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US History — Proficiency Scales (Grades 6–12)

Source: North Dakota Standards-Based Learning (NDSBL) Educator Scales — 6-12 US History Social Studies Educator Scales.pdf (updated 08.2022). Transcribed directly from the official PDF, which lives in Standards & Headrush/NDSBL Social Studies Scales/. Applies to: All US History standards active in SDA Studios. This page is the single source of truth for US scoring — skinnies and studios point here.

These are the official North Dakota proficiency scales for US History (US.6_12.1–6), used in SDA Grade 10. Every studio, skinny, and demonstration is scored against the 3.0 target language below.

How to Read a Scale

North Dakota social studies scales are era-bundled: within an era, all six standards share the same set of 3.0 (proficient) targets — the era's key learnings. What changes standard to standard is the 4.0 extension and the 2.0 foundation (vocabulary and basic processes). The score bands are constant:

Score Meaning
4.0 In addition to 3.0, in-depth inferences and applications that go beyond what was taught.
3.5 In addition to 3.0, in-depth inferences and applications with partial success.
3.0 No major errors or omissions. This is the target — proficient.
2.5 No major errors on 2.0 content, and partial knowledge of the 3.0 content.
2.0 Major errors or omissions on the complex ideas; knows the vocabulary and basic processes.
1.5 Partial knowledge of the 2.0 content, major errors on 3.0.
1.0 With help, partial understanding of the 2.0 content.

SDA unit → NDSBL era mapping

SDA Grade 10 US History covers the modern era, mapping to NDSBL Eras 3–5 (1877–present). Eras 1–2 (1754–1877) are included for completeness but are not assessed in the SDA sequence.

  • Units 1–3 (Industrial Revolution, Imperialism & WWI, Roaring 20s) → Era 3: 1877–1941
  • Units 4–8 (WWII, Cold War, Civil Rights, Vietnam, 1970s–80s) → Era 4: 1941–2001
  • Unit 9 (1990s–2000s) → Era 4 / Era 5: 2001–Present

(In the NDSBL source, Era 5 “2001–Present” provides scales for US.6_12.2–6.)

Era 1: Creation and Foundation of United States Government (1754-1814)

The 3.0 Proficiency Targets for this Era

Proficient (3.0) means demonstrating these, shared across all six standards this era:

  • US.6_12.1-6.E1.1 Explain the social, political, and cultural causes and immediate consequences of the American Revolution.
  • US.6_12.1-6.E1.2 Explain the development of early United States government.
  • US.6_12.1-6.E1.3 Explain the development of United States society after the American Revolution.
  • US.6_12.1-6.E1.4 Explain the importance of foreign and domestic decisions of the early United States government, its leaders, and political parties.

US.6_12.1 — Analyzing Sources

Standard: Analyze primary and secondary sources with attention to reliability, impact, and purpose.

4.0 — Beyond the standard: - Design, develop, and create a primary or secondary source which is rooted in events from the creation and foundation of United States government from 1754-1814. - Evaluate the final product’s reliability, impact, and/or purpose.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Analyze, Primary and secondary sources, Reliability, Impact and purpose, Social, political, and cultural causes, Consequences, Development, Government, Society, Foreign and domestic decisions, Political parties, American Revolution.

2.0 — Basic processes: - Identify differences between primary and secondary sources as they apply to Era 1 - Summarize a primary and secondary source as it relates to Era 1 - Identify social, political, and cultural developments of Era 1. - Examine the development of early United States government. - Examine the development of early United States society. - List important foreign and domestic decisions of early United States government. - Identify early United States leaders and political parties.

US.6_12.2 — Multiple Perspectives

Standard: Examine the impact of multiple perspectives on social, political, and cultural development.

4.0 — Beyond the standard: - Judge the impact of multiple perspectives on social, political, and cultural development pertaining to the creation and foundation of United States government from 1754-1814.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Multiple perspectives, Social, political, and cultural development, Social, political, and cultural causes, Consequences, Development, Government, Society, Foreign and domestic decisions, Political parties, American Revolution.

2.0 — Basic processes: - Compare differing viewpoints of events as they relate to Era 1. - Contrast differing viewpoints of events as they relate to Era 1. - Identify social, political, and cultural developments of Era 1. - Examine the development of early United States government. - Examine the development of early United States society. - List important foreign and domestic decisions of early United States government. - Identify early United States leaders and political parties.

US.6_12.3 — Cause & Effect

Standard: Explain the relationship of events focusing on the link(s) between cause and effect.

4.0 — Beyond the standard: - Create a logical prediction based on the absence of an existing historical event (cause and/or effect) that relates to the creation and foundation of United States government from 1754-1814.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Cause and effect, Social, political, and cultural causes, Consequences, Development, Government, Society, Foreign and domestic decisions, Political parties, American Revolution.

2.0 — Basic processes: - Identify the causes and effects of events as they relate to Era 1. - Identify social, political, and cultural developments of Era 1. - Examine the development of early United States government. - Examine the development of early United States society. - List important foreign and domestic decisions of early United States government. - Identify early United States leaders and political parties.

US.6_12.4 — Change Over Time

Standard: Compare how historical elements change over time.

4.0 — Beyond the standard: - Design, develop, and create a primary or secondary source which is rooted in events from the creation and foundation of United States government (1754-1814). - Evaluate the final product’s reliability, impact, and/or purpose.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Compare, Historical elements, Social, political, and cultural causes, Consequences, Development, Government, Society, Foreign and domestic decisions, Political parties, American Revolution.

2.0 — Basic processes: - Describe historical elements, as they relate to Era 1. - Identify social, political, and cultural developments of Era 1. - Examine the development of early United States government. - Examine the development of early United States society. - List important foreign and domestic decisions of early United States government. - Identify early United States leaders and political parties.

US.6_12.5 — Significant Contributions

Standard: Analyze the significant contributions of people, policy, and the influence on an era.

4.0 — Beyond the standard: - Formulate an argument which identifies a key figure or policy from the creation and foundation of United States government from 1754-1814 that had the most significant impact. (positive or negative).

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Analyze, Significant contributions, People, policy, and influence, Historical eras, Social, political, and cultural causes, Consequences, Development, Government, Society, Foreign and domestic decisions, Political parties, American Revolution.

2.0 — Basic processes: - Describe the significant contributions of the people, policies, and influences of Era 1. - Identify social, political, and cultural developments of Era 1. - Examine the development of early United States government. - Examine the development of early United States society. - List important foreign and domestic decisions of early United States government. - Identify early United States leaders and political parties.

US.6_12.6 — Past to Present (Current Events)

Standard: Connect the past to the present using current events.

4.0 — Beyond the standard: - Apply historical knowledge from the creation and foundation of United States government (1754-1814) as a tool for examining current events.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Current events, Social, political, and cultural causes, Consequences, Development, Government, Society, Foreign and domestic decisions, Political parties, American Revolution.

2.0 — Basic processes: - Recognize events of Era 1 and similar current events. - Identify social, political, and cultural developments of Era 1. - Examine the development of early United States government. - Examine the development of early United States society. - List important foreign and domestic decisions of early United States government. - Identify early United States leaders and political parties.

Era 2: Growth and Division in the Union (1814-1877)

The 3.0 Proficiency Targets for this Era

Proficient (3.0) means demonstrating these, shared across all six standards this era:

  • US.6_12.1-6.E2.1 Analyze the impacts of social, religious, and/or cultural movements.
  • US.6_12.1-6.E2.2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy.
  • US.6_12.1-6.E2.3 Explain how westward expansion affected the social, economic, and political landscape of the United States.
  • US.6_12.1-6.E2.4 Explain the changing Native American federal policy and the impact on tribal sovereignty.
  • US.6_12.1-6.E2.5 Explain the social, economic, and political causes and effects of the Civil War.
  • US.6_12.1-6.E2.6 Explain the social, economic, and political effects of Reconstruction.

US.6_12.1 — Analyzing Sources

Standard: Analyze primary and secondary sources with attention to reliability, impact, and purpose.

4.0 — Beyond the standard: - Design, develop, and create a primary or secondary source which is rooted in events from the growth and division in the Union (1814-1877). - Evaluate the final product’s reliability, impact, and/or purpose.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Analyze, Primary and secondary sources, Reliability, impact, and purpose, Social, religious, and cultural movements, Compare and contrast, Sectional divide, Federal policy, Westward expansion, Social, economic, and political landscape, Tribal sovereignty, Civil War, Reconstruction, Causes and effects.

2.0 — Basic processes: - Identify differences between primary and secondary sources as they apply to Era 2. - Summarize a primary and secondary source as it relates to Era 2. - Identify social, religious, and/or cultural movements in Era 2. - Identify causes of the sectional divide within the United States. - Identify effects of westward expansion. - Identify key aspects of federal policy toward Native Americans. - List social, economic, and/or political causes of the Civil War. - List social, economic, and/or political causes of Reconstruction.

US.6_12.2 — Multiple Perspectives

Standard: Examine the impact of multiple perspectives on social, political, and cultural development.

4.0 — Beyond the standard: - Judge the impact of multiple perspectives on social, political, and cultural development pertaining to the growth and division in the Union (1814-1877).

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Multiple perspectives, Social, political, and cultural development, Social, religious, and cultural movements, Compare and contrast, Sectional divide, Federal policy, Westward expansion, Social, economic, and political landscape, Tribal sovereignty, Civil War, Reconstruction, Causes and effects.

2.0 — Basic processes: - Compare differing perspectives of events as they relate to Era 2. - Contrast differing perspectives of events as they relate to Era 2. - Identify social, political, and/or cultural developments of Era 2. - Identify social, religious, and/or cultural movements in Era 2. - Identify causes of the sectional divide within the United States. - Identify effects of westward expansion. - Identify key aspects of federal policy toward Native Americans. - List social, economic, and/or political causes of the Civil War. - List social, economic, and/or political causes of Reconstruction.

US.6_12.3 — Cause & Effect

Standard: Explain the relationship of events focusing on the link(s) between cause and effect.

4.0 — Beyond the standard: - Create a logical prediction based on the absence of an existing historical event (cause and/or effect) that relates to the creation and foundation of United States government from 1814-1877.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Cause and effect, Social, religious, and cultural movements, Compare and contrast, Sectional divide, Federal policy, Westward expansion, Social, economic, and political landscape, Tribal sovereignty, Civil War, Reconstruction.

2.0 — Basic processes: - Identify the causes and effects of events as they relate to Era 2. - Compare differing viewpoints of events as they relate to Era 2. - Contrast differing viewpoints of events as they relate to Era 2. - Identify social, political, and cultural developments of Era 2. - Identify social, religious, and/or cultural movements in Era 2. - Identify causes of the sectional divide within the United States. - Identify effects of westward expansion. - Identify key aspects of federal policy toward Native Americans. - List social, economic, and/or political causes of the Civil War. - List social, economic, and/or political causes of Reconstruction.

US.6_12.4 — Change Over Time

Standard: Compare how historical elements change over time.

4.0 — Beyond the standard: - Develop an argument about the growth and division in the Union from 1814-1877 and how that historical element changed over time.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Historical elements, Social, religious, and cultural movements, Compare and contrast, Sectional divide, Federal policy, Westward expansion, Social, economic, and political landscape, Tribal sovereignty, Civil War, Reconstruction, Causes and effects.

2.0 — Basic processes: - Describe historical elements, as they relate to Era 2. - Identify social, religious, and/or cultural movements in Era 2. - Identify causes of the sectional divide within the United States. - Identify effects of westward expansion. - Identify key aspects of federal policy toward Native Americans. - List social, economic, and/or political causes of the Civil War. - List social, economic, and/or political causes of Reconstruction.

US.6_12.5 — Significant Contributions

Standard: Analyze the significant contributions of people, policy, and the influence on an era.

4.0 — Beyond the standard: - Compare and contrast the significant contributions of people, policy, and the influence on the growth and division in the Union from 1814-1877.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Analyze, Significant contributions, People, policy, and influence, Historical eras, Social, religious, and cultural movements, Compare and contrast, Sectional divide, Federal policy, Westward expansion, Social, economic, and political landscape, Tribal sovereignty, Civil War, Reconstruction, Causes and effects.

2.0 — Basic processes: - Describe the significant contributions of the people, policies, and influences of Era 2. - Identify social, religious, and/or cultural movements in Era 2. - Identify causes of the sectional divide within the United States. - Identify effects of westward expansion. - Identify key aspects of federal policy toward Native Americans. - List social, economic, and/or political causes of the Civil War. - List social, economic, and/or political causes of Reconstruction.

US.6_12.6 — Past to Present (Current Events)

Standard: Connect the past to the present using current events.

4.0 — Beyond the standard: - Apply historical knowledge from Era 2: Growth and Division in the Union (1814-1877) as a tool for examining current events.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Current events, Social, religious, and cultural movements, Compare and contrast, Sectional divide, Federal policy, Westward expansion, Social, economic, and political landscape, Tribal sovereignty, Civil War, Reconstruction, Causes and effects.

2.0 — Basic processes: - Recognize events of Era 2 and similar current events. - Identify social, religious, and/or cultural movements in Era 2. - Identify causes of the sectional divide within the United States. - Identify effects of westward expansion. - Identify key aspects of federal policy toward Native Americans. - List social, economic, and/or political causes of the Civil War. - List social, economic, and/or political causes of Reconstruction.

Era 3: 1877-1941

The 3.0 Proficiency Targets for this Era

Proficient (3.0) means demonstrating these, shared across all six standards this era:

  • US.6_12.1-6.E3.1 Explain the causes and consequences of the Industrial Revolution on American society.
  • US.6_12.1-6.E3.2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.
  • US 6-12.1-6.E3.3 Explain the impact of the United States’ transformation into an imperialist power.
  • US.6_12.1-6.E3.4 Explain the causes and effects of the United States’ entrance into World War I.
  • US.6_12.1-6.E3.5 Explain the political, social, and economic changes of the 1920s.
  • US.6_12.1-6.E3.6 Explain the political, social, and economic events of the 1930s.

US.6_12.1 — Analyzing Sources

Standard: Analyze primary and secondary sources with attention to reliability, impact, and purpose.

4.0 — Beyond the standard: - Design, develop, and create a primary or secondary source which is rooted in events from 1877-1941. - Evaluate the final product’s reliability, impact, and/or purpose.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Primary and secondary sources, Reliability, impact, and purpose, Causes and Consequences, Industrial Revolution, Social, cultural, and economic impacts, Federal government policy, Imperialism, World War I, Political, social, and economic changes.

2.0 — Basic processes: - Identify differences between primary and secondary sources as they apply to Era 3 - Summarize a primary and secondary source as it relates to Era 3 - Describe the causes and/or consequences of the Industrial Revolution - Identify the impacts of government policy on American people - Recognize the impact of the United States’ transformation into an imperialist power - List the causes and effects of the the United States’ entrance into World War I - Recall the political, social, and economic events of the 1920s - Recall the political, social, and economic events of the 1920s

US.6_12.2 — Multiple Perspectives

Standard: Examine the impact of multiple perspectives on social, political, and cultural development.

4.0 — Beyond the standard: - Judge the impact of multiple perspectives on social, political, and cultural development pertaining to Era 3: 1877-1941.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Multiple perspectives, Social, political, and cultural development, Causes and consequences, Industrial Revolution, Social, cultural, and economic impacts, Federal government policy, Imperialism, World War I, Political, social, and economic changes and.

2.0 — Basic processes: - Compare differing viewpoints of events as they relate to Era 3 - Contrast differing viewpoints of events as they relate to Era 3 - Describe the causes and/or consequences of the Industrial Revolution - Identify the impacts of government policy on American people - Recognize the impact of the United States’ transformation into an imperialist power - List the causes and effects of the the United States’ entrance into World War I - Recall the political, social, and economic events of the 1920s - Recall the political, social, and economic events of the 1920s

US.6_12.3 — Cause & Effect

Standard: Explain the relationship of events focusing on the link(s) between cause and effect.

4.0 — Beyond the standard: - Create a logical prediction based on the absence of an existing historical event (cause and/or effect) that relates to Era 3: 1877-1941.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Cause and effect, Causes and consequences, Industrial Revolution, Social, cultural, and economic impacts, Federal government policy, Imperialism, World War I, Political, social, and economic changes.

2.0 — Basic processes: - Identify the causes and effects of events as they relate to Era 3. - Identify social, political, and cultural developments of Era 3. - Describe the causes and/or consequences of the Industrial Revolution - Identify the impacts of government policy on American people - Recognize the impact of the United States’ transformation into an imperialist power - List the causes and effects of the the United States’ entrance into World War I - Recall the political, social, and economic events of the 1920s - Recall the political, social, and economic events of the 1920s

US.6_12.4 — Change Over Time

Standard: Compare how historical elements change over time.

4.0 — Beyond the standard: - Develop an argument about Era 3: 1877-1941 and how that historical interpretation has changed over time.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Cause and effect, Causes and consequences, Industrial Revolution, Social, cultural, and economic impacts, Federal government policy, Imperialism, World War I, Political, social, and economic changes.

2.0 — Basic processes: - Identify the causes and effects of events as they relate to Era 3. - Identify social, political, and cultural developments of Era 3. - Describe the causes and/or consequences of the Industrial Revolution - Identify the impacts of government policy on American people - Recognize the impact of the United States’ transformation into an imperialist power - List the causes and effects of the the United States’ entrance into World War I - Recall the political, social, and economic events of the 1920s - Recall the political, social, and economic events of the 1920s

US.6_12.5 — Significant Contributions

Standard: Analyze the significant contributions of people, policy, and the influence on an era.

4.0 — Beyond the standard: - Formulate an argument which identifies a key figure or policy from Era 4: 1941-2001 of American History that had the most significant impact. (positive or negative). Such as Herbert Hoover, Theodore Roosevelt, Isolationism, Imperialism, FDR, New Deal, Prohibition, Political Machines, etc.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Cause and effect, Causes and consequences, Industrial Revolution, Social, cultural, and economic impacts, Federal government policy, Imperialism, World War I, Political, social, and economic changes.

2.0 — Basic processes: - Identify the causes and effects of events as they relate to Era 3. - Identify social, political, and cultural developments of Era 3. - Describe the causes and/or consequences of the Industrial Revolution - Identify the impacts of government policy on American people - Recognize the impact of the United States’ transformation into an imperialist power - List the causes and effects of the the United States’ entrance into World War I - Recall the political, social, and economic events of the 1920s - Recall the political, social, and economic events of the 1920s

US.6_12.6 — Past to Present (Current Events)

Standard: Connect the past to the present using current events.

4.0 — Beyond the standard: - Applies historical knowledge as a tool for examining current events. Such as Great Depression and current economic policy, voting rights, government aid programs (stimulus) unionism, imperialism, US involvement in the Americas.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Cause and effect, Causes and consequences, Industrial Revolution, Social, cultural, and economic impacts, Federal government policy, Imperialism, World War I, Political, social, and economic changes.

2.0 — Basic processes: - Identify the causes and effects of events as they relate to Era 3. - Identify social, political, and cultural developments of Era 3. - Describe the causes and/or consequences of the Industrial Revolution - Identify the impacts of government policy on American people - Recognize the impact of the United States’ transformation into an imperialist power - List the causes and effects of the the United States’ entrance into World War I - Recall the political, social, and economic events of the 1920s - Recall the political, social, and economic events of the 1920s

Era 4: 1941-2001

The 3.0 Proficiency Targets for this Era

Proficient (3.0) means demonstrating these, shared across all six standards this era:

  • US.6_12.1-6.E4.1 Explain the causes and consequences of U.S. involvement in World War II.
  • US.6_12.1-6.E4.2 Explain the economic and/or social issues of the era and their long-lasting effects.
  • US.6_12.1-6.E4.3 Explain the United States’ reactions toward the growth of communism.
  • US.6_12.1-6.E4.4 Explain the impact of rapid technological change on society.
  • US.6_12.1-6.E4.5 Compare and contrast how different groups competed for equality and the effectiveness of various movements.
  • US.6_12.1-6.E4.6 Identify and explain how domestic issues changed United States’ perceptions of government.

US.6_12.1 — Analyzing Sources

Standard: Analyze primary and secondary sources with attention to reliability, impact, and purpose.

4.0 — Beyond the standard: - Design, develop, and create a primary or secondary source which is rooted in events from this historical period,. - Evaluate the final product’s reliability, impact, and/or purpose.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Primary Source, Secondary Source, Fact / Opinion, Bias, Cause and Consequences, World War II / Axis Powers / Allies, Containment, Baby Boom, Capitalism / Communism, Technology, Equality / Equity / Civil Rights / Social Movement, Public Opinion / Political Polling.

2.0 — Basic processes: - Explain appropriate primary and secondary sources from this era. - Diagram / chart causes and consequences of US involvement in WWII. - Identify the economic and/or social issues of the era and their long-lasting effects. - Illustrate the United States’ reactions toward the growth of communism. - Discuss the impact of rapid technological change on society. - Identify different groups competed for equality and the effectiveness of various movements. - Trace how domestic issues changed United States’ perceptions of government.

US.6_12.2 — Multiple Perspectives

Standard: Examine the impact of multiple perspectives on social, political, and cultural development.

4.0 — Beyond the standard: - Judge the multiple perspectives emerged regarding the social, political, and/or cultural developments of Era 4: 1941-2001 - For example, support and opposition to US involvement in wars and conflicts, counterculture, reliance on technology.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Perspective / Point of View, Social, cultural, political development, Containment, World War II / Axis Powers / Allies, Baby Boom, Capitalism / Communism, Technology, Equality / Equity / Civil Rights / Social Movement, Public Opinion / Political Polling.

2.0 — Basic processes: - Categorize the impact of multiple perspectives on social, political, and cultural development. - Diagram / chart causes and consequences of US involvement in WW II. - Identify the economic and/or social issues of the era and their long-lasting effects. - Illustrate the United States’ reactions toward the growth of communism. - Discuss the impact of rapid technological change on society. - Identify different groups competed for equality and the effectiveness of various movements. - Trace how domestic issues changed United States’ perceptions of government.

US.6_12.3 — Cause & Effect

Standard: Explain the relationship of events focusing on the link(s) between cause and effect.

4.0 — Beyond the standard: - Create a logical prediction based on the absence of an existing historical event (cause and/or effect) that relates to Era 4: 1941-2001.. For example, Germany winning WWII, North Korea winning Korean War, JFK not assassinated.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Cause and Effect, World War II / Axis Powers / Allies, Containment, Baby Boom, Capitalism / Communism, Technology, Equality / Equity / Civil Rights / Social Movement, Public Opinion / Political Polling.

2.0 — Basic processes: - Trace sequence of events which caused the major events of this era. - Diagram / chart causes and consequences of US involvement in WWII. - Identify the economic and/or social issues of the era and their long-lasting effects. - Illustrate the United States’ reactions toward the growth of communism. - Discuss the impact of rapid technological change on society. - Identify different groups competed for equality and the effectiveness of various movements. - Trace how domestic issues changed United States’ perceptions of government.

US.6_12.4 — Change Over Time

Standard: Compare how historical elements change over time.

4.0 — Beyond the standard: - Develop an argument about Era 4: 1941-2001 and how that historical interpretation has changed over time.Such as, Civil Rights, Use of Nuclear Weapons / Nuclear Power, reliance on technology - privacy, perceptions of political leaders, perception of US foreign policy.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Compare / Contrast, Historiography / Revisionist History, WWII/ Axis/ Allies, Containment, Baby Boom, Capitalism / Communism, Technology, Equality / Equity / Civil Rights / Social Movement, Public Opinion / Political Polling.

2.0 — Basic processes: - Identify a historical event in which the interpretation of has changed over time. - Diagram / chart causes and consequences of US involvement in WWII. - Identify the economic and/or social issues of the era and their long-lasting effects. - Illustrate the United States’ reactions toward the growth of communism. - Discuss the impact of rapid technological change on society. - Identify different groups competed for equality and the effectiveness of various movements. - Trace how domestic issues changed United States’ perceptions of government.

US.6_12.5 — Significant Contributions

Standard: Analyze the significant contributions of people, policy, and the influence on an era.

4.0 — Beyond the standard: - Formulate an argument which identifies a key figure or policy from Era 4: 1941-2001 of American History that had the most significant impact. (positive or negative). Such as Marshall Plan, MLK Jr., Malcolm X, Nixon/Watergate, LBJ, Containment/M.A.D., Vietnam-Draft, War Powers Act, War against drugs, Impeachment, NAFTA.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Analyze, Policy, WWII- Axis- Allies, Baby Boom, Capitalism / Communism, Technology, Equality / Equity / Civil Rights / Social Movement, Public Opinion / Political Polling.

2.0 — Basic processes: - Describe the significant contributions of people, policy, and the influence on an era. - Diagram / chart causes and consequences of US involvement in WWII. - Identify the economic and/or social issues of the era and their long-lasting effects. - Illustrate the United States’ reactions toward the growth of communism. - Discuss the impact of rapid technological change on society. - Identify different groups competed for equality and the effectiveness of various movements. - Trace how domestic issues changed United States’ perceptions of government.

US.6_12.6 — Past to Present (Current Events)

Standard: Connect the past to the present using current events.

4.0 — Beyond the standard: - Apply historical knowledge from Era 4: 1941-2001 as a tool for examining current events. For example, rise of USSR and Ukraine, Roe V. Wade, Civil Rights, Federalism - conflict between state and federal law, nuclear weapons, missile testing, impeachment.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Current Events -Analyze, Policy, WWII- Axis- Allies, Baby Boom, Capitalism / Communism, Technology, Equality / Equity / Civil Rights / Social, Movement, Public Opinion / Political Polling.

2.0 — Basic processes: - Share and discuss a factual based, newsworthy article which connects to a historical event from this era. - Diagram / chart causes and consequences of US involvement in WW II. - Identify the economic and/or social issues of the era and their long-lasting effects. - Illustrate the United States’ reactions toward the growth of communism. - Discuss the impact of rapid technological change on society. - Identify different groups competed for equality and the effectiveness of various movements. - Trace how domestic issues changed United States’ perceptions of government.

Era 5: 2001-Present

The 3.0 Proficiency Targets for this Era

Proficient (3.0) means demonstrating these, shared across all six standards this era:

  • US.6_12.1-6.E5.1 Connect the changing political and social climate to United States’ involvement as a global superpower.
  • US.6_12.1-6.E5.2 Explain the social, cultural, and economic impact of changes because of technology.
  • US.6_12.1-6.E5.3 Explain the social, political, and cultural influences on government policies regarding global immigration.

US.6_12.2 — Multiple Perspectives

Standard: Examine the impact of multiple perspectives on social, political, and cultural development.

4.0 — Beyond the standard: - Evaluate why multiple perspectives emerged regarding the social, political, and cultural developments of this era. For example, support and opposition to US involvement in wars and conflicts, reliance on technology, social media, communication methods.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Social, cultural, political development, Social, cultural, and economic impact, Global immigaration.

2.0 — Basic processes: - Locate and describe world areas of geopolitical importance. - Identify examples in which technology has caused or enhances social, cultural, or economic change. - Locate and describe areas of the world in which population shifts are occurring due to immigration/migration. - Categorize the impact of multiple perspectives on social, political, and cultural development.

US.6_12.3 — Cause & Effect

Standard: Explain the relationship of events focusing on the link(s) between cause and effect.

4.0 — Beyond the standard: - Create a prediction based on the absence of an existing historical event (cause and/or effect). For example 9-11, internet, Covid, NCLB, Common Core, Social Media.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Cause and Effect, Social, cultural, and economic impact, Global immigaration.

2.0 — Basic processes: - Locate and describe world areas of geopolitical importance. - Identify examples in which technology has caused or enhances social, cultural, or economic change. - Locate and describe areas of the world in which population shifts are occurring due to immigration/migration. - Trace the sequence of events which caused the major historical issues of this era

US.6_12.4 — Change Over Time

Standard: Compare how historical elements change over time.

4.0 — Beyond the standard: - Develop an argument about Era 5: 2001-Present and how historical interpretation has changed over time. Such as, Civil Rights, Use of Nuclear Weapons / Nuclear Power, reliance on technology - privacy, perceptions of political leaders, perception of US foreign policy.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Historiography / Revisionist History, Social, cultural, and economic impact, Global immigaration.

2.0 — Basic processes: - Locate and describe world areas of geopolitical importance. - Identify examples in which technology has caused or enhances social, cultural, or economic change. - Locate and describe areas of the world in which population shifts are occurring due to immigration/migration. - Identify a historical event in which the interpretation of has changed over time.

US.6_12.5 — Significant Contributions

Standard: Analyze the significant contributions of people, policy, and the influence on an era.

4.0 — Beyond the standard: - Formulate an argument which identifies a key figure or policy from this era of American History you believe has had the most impact (positive or negative). Such as Patriot Act, Civil Rights, Donald Trump, Barack Obama, George W. Bush, NAFTA, Paris Climate Accord, United Nations.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Analyze, Policy, Social, cultural, and economic impact, Global immigaration.

2.0 — Basic processes: - Locate and describe world areas of geopolitical importance. - Identify examples in which technology has caused or enhances social, cultural, or economic change. - Locate and describe areas of the world in which population shifts are occurring due to immigration/migration. - Summarize the significant contributions of people and policy on events of this ear.

US.6_12.6 — Past to Present (Current Events)

Standard: Connect the past to the present using current events.

4.0 — Beyond the standard: - Applies recent historical knowledge as a tool for examining current events.

3.0 — Proficient (target): the era targets above, applied to this standard.

2.0 — Foundational vocabulary: Current events, Social, cultural, and economic impact, Global immigaration.

2.0 — Basic processes: - Locate and describe world areas of geopolitical importance. - Identify examples in which technology has caused or enhances social / cultural. / or economic change. - Locate and describe areas of the world in which population shifts are occurring due to immigration / migration. - Share and discuss a factual based, newsworthy article which connects to a event from this era.