Social Studies, 4.0 credits including Modern History of Hawaii (0.5 credit) and Participation in a Democracy (0.5 credit).
“The ACCN does not set graduation requirements; graduation requirements are determined and set by the Board of Education (BOE). The ACCN, however, reflects the graduation requirements which are adopted by the BOE.” (page 2)
“The Social Studies content standards and benchmarks have been developed for five major disciplines that make up the five strands within the Social Studies. They are History, Political Science/Civics, Cultural Anthropology, Geography, and Economics.” (page 39)
Social Studies content standards include: “Standard 4: Political Science/Civics: Governance, Democracy and Interaction–Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives,” and “Standard 5: Political Science/Civics: Participation and Citizenship–Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action.”
- SS.1.3.2 The student identifies the accomplishment of extraordinary people whose achievements are still being celebrated (e.g., Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin).
- SS.1.4.3 The student describes the symbolic meaning of the flag, the Statue of Liberty, the Pledge of Allegiance, and the National Anthem to people and groups over time.
- SS.1.4.4 Explain shared democratic values, including equality, common good, and individual rights. The student illustrates how democratic values are expressed in home, school, or community.
- SS.1.5.1 The students identify the rights and responsibilities of community leaders (e.g., policy and school principal).
- SS.2.4.1. The student explains different ways people can gain authority, including being appointed to a role of authority (e.g., line leader, appointed government official), being voted into authority (e.g., student council, mayor), and assuming authorities that come with a job (e.g., particular school committee job, principal, and explains the boundaries of such authority.
- SS.3.4.1 The student explains why we have rules and laws, describe how they differ and gives examples of each.
- SS.3.4.2 The student explains powers without authority (e.g., illegal, unofficial such as bullying).
- SS.3.5.1 The student identifies roles (e.g., active, informed participant), rights (e.g., freedom of speech, freedom of religion) and responsibilities (e.g., paying taxes, voting) and fulfills own responsibilities within the classroom.
- SS.5.2.1 Analyze how beliefs and education and/or the society in which a person resides shapes his/her “point of view.” The student contrasts a 17th century woman’s view of her role in family and society with that of a woman in the 21st century.
- SS.5.2.2 Judges the past in the context of the time instead of imposing present norms and values on historical events. The student assesses why slavery was accepted by a majority of the people in colonial America.
- SS.5.3.4 Describe how religion and economic influenced the settling of New England and the southern regions of British North America. The student explains how religion motivated the settling of New England (e.g., Massachusetts Bay Colony) and economic motivated the settling of the Southern colonies (e.g., Jamestown).
- SS.5.3.6 Explain how colonial America solved its labor shortage problem with indentured servants and African slaves. The student describes the work performed by slaves and indentured servants that was necessary for the success of the colonies.
- SS.5.3.7 Illustrate the movement of African slaves to the Americas and their role in the Triangular Trade. The student explains the social (e.g., capture, transport) and economic (e.g., sale, labor) aspects of the African slave trade.
- SS.5.3.8 Describe the conflicts between Europeans and Native Americans (i.e., King Philips War), among colonists (i.e., Bacon’s Rebellion), and between European powers (i.e., the French and Indian War).
- SS.5.3.9 Describe the role of Puritans and Quakers in shaping colonial society. The student explains how diverse religious groups (e.g., Puritans, Quakers) developed and interacted.
- SS.3.5.10 Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution. The student describes how the Stamp Act, Boston Massacre, the Boston Tea party, and other events led Americans to revolt.
- SS.5.3.11 Define the major ideas (i.e., natural rights, government by the consent of the governed, and “all men are created equal”) stated in the Declaration of Independence and explain why they were included. The student gives possible reasons why the framers of the Declaration included the ideas of natural rights, government by the consent of the governed, and “all men are created equal.”
- SS.5.3.12 Describe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures. The student explains the significance of key battles (e.g., Lexington and Concord, Battle of Saratoga), the French-American alliance, and key figures (e.g., King George III, George Washington, Benjamin Franklin, etc.) to the Revolutionary War.
- SS.5.4.1 Explain how colonial governments were based on key principles underlying American democracy (including social contract, majority rule, and equality of opportunity). The student describes how the Mayflower Compact and House of Burgesses illustrated principles underlying American democracy.Â
- SS.5.4.2 Explain how participation in American democracy has changed since the 18th century. The student describes who was allowed to vote in the 18th century and who is allowed to vote today.
- SS.5.8.2 Recongize that governments raise money to pay for goods and services (i.e., taxes) and describe why the American colonists were dissatisfied with the colonial system of taxation. The student explains why the Americans were upset with Stamp Act and Townsend Duties.
- SS.8.3.1 Explain the problems of the national government under the Articles of Confederation that led to the Constitutional Convention of 1787. The student describes why the Articles of Confederation created a weak central government (e.g., inability to tax and the lack of an executive branch) and led to calls for amending the Articles).
- SS.8.3.2 Describe the controversies (including large states versus small states and slavery) and the compromises that resolved them (including the Great Compromise and the Three-Fifths Compromise) at the Constitutional Convention. The student explains why controversies arose and how they were resolved by compromises at the Constitutional Convention.
- SS.8.3.3 Describe the ideas and principles (including checks and balances, separation of powers, representative democracy) of the Constitution. The student identifies the ideas and principles of the Constitution and provides a specific example of how one branch of government can check the powers of another branch (e.g., veto, judicial review, war powers).
- SS.8.3.4 Explain the controversies over the ratification of the Constitution. The student describes the reasons given by the Federalists for supporting ratification (e.g., the need for a strong central government) and reasons given by the Anti-Federalists for opposing it (e.g., fear of a strong central government).
- SS.8.3.5 Explain how the Bill of Rights places limitations on the federal government. The student describes how limitations placed on government by the Bill of Rights secure individual liberties (e.g., free speech, religious liberties, rights of the accused).
- SS.8.3.6 Describe the emergence of the two party system (including Washington’s farewell address and the election of 1800). The student explains why, in spite of Washington’s warning against political factions in his farewell address, a two-party stem emerged by the election of 1800 and manifested itself in the Alien and Sedition Acts.
- SS.8.3.8 Examine the impact of the Seneca Falls Convention and major abolitionists, including Frederick Douglass and William Lloyd Garrison. The student analyzed how the reform movements of the first half of the 19th century (i.e., abolitionism and women’s movement) affected American society.
- SS.8.3.12 Explain how the key issues and events after the Mexican War relate to the outbreak of the Civil War. The student describes how issues and events such as slavery in the territories, the fugitive slave law, “Bleeding Kansas,” the Dred Scott decision, the election of 1860, and the secession crisis led to the Civil War.
- SS.8.3.13. Explain the major factors that determined the outcome of the Civil War (including leaders, resources, and key battles). The student describes leaders (e.g., Lincoln, Grant, Jackson, and Lee), resources (e.g., population and industrial capacity), and key battles (Antietam, Chancellorsillve, Gettysburg) and the role they played in the Civil War.
- SS.8.3.14 Analyze the Reconstruction plan of President Lincoln and that of the congressional Republicans. The student compares Lincoln’s conciliatory policy for readmitting the former Confederate states into the Union with that of the more punitive plan of congressional Republicans.
- SS.8.3.15 Explain the impact of the Civil War on African Americans. The student describes how the lives of African Americans were affected by constitutional amendments (e.g., 13th, 14th, 15th) and the actions of southern whites (e.g., Black Codes, the Ku Klux Klan, and Jim Crow laws).
- SS.8.4.1 Describe the purpose and structures of the three branches of the federal government. The student identifies the main functions (e.g., legislative, executive, and judicial) and structures (e.g., two houses of Congress, president and Executive departments, and levels of courts) of the three branches.
- SS.8.5.1 Explain the responsibilities of citizens in a representative democracy. The student describes why we need to fulfill the responsibilities of citizenship (e.g., obey the law, pay taxes, don’t infringe on the rights of others).