California Common Core Standards Addressed
National Standards for Civics & Government
Grades 9-12:
II.B.4.1
Identify the many forms of diversity found in American society, e.g.,
racial, religious, ethnic, socioeconomic, regional, linguistic.
II.B.1.1.i
Explain important factors that helped shape American society, such as
large-scale immigration.
II.D.5
Students should be able to evaluate, take, and defend positions about
issues concerning the disparities between American ideals and realities.
IV.C.2.2
Explain the effects on other nations of significant American political
developments, e.g., immigration policies; opposition to communism;
promotion of human rights; foreign trade; economic; military, and
humanitarian aid.
National Standards for History
Grades 5-12:
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 10.2E.6
Evaluate the continuing struggle for e pluribus unum amid debates over
national vs. group identity, group rights vs. individual rights,
multiculturalism, and bilingual education. [Consider multiple
perspectives]
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]
Grades 9-12:
US History Grades 9-12 4.2C
The student understands how antebellum immigration changed American
society.
US History Grades 9-12 4.2.C.1
Analyze the push-pull factors which led to increased immigration, for
the first time from China but especially from Ireland and Germany.
[Analyze cause-and-effect relationships]
US History Grades 9-12 4.2.C.2
Assess the connection between industrialization and immigration.
[Analyze cause-and-effect relationships].
US History Grades 9-12 4.2.C.3
Explain how immigration intensified ethnic and cultural conflict and
complicated the forging of a national identity. [Interrogate historical
data].
US History Grades 9-12 4.2.C.4
Assess the way immigrants adapted to life in the United States and to
the hostility sometimes directed at them by the nativist movement and
the Know Nothing Party. [Assess the importance of the individual in
history].
US History Grades 9-12 6.2A
The student understands the sources and experiences of the new
immigrants.
US History Grades 9-12 6.2A.1
Distinguish between the “old” and “new” immigration in terms of its
volume and the immigrants’ ethnicity, religion, language, place of
origin, and motives for emigrating from their homelands. [Analyze
multiple causation.]
US History Grades 9-12 6.2A.2
Trace patterns of immigrant settlement in different regions of the
country and how new immigrants helped produce a composite American
culture that transcended group boundaries. [Reconstruct patterns of
historical succession and duration.]
US History Grades 9-12 6.2A.3
Assess the challenges, opportunities, and contributions of different
immigrant groups. [Examine historical perspectives.]
College- and Career-Readiness Anchor Standards
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.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
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.R.10
Read and comprehend complex literary and informational texts
independently and proficiently.
CCSS.ELA-Literacy.CCRA.W.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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.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.RH.6-8.1
Cite specific textual evidence to support analysis of primary and
secondary sources.
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.6-8.5
Describe how a text presents information (e.g., sequentially,
comparatively, causally).
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.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs,
videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts
in the grades 6-8 text complexity band independently and proficiently.
Grades 7-8:
CCSS.ELA-Literacy.RI.7-8.1
Cite the textual evidence that most strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.7-8.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
impact of specific word choices on meaning and tone, including analogies
or allusions to other texts.
CCSS.ELA-Literacy.W.7-8.3.d
Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
CCSS.ELA-Literacy.W.7-8.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.7-8.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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.7-8.4
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.L.7-8.6
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.
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.9-10.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.W.9-10.3.d
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
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.9-10.4
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.9-10.6
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.9-10.2
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.9-10.3
Analyze in detail a series of events described in a text; determine
whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text
support the author’s claims.
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.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how
an author uses and refines the meaning of a key term or terms over the
course of a text.
CCSS.ELA-Literacy.W.11-12.3.d
Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.
CCSS.ELA-Literacy.W.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.W.11-12.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
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.11-12.4
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.L.11-12.6
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.11-12.1
Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole. 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.11-12.7
Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as
in words) in order to address a question or solve a problem.
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.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.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Grades 7-8:
CCSS.ELA-Literacy.W.7-8.7
Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused questions
for further research and investigation.
CCSS.ELA-Literacy.W.7-8.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.SL.7.1.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.8.1.c
Pose questions that connect the ideas of several speakers and respond
to others’ questions and comments with relevant evidence,
observations, and ideas.
Grades 9-10:
CCSS.ELA-Literacy.W.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.W.9-10.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
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.
Grades 11-12:
CCSS.ELA-Literacy.W.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.W.11-12.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
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.