explain the reasons for the creation of the Federal Reserve System and its importance to the economy. 
 5. Analyze the impact of the Great Depression and World War II on the economy of the United States and the resulting expansion of the role of the federal government.

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Government Standard

Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.
 
Benchmark A: Analyze the evolution of the Constitution through post-Reconstruction amendments and Supreme Court decisions. 
Grade Nine 
 No indicators present for this benchmark.
Grade Ten
Rules and Laws
 1. Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court decisions including:
a. Plessy v. Ferguson;
b. Brown v. Board of Education;
c. Regents of the University of California v. Bakke.  
 2. Explain why the 19th and 26th Amendments were enacted and how they affected individuals and groups. 

Benchmark B: Analyze the differences among various forms of government to determine how power is acquired and used.
Grade Nine
Systems of Government
 1. Explain how various systems of governments acquire, use and justify their power. 
 2. Analyze the purposes, structures and functions of various systems of government including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracies.
Grade Ten
 No indicators present for this benchmark.

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Citizenship Rights and Responsibilities Standard

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.  

Benchmark A: Analyze ways people achieve governmental change, including political action, social protest and revolution.
Grade Nine
Participation
 1. Analyze and evaluate the influence of various forms of citizen action on public policy including:
a. The French Revolution;
b. The international movement to abolish the slave trade and slavery;
c. The Russian Revolution;
d. The independence movement in India;
e. The fall of communism in Europe;
f. The end of apartheid.  
 2. Describe and compare opportunities for citizen participation under different systems of government including:
a. Absolute monarchies;
b. Constitutional monarchies;
c. Parliamentary democracies;
d. Presidential democracies;
e. Dictatorships;
f. Theocracies.  
 3. Analyze how governments and other groups have used propaganda to influence public opinion and behavior.
Grade Ten
Participation
 1. Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public opinion with emphasis on:
a. Extension of suffrage;
b. Labor legislation;
c. Civil rights legislation;
d. Military policy;
e. Environmental legislation;
f. Business regulation;
g. Educational policy.  
 2. Explain how civil disobedience differs from other forms of dissent and evaluate its application and consequences including:
a. Women’s suffrage movement of the late 1800s;
b. Civil rights movement of the 1960s;
c. Student protests during the Vietnam War. 

Benchmark B: Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good.
Grade Nine 
 No indicators present for this benchmark.
Grade Ten
Rights and Responsibilities
 3. Explain the considerations and criteria commonly used in determining what limits should be placed on specific rights including:
a. Clear and present danger;
b. Compelling government interest;
c. National security;
d. Libel or slander;
e. Public safety;
f. Equal opportunity.  
 4. Analyze instances in which the rights of individuals were restricted including:
a. Conscientious objectors in World War I;
b. Immigrants during the Red Scare;
c. Intellectuals and artists during the McCarthy Era;
d. African-Americans during the civil rights movement.

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Social Studies Skills and Methods Standard

Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

Benchmark A: Evaluate the reliability and credibility of sources.
Grade Nine
Thinking and Organizing
 1. Detect bias and propaganda in primary and secondary sources of information. 
 2. Evaluate the credibility of sources for:
a. Logical fallacies;
b. Consistency of arguments;
c. Unstated assumptions;
d. Bias.  
 3. Analyze the reliability of sources for:
a. Accurate use of facts;
b. Adequate support of statements;
c. Date of publication.
Grade Ten
Thinking and Organizing
 1. Determine the credibility of sources by considering the following:
a. The qualifications and reputation of the writer;
b. Agreement with other credible sources;
c. Recognition of stereotypes;
d. Accuracy and consistency of sources;
e. The circumstances in which the author prepared the source.  
 2. Critique evidence used to support a thesis. 

Benchmark B: Use data and evidence to support or refute a thesis.
Grade Nine
Communicating Information
 4. Develop and present a research project including:
a. Collection of data;
b. Narrowing and refining the topic;
c. Construction and support of the thesis.  
Grade Ten
Communicating Information
 3. Analyze one or more issues and present a persuasive argument to defend a position.

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Early Learning Writing
K - 2 Writing
3 -4  Writing
5 - 7  Writing 8 -10  Writing
11 - 12Writing
Early Learning Reading
K - 3 Reading
4 -7  Reading
8 -10  Reading
11 -12 Reading

Early Learning Math
K - 2 Math 3 - 4 Math 5 - 7  Math
8 -10 Math
11 - 12 Math
Early Learning Social  Studies
 K -2 Social  Studies 3 - 5 Social  Studies
6 - 8 Social  Studies
9 -10 Social  Studies
11 - 12 Social  Studies
Early Learning Science
 K -2 Science 3 -5  Science
6 -8  Science
9 -10 Science
11 - 12 Science
All of the information on this site is available in pdf and/or Word format at  the  Ohio Department of Education Web Site at http://www.ode.state.oh.us/  

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