California Common Core Standards Addressed
National Standards for History:
U.S. History Grades 5-12 9.4A.6
Evaluate the agendas, strategies, and effectiveness of various African
Americans, Asian Americans, Latino Americans, and Native Americans, as
well as the disabled, in the quest for civil rights and equal
opportunities. [Explain historical continuity and change]
U.S. History Grades 5-12 9.1A.5
Analyze the continued gap between poverty and the rising affluence of
the middle class. [Consider multiple perspectives]
U.S. History Grades 5-12 9.1A.5
Analyze the continued gap between poverty and the rising affluence of
the middle class. [Consider multiple perspectives]
U.S. History Grades 5-12 10.2B.1
Analyze the new immigration policies after 1965 and the push-pull
factors that prompted a new wave of immigrants. [Analyze
cause-and-effect relationships]
U.S. History Grades 5-12 10.2D.3
Explain the influence of media on contemporary American culture.
[Explain historical continuity and change]
U.S. History Grades 5-12 10.2A.3
Explain the increase in income disparities and evaluate its social and
political consequences. [Analyze cause-and-effect relationships]
U.S. History Grades 5-12 10.2E.4
Evaluate the continuing grievances of racial and ethnic minorities and
their recurrent reference to the nation’s charter documents. [Explain
historical continuity and change]
National Standards for Civics and Government:
Grades: 5-8 II.B.3
Students should be able to evaluate, take, and defend positions on the
value and challenges of diversity in American life.
Grades: 5-8 II.B.3.3
Explain why conflicts have arisen from diversity, using historical and
contemporary examples, e.g., North/South conflict; conflict about land,
suffrage, and other rights of Native Americans; Catholic/Protestant
conflicts in the nineteenth century; conflict about civil rights of
minorities and women; present day ethnic conflict in urban settings
Grades: 5-8 II.D.3
Students should be able to evaluate, take, and defend positions on
issues concerning ways and means to reduce disparities between American
ideals and realities.
Grades: 5-8 II.D.3.4
Eescribe historical and contemporary efforts to reduce discrepancies
between ideals and the reality of American public life, e.g., abolition,
suffrage, civil rights, and environmental protection movements
Grades: 5-8 V.E.3.2
Describe historical and current examples of citizen movements seeking to
promote individual rights and the common good, e.g., abolition,
suffrage, labor and civil rights movements
Grades: 9-12 II.D.4
Students should be able to evaluate, take, and defend positions on
issues in which fundamental values and principles may be in conflict.
Grades: 9-12 II.D.5
Students should be able to evaluate, take, and defend positions about
issues concerning the disparities between American ideals and realities.
Grades: 9-12 II.D.5.4.b
explain ways in which discrepancies between reality and the ideals of
American constitutional democracy can be reduced by social action
Grades: 9-12 II.D.5.4.c
explain ways in which discrepancies between reality and the ideals of
American constitutional democracy can be reduced by political action
Grades: 9-12 III.E.3
Students should be able to evaluate, take, and defend positions on the
influence of the media on American political life.
Grades: 9-12 V.B.4
Students should be able to evaluate, take, and defend positions on the
relationships among personal, political, and economic rights.
Grades: 9-12 V.C.2.1
Evaluate the importance of each citizen reflecting on, criticizing, and
reaffirming basic constitutional principles
Grades: 9-12 V.C.2.2.c
Evaluate the importance for the individual and society of monitoring the
adherence of political leaders and governmental agencies to
constitutional principles and taking appropriate action if that
adherence is lacking
College- and Career-Readiness Anchor Standards:
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
CCSS.ELA-Literacy.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a
text.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
CCSS.ELA-Literacy.CCRA.W.7
Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
CCSS.ELA-Literacy.CCRA.W.8
Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.10
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.2
Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.CCRA.SL.4
Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.5
Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
Grades 6-8:
CCSS.ELA-Literacy.RI.6.1
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.6.2
Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments.
CCSS.ELA-Literacy.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or
anecdotes).
CCSS.ELA-Literacy.RI.6.8
Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from
claims that are not.
CCSS.ELA-Literacy.W.6.1.a
Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-Literacy.W.6.1.b
Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or
text.
CCSS.ELA-Literacy.W.6.2.a
Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.6.2.b
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
CCSS.ELA-Literacy.W.6.5
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.
CCSS.ELA-Literacy.W.6.10
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own
clearly.
CCSS.ELA-Literacy.SL.6.1.a
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.6.1.c
Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.
CCSS.ELA-Literacy.SL.6.2
Interpret information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a
topic, text, or issue under study.
CCSS.ELA-Literacy.SL.6.4
Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
CCSS.ELA-Literacy.RI.7-8.1
Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.7-8.2
Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of
the text.
CCSS.ELA-Literacy.RI.7-8.8
Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
CCSS.ELA-Literacy.W.7-8.1.a
Introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
CCSS.ELA-Literacy.W.7-8.1.b
Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
CCSS.ELA-Literacy.W.7-8.2.a
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.7-8.2.b
Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
CCSS.ELA-Literacy.W.7-8.5
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.
CCSS.ELA-Literacy.W.7-8.10
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.
CCSS.ELA-Literacy.SL.7-8.1
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 7-8 topics,
texts, and issues, building on others’ ideas and expressing their own
clearly.
CCSS.ELA-Literacy.SL.7-8.1.a
Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under
discussion.
CCSS.ELA-Literacy.SL.7-8.1.c
Pose questions that elicit elaboration and respond to others’ questions
and comments with relevant observations and ideas that bring the
discussion back on topic as needed.
CCSS.ELA-Literacy.SL.7-8.1.d
Acknowledge new information expressed by others and, when warranted,
modify their own views.
CCSS.ELA-Literacy.SL.7-8.2
Analyze the main ideas and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and explain how the
ideas clarify a topic, text, or issue under study.
CCSS.ELA-Literacy.SL.7-8.4
Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and
examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
CCSS.ELA-Literacy.RH.6-8.2
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.
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social
studies.
CCSS.ELA-Literacy.RH.6-8.6
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).
CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the
same topic.
CCSS.ELA-Literacy.WHST.6-8.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.7
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.
CCSS.ELA-Literacy.WHST.6-8.8
Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection,
and research.
Grades 9-10:
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant
and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.W.9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
to aiding comprehension.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.10
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1.a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate
the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of
the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.9-10.2
Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop
over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects
of history/social studies.
CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and
emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support
the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and
secondary sources.
CCSS.ELA-Literacy.WHST.9-10.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA-Literacy.WHST.9-10.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection,
and research.
Grades 11-12:
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they interact and
build on one another to provide a complex analysis; provide an objective
summary of the text.
CCSS.ELA-Literacy.W.11-12.1.a
Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.W.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.W.11-12.2.a
Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.11-12.2.b
Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge
of the topic.
CCSS.ELA-Literacy.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.11-12.10
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve
contradictions when possible; and determine what additional information
or research is required to deepen the investigation or complete the
task.
CCSS.ELA-Literacy.SL.11-12.2
Integrate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in order to make
informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.4
Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line
of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors’ differing points of view on the same historical event
or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.8
Evaluate an author’s premises, claims, and evidence by corroborating or
challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary,
into a coherent understanding of an idea or event, noting discrepancies
among sources.
CCSS.ELA-Literacy.WHST.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.7
Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose,
and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection,
and research.