Alignment of Benchmarks and
Indicators
SOCIAL STUDIES
11 - 12
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
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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 patterns of historical continuity and change by challenging arguments of historical inevitability. Grade Eleven Analysis and Interpretation 1. Evaluate the limitations and the opportunities that result from decisions made in the past including: a. Electoral College; b. Direct election of senators; c. Income tax; d. Length of terms of elected and appointed officials. 2. Trace key Supreme Court decisions related to a provision of the Constitution (e.g., cases related to reapportionment of legislative districts, free speech or separation of church and state). Grade Twelve Analysis and Interpretation 1. Challenge arguments of historical inevitability by giving examples of how different choices could have led to different consequences (e.g., choices made during the Civil War, choices relating to immigration policy, or choices made during the Cuban Missile Crisis). Benchmark B: Use historical interpretations to explain current issues. Grade Eleven No indicators present for this benchmark. Grade Twelve Analysis and Interpretation 2. Analyze primary source material to see if a historical interpretation is supported. 3. Analyze cause-and-effect relationships and multiple causation including the influence of ideas, the role of chance and individual and collective action. |
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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 how issues may be viewed differently by various cultural groups. Grade Eleven Cultures 1. Choose a government policy or program and analyze how it has affected and been received by one or more racial, ethnic or religious groups: a. Indian policies; b. Immigration laws; c. Segregation policies; d. Selective service laws. Grade Twelve Cultures 1. Identify the perspectives of diverse cultural groups when analyzing current issues. 2. Analyze proposed solutions to current issues from the perspectives of diverse cultural groups. Benchmark B: Identify the causes of
political,
economic and social oppression and analyze ways individuals,
organizations
and countries respond to resulting conflicts.
Grade Eleven
Interaction 2. Identify causes of prejudice and demonstrate ways in which legal protections (including constitutional amendments and civil rights legislation) prevent and reduce discrimination. 3. Identify and analyze governmental policies that enable individuals of different cultures to participate in the U.S. society and economy including: a. Naturalization; b. Voting rights; c. Racial integration; d. Affirmative action. Grade Twelve Interaction 3. Analyze ways countries and organizations respond to conflicts between forces of unity and forces of diversity (e.g., English only/bilingual education, theocracies/religious freedom, immigration quotas/open immigration policy, single-sex schools/coeducation). 4. Evaluate the effectiveness of international governmental organizations (e.g., United Nations, European Union, World Court and Organization of American States), multinational corporations, and nongovernmental organizations (e.g., Amnesty International, Red Cross and World Council of Churches) in the global arena. Benchmark C: Explain the role of diverse cultural institutions in shaping American society. Grade Eleven Diffusion 4. Explain how the United States has been affected politically, economically and socially by its multicultural diversity (e.g., work force, new ideas and perspectives, and modifications to culture). Grade Twelve Diffusion 5. Evaluate the role of institutions in guiding, transmitting, preserving and changing culture. |
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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: Explain how the character and meaning of a place reflect a society’s economics, politics, social values, ideology and culture. Grade Eleven Places and Regions 1. Explain how government decisions reflect a society’s values about land use (e.g., zoning, park development or toxic waste disposal). Grade Twelve Places and Regions 1. Explain how people create places that reflect culture, human needs, government policy, current values and ideals as they design and build specialized buildings, neighborhoods, shopping centers, urban centers and industrial parks. Benchmark B: Evaluate the consequences of geographic and environmental changes resulting from governmental policies and human modifications to the physical environment. Grade Eleven Human Environmental Interaction 2. Analyze and evaluate the consequences of a governmental policy that affects the physical characteristics of a place or region. Grade Twelve Human Environmental Interaction 2. Describe the intended and unintended effects of human modifications to the physical environment and weigh the costs and benefits of alternative approaches to addressing environmental concerns (e.g., alternative sources of energy, mass transportation systems, or farmland and wetland preservation). 3. Analyze policies and programs for natural resource use and management considering possible trade-offs between environmental quality and economic growth. Benchmark C: Use appropriate data sources and geographic tools to analyze and evaluate public policies. Grade Eleven Application of Geography 3. Compare and evaluate alternative public policies for the use of land and natural resources at all levels of government. 4. Identify and analyze the changing political geography at the local, state, national and international levels including: a. Annexation; b. Zoning; c. Congressional reapportionment; d. Changes in international boundaries. Grade Twelve Application of Geography 4. Use appropriate data sources and tools to gather, manipulate, interpret and communicate geographic information related to civic/global issues. |
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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: Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices. Grade Eleven Scarcity and Resource Allocation 1. Explain the effects of shortages, surpluses and government-enforced controls on prices. 2. Explain ways that people respond to incentives when allocating their scarce resources in their roles as producers, consumers, savers, workers and investors. 3. Explain the impact of inflation on economic behavior. Grade Twelve Scarcity and Resource Allocation 1. Compare how values and beliefs influence economic decisions in different communities. 2.Explain the impact of marginal cost/marginal benefit analysis on decision-making. 3. Select a current issue; identify the costs and benefits of various choices to determine the impact of personal and social economic decisions on the allocation of productive resources. Benchmark B: Identify factors which inhibit or spur economic growth and cause expansions or recessions. Grade Eleven Production, Distribution and Consumption 4. Describe the functions of the components that make up an economic system and describe the relationships among them including: a. Business; b. Productive resources; c. Financial institutions; d. Government; e. Consumers. 5. Identify factors that cause changes in economic growth including the effects of supply and demand on the labor market. 6. Identify indicators that provide information to consumers on the current value or purchasing power of money with a focus on the: a. Consumer Price Index; b. Unemployment rate; c. Gross Domestic Product (GDP). Grade Twelve Production, Distribution and Consumption 4. Use the circular flow model to explain the flow of money, goods, services and productive resources in the economy. Benchmark C: Explain how voluntary worldwide trade, specialization and interdependence among countries affect standards of living and economic growth. Grade Eleven Markets 7. Explain how countries use their comparative advantage to produce goods and services for trade with other countries. 8. Explain the effects of specialization, interdependence and trade on the United States and other countries. 9. Explain how changes in exchange rates affect consumers and producers. Grade Twelve Markets 5. Identify reasons for and the impacts of multinational economic organizations: a. Organization of the Petroleum Exporting Countries (OPEC); b. European Monetary Union; c. North American Free Trade Agreement (NAFTA); d. World Trade Organization (WTO); e. World Bank. Benchmark D: Analyze the role of fiscal and regulatory policies in a mixed economy. Grade Eleven Government and the Economy 10. Analyze issues related to the use of different types of taxes to fund public goods and services including: a. Proportional tax; b. Progressive tax; c. Regressive tax. Grade Twelve Government and the Economy 6. Analyze economic policy decisions made by governments that have resulted in intended and unintended consequences. 7. Identify public policies that may cost more than the benefits they generate, assess who enjoys the benefits, who bears the cost and explain why the policies exist. Benchmark E: Explain the use of a budget in making personal economic decisions and planning for the future. Grade Eleven Personal Finance 11. Explain why incomes will differ in the labor market depending on supply and demand for skills, abilities and education levels. 12. Explain the role of individuals in the economy as producers, consumers, savers, workers and investors. 13. Explain the consequences of the economic choices made by individuals and the tools which they use to manage their financial resources including: a. Budgets; b. Savings; c. Investments; d. Credit; e. Philanthropy. 14. Describe how interest rates affect savers and borrowers. Grade Twelve No indicators present for this benchmark. |
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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: Evaluate, take and defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today. Grade Eleven Role of Government 1. Analyze the actions of the U.S. government and evaluate the extent to which those actions reflect characteristics of American democracy and help to serve the public good. 2. Explain, using examples, how political parties, interest groups, the media and individuals influence the policy agenda and decision-making of government institutions. 3. Describe the changing relationships among the branches of the national government, and evaluate applications of the principles of separation of powers and checks and balances for serving the public good and protecting individual rights. 4. Describe the changing relationship among the levels of government in the U.S. federal system, and evaluate applications of the principle of federalism for serving the public good and protecting individual rights. 5. Explain the major responsibilities of the federal government for domestic and foreign policy including powers of each branch of the government. 6. Explain the functions of local and state governments in Ohio and how their powers are derived from the Ohio Constitution. Grade Twelve Role of Government 1. Identify and analyze an issue related to domestic or foreign policy in the United States (e.g., human rights, intervention in conflicts between other countries, or health care). 2. Explain how individuals and groups, both governmental and non-governmental, influence domestic and foreign policy and evaluate how these actions reflect characteristics of American democracy. Benchmark B: Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations. Grade Eleven Rules and Laws 7. Explain the philosophical foundations of the American political system as outlined in the Declaration of Independence, the U.S. Constitution and the Federalist Papers with emphasis on the basic principles of natural rights. 8. Compare and analyze the powers granted to the national and state governments in the federal system with emphasis on: a. Concurrent powers; b. Reserved powers; c. Implied powers; d. Expressed powers. 9. Explain how interpretations of the basic principles found in the U.S. Constitution have changed over time. 10. Explain the importance of the privilege of habeas corpus and the constitutional prohibitions against bills of attainder and ex post facto laws. Grade Twelve Rules and Laws 3. Explain the key arguments made for and against the ratification of the Constitution and illustrate how those arguments influence contemporary political debate. Benchmark C: Analyze how citizens participate in the election process in the United States. Grade Eleven Systems of Government 11. Explain the role of elections and political parties (including third parties) in facilitating the democratic process. 12. Describe the ways in which public officials are held accountable for the public good including ways they can acquire and lose their offices with emphasis on: a. Appointments; b. Primary and general elections; c. The Electoral College; d. Recall; e. Impeachment. 13. Explain the use of the initiative and referendum in the government of Ohio. Grade Twelve Systems of Government 4. Identify and analyze issues related to the election process in the United States (e.g., election board policies, technology used in elections, media reporting of election results). |
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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: Evaluate various means for citizens to take action on a particular issue. Grade Eleven Participation 1. Analyze historical and contemporary examples of citizen movements to bring about political change (e.g., Mothers Against Drunk Driving [MADD], NOW, Common Cause, NAACP and Eagle Forum). 2. Choose an effective method of citizen participation in the policy process and identify the level of government and person or agency with jurisdiction for a particular set of circumstances. 3. Explain how an individual participates in primary and general elections including: a. Registering to vote; b. Identifying the major duties, responsibilities and qualifications required for a particular position; c. Becoming informed about candidates and issues; d. Declaring or changing party affiliation; e. Obtaining, marking and depositing a ballot. Grade Twelve Participation 1. Practice forms of civic discussion and participation consistent with the ideals of citizens of a democratic republic: a. Persuasive speech; b. Panel discussion; c. Debate. 2. Evaluate policies that have been proposed as ways of dealing with social changes resulting from new technologies (e.g., censorship of the media, intellectual property rights, or organ donation). 3. Analyze relationships and tensions between national sovereignty and international accords and organizations (e.g., international agreements on environmental issues, trade agreements, arms agreements, European Union or NATO). 4. Explain and demonstrate knowledge of federal and Ohio freedom of information and open meeting laws. 5. Explain how to file a request for public information using either the appropriate federal or Ohio freedom of information statute. 6. Prepare a plan of action that defines a community issue and suggest alternative solutions or courses of action based on appropriate criteria. 7. Analyze the causes, consequences and possible solutions to persistent, contemporary and emerging world problems (e.g., health, security, resource allocation, economic development or environmental quality). 8. Analyze how democracy, the free flow of information, global economic interdependence, or human rights movements can cause change within a country. Benchmark B: Explain how the exercise of a citizen’s rights and responsibilities helps to strengthen a democracy. Grade Eleven Rights and Responsibilities 4. Compare the rights of citizens and resident aliens. 5. Explain the meaning and importance of each of the rights guaranteed under the Bill of Rights and how they are secured through: a. Legislation; b. The role of the judiciary in upholding rights; c. The role of citizens exercising their rights. 6.Explain how citizenship includes the exercise of personal responsibility and active participation in a democracy including: a. Behaving in a civil manner; b. Being fiscally responsible; c. Accepting responsibility for the consequences of one’s actions; d. Practicing civil discourse; e. Becoming informed on public issues; f. Voting; g. Taking action on public issues; h. Providing public service; i. Serving on juries. Grade Twelve Rights and Responsibilities 9. Compare elements, proceedings and decisions related to the right to a fair trial in criminal and civil courts and describe alternatives to litigation for maintaining order and resolving conflicts within the U.S. legal system including: a. Mediation; b. Arbitration; c. Alternative dispute resolution; d. Plea-bargaining. |
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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: Obtain and evaluate information from public records and other resources related to a public policy issue. Grade Eleven Obtaining Information 1. Identify a current public policy issue and arguments relative to the issue. 2. Determine criteria by which arguments will be judged. 3. Identify advocacy groups and obtain public policy information they produce. 4. Adjust a research question or topic based on information obtained while conducting research. Grade Twelve Obtaining Information 1. Obtain and evaluate information from public records and other resources related to a public policy issue. Benchmark B: Critique data and information to determine the adequacy of support for conclusions. Grade Eleven Thinking and Organizing 5. Choose a position on an issue and develop a rationale for that position. 6. Critique the conclusions drawn from survey and research data by questioning: Sample size; a. Demographics; b. The sponsoring organization; c. Logic of the conclusions reached. Grade Twelve Thinking and Organizing 2. Construct an action plan for presenting a position to the appropriate decision-making body. 3. Research an issue or topic by gathering, recording, evaluating and interpreting relevant data. Benchmark C: Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue. Grade Eleven Communicating Information 7. Identify appropriate tools for communicating a position on an issue (e.g., electronic resources, newsletters, letters to the editor, public displays and handouts). Grade Twelve Communicating Information 4. Develop a research project and make formal presentations to the class and/or community members using: a. Key terms; b. Support for main ideas; c. Examples; d. Statistics and other evidence; e. Visual aids; f. Formal citation of sources. 5. Respond to questions and feedback about presentations knowledgeably and civilly. Benchmark D: Work in groups to analyze an issue and make decisions. Grade Eleven Problem Solving 8. Apply the processes of persuasion, compromise and negotiation to the resolution of conflicts and differences. Grade Twelve Problem Solving 6. Build consensus within a group by: a. Finding points of agreement; b. Identifying points individuals are willing to concede; c. Making sure that all voices are heard; d. Attempting to understand the view of others. 7. Engage in group work on issues-analysis and decision-making: a. Identify a problem or dilemma; b. Analyze the interests, values and points of view; c. Identify causes of the problem or dilemma; d. Propose alternative solutions; e. Formulate a position or course of action; f. Evaluate the consequences of the action taken. |
| 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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