PA CorePA Common Core: History and Social Studies (2012)
Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
GRADES 6-8
Cite specific textual evidence to support analysis of primary and secondary sources. (8.5.6-8.A)Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. (8.5.6-8.B)Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). (8.5.6-8.C)Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. (8.5.6-8.D)Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). (8.5.6-8.F)Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (8.5.6-8.G)Distinguish among fact, opinion, and reasoned judgment in a text. (8.5.6-8.H)Analyze the relationship between a primary and secondary source on the same topic. (8.5.6-8.I)By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently (8.5.6-8.J)Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
GRADES 6-8
Write arguments focused on discipline-specific content.-Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.-Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.-Establish and maintain a formal style.-Provide a concluding statement or section that follows from and supports the argument presented. (8.6.6-8.A)Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.-Use precise language and domain-specific vocabulary to inform about or explain the topic.-Establish and maintain a formal style and objective tone.-Provide a concluding statement or section that follows from and supports the information or explanation presented.Note: 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. (8.6.6-8.B)Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (8.6.6-8.C)With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (8.6.6-8.D)Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (8.6.6-8.E)Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (8.6.6-8.F)Draw evidence from informational texts to support analysis reflection, and research. (8.6.6-8.H)PA AcademicCivics and Government (2009-2012)
Principles and Documents of Government
GRADE 8
Outline how different systems of government function. (5.1.8.B)Analyze the principles and ideas that shaped local, Pennsylvania, and national governments. -Liberty / Freedom -Democracy -Justice -Equality (5.1.8.C)Summarize the basic principles and ideals within documents and the roles played by the framers as found in significant documents: -Declaration of Independence -United States Constitution -Bill of Rights -Pennsylvania Constitution (5.1.8.D)Analyze how political symbols are used by the media and leaders to influence public opinion. (5.1.8.F)CIVICS & GOVERNMENT
Analyze the sources, purposes, functions of law, and how the rule of law protects individual rights and promotes the common good. (5.1.C.A)Employ historical examples and political philosophy to evaluate the major arguments advanced for the necessity of government. (5.1.C.B)Evaluate the application of the principles and ideals in contemporary civic life. -Liberty / Freedom -Democracy -Justice -Equality (5.1.C.C)Evaluate state and federal powers based on significant documents and other critical sources. -Declaration of Independence -United States Constitution -Bill of Rights -Pennsylvania Constitution (5.1.C.D)Analyze and assess the rights of people as written in the PA Constitution and the US Constitution. (5.1.C.E)Analyze the role political symbols play in civil disobedience and patriotic activites. (5.1.C.F)US HISTORY 1850-PRESENT
Apply examples of the rule of law as related to individual rights and the common good. (5.1.U.A)Analyze the principles and ideals that shape United States government. -Liberty / Freedom -Democracy -Justice -Equality (5.1.U.C)Compare and contrast the basic principles and ideals found in significant documents: -Declaration of Independence -United States Constitution -Bill of Rights -Pennsylvania Constitution (5.1.U.D)WORLD HISTORY 1450-PRESENT
Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. (Reference History Standards 8.3.9.D.) Employ historical examples and political philosophy to evaluate the major arguments advanced for the necessity of government. (5.1.W.B)Rights and Responsibilities of Citizenship
GRADE 8
Summarize the role of citizens in terms of right and responsibilites in different government systems. (5.2.8.A)Describe how citizens resolve conflicts in society and government. (5.2.8.B)Describe the role of political leadership and public service. (5.2.8.C)Describe the citizen’s role in the political process. (5.2.8.D)CIVICS & GOVERNMENT
Analyze strategies used to resolve conflicts in society and government. (5.2.C.B)Evaluate political leadership and public service in a republican form of government. (5.2.C.C)Evaluate and demonstrate what makes competent and responsible citizens. (5.2.C.D)US HISTORY 1850-PRESENT
Analyze strategies used to resolve conflicts in society and government. (5.2.U.B)How Government Works
GRADE 8
Explain the various judicial levels of the (5.3.8.F)Describe various types of projects and services provided through local, state, and national taxes. (5.3.8.I)Compare democracy to totalitarianism. (5.3.8.J)CIVICS & GOVERNMENT
Examine the process of checks and balances among the three branches of government, including the creation of law. (5.3.C.A)Evaluate the roles of political parties, interest groups, and mass media in politics and public policy. (5.3.C.D)Explain the Supreme Court’s role in interpreting the U.S. Constitution. -Individual rights -States’ rights -Civil rights (5.3.C.F)Explain various types of taxes and their purposes. (5.3.C.I)US HISTORY 1850-PRESENT
Analyze landmark United States Supreme Court interpretations of the Constitution and its Amendments. (5.3.U.F)How International Relationships Function
GRADE 8
Describe how national interests lead to agreements and conflicts between and among countries. (5.4.8.A)Describe the foreign policy tools of diplomacy, economic aid, military aid, sanctions, and treaties. (5.4.8.B)CIVICS & GOVERNMENT
Explain why and how different foreign policy tools are used to advance a nation’s self interest (e.g., diplomacy, economic aid, military aid, sanctions, treaties). (5.4.C.B)Economics (2009-2012)
Scarcity and Choice
GRADE 8
Explain how limited resources and unlimited wants cause scarcity. (6.1.8.A)Compare decisions made because of limited resources and unlimited wants. Analyze the resources that are combined to create goods and services. (6.1.8.B)Compare choices to determine the best action. (6.1.8.C)CIVICS & GOVERNMENT
Evaluate the economic reasoning behind a choice. (6.1.C.B)Explain the opportunity cost associated with government policies. (6.1.C.C)US HISTORY 1850-PRESENT
Analyze the opportunity cost of decisions made by individuals, businesses, communities, and nations. (6.1.U.C)Markets and Economic Systems
GRADE 8
Describe the interaction of consumers and producers of goods and services in the state and national economy. (6.2.8.A)Identify positive and negative effects of market competition. (6.2.8.B)Explain how advertising influences economic decisions. (6.2.8.C)Explain the effects that changes in price have on buyers and sellers. (6.2.8.D)Compare the state of the current economy with the economy in a different time or place. (6.2.8.E)Analyze the functions of private economic institutions in the national economy. (6.2.8.F)Functions of Government
GRADE 8
Compare and contrast the effects of different taxation policies. (6.3.8.C)Explain how government actions may affect international trade. (6.3.8.D)CIVICS & GOVERNMENT
Evaluate the social, political, and economic costs/benefits of potential changes to taxation policies. (6.3.C.C)Explain why governments limit or promote international trade. (6.3.C.D)US HISTORY 1850-PRESENT
Analyze how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. - Ethnicity and Race - Working conditions - Immigration - Military conflict - Economic Stability (Reference History Standards 8.3.9.D.) (6.3.U.B)Analyze how conflict and cooperation among groups and organizations have impacted the growth and development of the US. -Ethnicity and Race -Working conditions -Immigration -Military conflict -Economic Stability (Reference History Standards 8.3.9.D.) (6.3.U.D)WORLD HISTORY 1450-PRESENT
Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world. -Ethnicity and Race -Working conditions -Immigration -Military conflict -Economic Stability (Reference History Standards 8.3.9.D.) (6.3.W.D)Economic Interdependence
GRADE 8
Compare the standard of living in different times and places. (6.4.8.B)Explain how the level of transportation, communication networks, and technology affect economic interdependence. (6.4.8.D)US HISTORY 1850-PRESENT
Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S. (Reference History Standards 8.3.9.A.) (6.4.U.C)Income, Profit, and Wealth
US HISTORY 1850-PRESENT
Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S. (Reference History Standards 8.3.9.A.) (6.5.U.B)Geography (2009-2012)
Basic Geographic Literacy
GRADE 8
Explain and locate places and regions as defined by physical and human features. (7.1.8.B)Physical Characteristics of Places and Regions
GRADE 8
Explain the characteristics of places and regions. (7.2.8.A)Explain the physical processes that shape patterns on Earth’s surface. (7.2.8.B)Human Characteristics of Places and Regions
GRADE 8
Explain the human characteristics of places and regions using the following criteria: -Population -Culture -Settlement -Economic activities -Political activities (7.3.8.A)CIVICS & GOVERNMENT
Analyze the human characteristics of places and regions using the following criteria: -Population -Culture -Settlement -Economic activities -Political activities (7.3.C.A)US HISTORY 1850-PRESENT
Analyze the human characteristics of places and regions using the following criteria: -Population -Culture -Settlement -Economic activities -Political activities (7.3.U.A)Interactions Between People and the Environment
GRADE 8
Illustrate the effects of the physical systems on people within regions. (7.4.8.A)Historical Analysis and Skills Development
GRADE 8
Compare and contrast events over time and how continuity and change over time influenced those events. (8.1.8.A)Compare and contrast a historical event, using multiple points of view from primary and secondary sources. (8.1.8.B)CIVICS & GOVERNMENT
Analyze the major arguments advanced for different systems of government. (Reference Civics and Government Standard 5.1.9.B.) (8.1.C.B)US HISTORY 1850-PRESENT
Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships. (8.1.U.B)Analyze, synthesize and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. (Reference RWSL Standard 1.8.11 Research) (8.1.U.C)Pennsylvania History
GRADE 8
Compare and contrast the social, political, cultural, and economic contributions of specific individuals and groups from Pennsylvania. (8.2.8.A)Compare and contrast the importance of significant historical documents, artifacts, and places critical to Pennsylvania history. (8.2.8.B)Compare and contrast the ways continuity and change have impacted Pennsylvania history. - Belief systems and religions - Commerce and industry - Technology - Politics and government - Physical and human geography - Social organizations (8.2.8.C)Compare and contrast examples of how conflict and cooperation among groups and organizations impacted the history and development of Pennsylvania. - Ethnicity and race - Working conditions - Immigration - Military conflict - Economic stability (8.2.8.D)US HISTORY 1850-PRESENT
Evaluate the importance of various historical documents, artifacts, and places in Pennsylvania which are critical to U.S. (8.2.U.B)Evaluate how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the U.S. -Ethnicity and race -Working conditions -Immigration -Military conflict -Economic stability (8.2.U.D)United States History
GRADE 8
Examine the role groups and individuals played in the social, political, cultural, and economic development of the United States. (8.3.8.A)Evaluate the importance of historical documents, artifacts and places critical to United States history. (8.3.8.B)Summarize how continuity and change have impacted U.S. history. - Belief systems and religions - Commerce and industry - Technology - Politics and government - Physical and human geography - Social organizations (8.3.8.C)Examine how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. - Ethnicity and race - Working conditions - Immigration - Military conflict - Economic stability (8.3.8.D)CIVICS & GOVERNMENT
Compare and contrast the politics of various interest groups and evaluate their impact on foreign policy. (Reference Civics and Government Standard 5.4.12.E.) (8.3.C.A)Compare and contrast the basic principles and ideals found in significant documents: -Declaration of Independence -United States Constitution -Bill of Rights (Reference Civics and Government Standard 5.1.9.D.) (8.3.C.B)Analyze the principles and ideals that shape United States government. -Liberty / Freedom -Democracy - Justice -Equality (Reference Civics and Government Standard 5.1.9.C.) (8.3.C.C)Analyze the role political symbols play in civil disobedience and patriotic activites. (Reference Civics and Government standard 5.1.9.F.) (8.3.C.D)US HISTORY 1850-PRESENT
Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S. (8.3.U.A)Compare the impact of historical documents, artifacts, and places which are critical to the U.S. (8.3.U.B)Evaluate how continuity and change have impacted the United States. -Belief systems and religions -Commerce and industry -Technology -Politics and government -Physical and human geography -Social organizations (8.3.U.C)Evaluate how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S. -Ethnicity and race -Working conditions -Immigration -Military conflict -Economic stability (8.3.U.D)World History
GRADE 8
Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history. (8.4.8.A)Illustrate how continuity and change have impacted world history. - Belief systems and religions - Commerce and industry - Technology - Politics and government - Physical and human geography - Social organizations (8.4.8.C)Compare conflict and cooperation among groups and organizations which have impacted the history and development of the world. (8.4.8.D)CIVICS & GOVERNMENT
Analyze strategies used to resolve conflicts in society and government. (Reference Civics and Government Standards 5.2.9.B.) Evaluate the role of nationalism in uniting and dividing citizens. (Reference Civics and Government Standards: 5.1.12.F.) (8.4.C.D)WORLD HISTORY 1450-PRESENT
Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history. (8.4.W.A)Evaluate how continuity and change have impacted the world today.-Belief systems and religions -Commerce and industry -Technology -Politics and government -Physical and human geography -Social organization (8.4.W.C)NationalNCSS - Curriculum Standards for Social Studies (1994)
Grades K-12
Culture - Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can: (NCSS.I)People, Places, & Environments Social studies programs should include experiences that provide for the study of people, places, and environments, so that the learner can: (NCSS.III)Individuals, Groups, & Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can: (NCSS.V)Production, Distribution, & Consumption Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services, so that the learner can: (NCSS.VII)Science, Technology, & Society Social studies programs should include experiences that provide for the study of relationships among science, technology, and society, so that the learner can: (NCSS.VIII)
