California Common Core Standards Addressed
National Standards for Civics and Government (Grades 5-8):
II.D.2
Students should be able to evaluate, take, and defend positions on issues in which fun:damental values and principles are in conflict.
III.B.1
Students should be able to explain the major responsibilities of the national government for domestic and foreign policy.
III.F.2
Students should be able to evaluate, take, and defend positions on the influence of the media on American political life.
IV.A.2.2
Students should be able to explain reasons for the breakdown of order among nation-states, e.g., conflicts about national interests, ethnicity, and religion; competition for resources and territory; absence of effective means to enforce international law
IV.A.3.2
Students should be able to describe various means used to attain the ends of United States foreign policy, e.g., diplomacy; economic, military, and humanitarian aid; treaties; trade agreements; incentives; sanctions; military intervention; covert action
IV.B.2.1
Students should be able to describe the impact of current political developments in the world on the United States, e.g., conflicts within and among other nations, efforts to establish democratic governments
V.B.4.5
Students should be able to identify and evaluate positions on a contemporary conflict between rights and other social values and interests, e.g., the right of the public to know what their government is doing versus the need for national security, the right to property versus the protection of the environment
V.C.2
Students should be able to evaluate, take, and defend positions on the importance of civic responsibilities to the individual and society.
Grades 9-12:
I.A.3
Students should be able to evaluate, take, and defend positions on competing ideas regarding the purposes of politics and government and their implications for the individual and society.
II.D.5
Students should be able to evaluate, take, and defend positions about issues concerning the disparities between American ideals and realities.
III.E.2
Students should be able to evaluate, take, and defend positions about the role of public opinion in American politics.
III.E.2.3
Students should be able to evaluate ways that government and the media influence public opinion
IV.A.2.2
Students should be able to explain common reasons for the breakdown of order among nation-states, e.g., conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law
IV.B.2
Students should be able to evaluate, take, and defend positions about how United States foreign policy is made and the means by which it is carried out.
IV.B.3
Students should be able to evaluate, take, and defend positions on foreign policy issues in light of American national interests, values, and principles.
V.B.5.5
Students should be able to evaluate positions on a contemporary conflict between rights and other social values and interests, e.g., the right of the public to know what their government is doing versus the need for national security, the right to property versus the protection of the environment
National Standards for History:
U.S. History Grades 5-12 9.2
How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics
U.S. History Grades 5-12 9.2A
The student understands the international origins and domestic consequences of the Cold War.
U.S. History Grades 5-12 9.2C
The student understands the foreign and domestic consequences of U.S. involvement in Vietnam.
U.S. History Grades 5-12 9.2C.1
Assess the Vietnam policy of the Kennedy, Johnson, and Nixon administrations and the shifts of public opinion about the war. [Analyze multiple causation]
U.S. History Grades 5-12 9.2C.3
Evaluate how Vietnamese and Americans experienced the war and how the war continued to affect postwar politics and culture. [Appreciate historical perspectives]
College- And Career-Readiness Anchor Standards:
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.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Grades 6-8:
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.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCSS.ELA-Literacy.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-Literacy.SL.6-8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 6-7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6-8.1.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.6-8.1.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.7.2
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.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-Literacy.SL.6-8.4
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.L.6-8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.6-8.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Grades 9-12:
CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.SL.9-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-12.1.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.9-12.1.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.9-12.2
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.9-12.4
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.L.9-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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.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.
Grades 6-8:
History:
D2.His.1.6-8.
Analyze connections among events and developments in broader historical contexts.
D2.His.2.6-8.
Classify series of historical events and developments as examples of change and/or continuity.
D2.His.3.6-8.
Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.4.6-8.
Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.5.6-8.
Explain how and why perspectives of people have changed over time.
D2.His.6.6-8.
Analyze how people’s perspectives influenced what information is available in the historical sources they created.
D2.His.10.6-8.
Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
D2.His.11.6-8.
Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.
D2.His.12.6-8.
Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
D2.His.13.6-8
Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.
D2.His.14.6-8.
Explain multiple causes and effects of events and developments in the past.
D2.His.15.6-8.
Evaluate the relative influence of various causes of events and developments in the past.
Communicating Conclusions and Taking Informed Action
D4.3.6-8.
Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.6.6-8.
Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
D4.7.6-8.
Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
Grades 9-12:
History:
D2.His.1.9-12.
Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.2.9-12.
Analyze change and continuity in historical eras.
D2.His.3.9-12.
Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.4.9-12.
Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12.
Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.6.9-12.
Analyze the ways in which the perspectives of those writing history shaped the history that they produced.
D2.His.7.9-12.
Explain how the perspectives of people in the present shape interpretations of the past.
D2.His.8.9-12.
Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.
D2.His.10.9-12.
Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.
D2.His.11.9-12.
Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.
D2.His.12.9-12.
Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
D2.His.13.9-12.
Critique the appropriateness of the historical sources used in a secondary interpretation.
D2.His.14.9-12.
Analyze multiple and complex causes and effects of events in the past
D2.His.15.9-12.
Distinguish between long-term causes and triggering events in developing a historical argument.
Communicating Conclusions and Taking Informed Actions
D4.3.9-12.
Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.6.9-12.
Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
D4.7.9-12.
Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.