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Our classes, lesson plans and activities can help you meet the national standards listed below.

  • Center for Civic Education

    Title Content Standard
    Standard I: What Are Civic Life, Politics, and Government?

    A. What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve? B. What are the essential characteristics of limited and unlimited government? C. What are the nature and purposes of constitutions? D. What are alternative ways of organizing constitutional governments?

    Standard II: What Are the Foundations of the U.S. Political System?

    A. What is the American idea of constitutional government? B. What are the distinctive characteristics of American society? C. What is American political culture? D. What values and principles are basic to American constitutional democracy?

    Standard III: How Does the Government Embody the … Principles of American Democracy?

    A. How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution? D. What is the place of law in the American constitutional system? E. How does the American political system provide for choice and opportunities for participation?

    Standard IV: What Is the Relationship of the U.S. to Other Nations and to World Affairs?

    A. How is the world organized politically? B. How do the domestic politics and constitutional principles of the United States affect its relations with the world? C. How has the United States influenced other nations, and how have other nations influenced American politics and society?

    Standard V: What are the Roles of the Citizen in American Democracy?

    A. What is citizenship? B. What are the rights of citizens? C. What are the responsibilities of citizens? D. What civic dispositions or traits of private and public character are important to the preservation and improvement of American constitutional democracy? E. How can citizens take part in civic life?

  • Common Core State Standards

    Title Content Standard
    Language 1 (Conventions)

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    Language 2 (Conventions)

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    Language 3 (Knowledge of Language)

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

    Language 4 (Vocabulary)

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

    Language 5 (Vocabulary)

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Language 6 (Vocabulary)

    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.

    Reading 1 (Key Ideas)

    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.

    Reading 10 (Range of Reading)

    Read and comprehend complex literary and informational texts independently and proficiently.

    Reading 2 (Key Ideas)

    Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

    Reading 3 (Key Ideas)

    Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

    Reading 4 (Craft and Structure)

    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.

    Reading 5 (Craft and Structure)

    Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

    Reading 6 (Craft and Structure)

    Assess how point of view or purpose shapes the content and style of a text.

    Reading 7 (Knowledge Integration)

    Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

    Reading 8 (Knowledge Integration)

    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.

    Reading 9 (Knowledge Integration)

    Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

    Speaking and Listening 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.

    Speaking and Listening 2

    Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

    Speaking and Listening 3

    Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

    Speaking and Listening 4

    Present information such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

    Speaking and Listening 5

    Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

    Speaking and Listening 6

    Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

    Writing 1 (Support Claims)

    Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

    Writing 10 (Practice)

    Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

    Writing 2 (Content Choice)

    Write informative/explanatory texts to examine and convey complex ideas clearly and accurately through the effective selection, organization, and analysis of content.

    Writing 3 (Narratives)

    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

    Writing 4 (Task and Purpose)

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    Writing 5 (Iterations)

    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

    Writing 6 (Technology Use)

    Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

    Writing 7 (Research)

    Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

    Writing 8 (Use of Sources)

    Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

    Writing 9 (Evidence)

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • ISTE 2016

    Title Content Standard
    2b. Ethical Behavior

    Students engage in positive, safe, legal and ethical behavior when using technology.

    2. Digital Citizen
    3a. Research Strategies

    Students plan and employ effective research strategies to locate information and other resources.

    3. Knowledge Constructor
    3b. Evaluate Information

    Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

    3. Knowledge Constructor
    3c. Meaningful Connections

    Students create collections of artifacts that demonstrate meaningful connections or conclusions.

    3. Knowledge Constructor
    3d. Build Knowledge

    Students build knowledge by actively exploring real-world issues and problems.

    3. Knowledge Constructor
    6a. Appropriate Platforms

    Students choose the appropriate platforms and tools for meeting desired communication objectives.

    6. Creative Communicator
    6b. Original Creations

    Students create original works or responsibly remix digital resources.

    6. Creative Communicator
    6c. Communication Through Objects

    Students communicate complex ideas by creating or using a variety of digital objects.

    6. Creative Communicator
    6d. Customized Messages

    Students publish or present content that customizes the message and medium for their intended audiences.

    6. Creative Communicator
    7c. Team Contributions

    Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

    7. Global Collaborator
    7d. Local and Global Issues

    Students explore local and global issues and use collaborative technologies to investigate solutions.

    7. Global Collaborator
  • NCSS - College, Career and Civic Life Framework

    Title Content Standard
    Dim. 1 – Determining Helpful Sources

    6 – 8: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.

    9 – 12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

    D1.5.6-8 and D1.5.9-12
    Dim. 2 – Causation and Argumentation

    6 – 8: Explain multiple causes and effects of events and developments in the past.

    9 – 12: Analyze multiple and complex causes and effects of events in the past.

    D2.His.14.6-8 and D2.His.14.9-12
    Dim. 2 – Causation and Argumentation

    6 – 8. Organize applicable evidence into a coherent argument about the past.

    9 – 12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

    D2.His.16.6-8 and D2.His.16.9-12
    Dim. 2 – Change, Continuity, and Context

    6 – 8: Analyze connections among events and developments in broader historical contexts.

    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.1.6-8 and D2.His.1.9-12
    Dim. 2 – Change, Continuity, and Context

    6 – 8: Classify series of historical events and developments as examples of change and/or continuity.

    9 – 12: Analyze change and continuity in historical eras.


    D2.His.2.6-8 and D2.His.2.9-12
    Dim. 2 – Change, Continuity, and Context

    6 – 8: Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

    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.3.6-8 and D2.His.3.9-12
    Dim. 2 – Civic and Political Institutions

    6 – 8: Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

    9 – 12: Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

    D2.Civ.3.6-8 and D2.Civ.3.9-12
    Dim. 2 – Historical Sources and Evidence

    6 – 8: Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.

    9 – 12: Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.


    D2.His.12.6-8 and D2.His.12.9-12
    Dim. 2 – Participation and Deliberation: Applying Civic Virtues and Democratic Principles

    6 – 8: Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.

    9 – 12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

    D2.Civ.8.6-8 and D2.Civ.8.9-12
    Dim. 2 – Perspectives

    6 – 8: Analyze multiple factors that influenced the perspectives of people during different historical eras.

    9 – 12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.


    D2.His.4.6-8 and D2.His.4.9-12
    Dim. 2 – Perspectives

    6 – 8. Explain how and why perspectives of people have changed over time.

    9 – 12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

    D2.His.5.6-8 and D2.His.5.9-12
    Dim. 2 – Process, Rules and Laws

    6 – 8: Compare historical and contemporary means of changing societies, and promoting the common good.

    9 – 12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

    D2.Civ.14.6-8 and D2.Civ.14.9-12
    Dim. 2 – Participation and Deliberation: Applying Civic Virtues and Democratic Principles

    6 – 8: Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

    9 – 12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.

    D2.Civ.10.6-8 and D2.Civ.10.9-12
    Dim. 3 – Developing Claims and Using Evidence

    6 – 8. Develop claims and counterclaims while pointing out the strengths and limitations of both.

    9 – 12. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.

    D3.4.6-8 and D3.4.9-12
    Dim. 3 – Gathering and Evaluating Sources

    6 – 8: Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

    9 – 12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection

    D3.1.6-8 and D3.1.9-12
    Dim. 4 – Communicating and Critiquing Conclusions

    6 – 8: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

    9 – 12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

    D4.1.6-8 and D4.1.9-12
  • NCSS - Curriculum Standards

    Title Content Standard
    Changes in communication

    The student understands changes in communication and their effects.

    Topic 4, Standard 8C
    Democratic principles of United States government

    The student understands how the United States government was formed and the nation’s basic democratic principles set forth in the Declaration of Independence and the Constitution.

    Topic 3, Standard 4A
    Founding fathers of American democracy

    The student understands historic figures who have exemplified values and principles of American democracy.

    Topic 3, Standard 4C
    Principles of American democracy

    The student understands events that celebrate and exemplify fundamental values and principles of American democracy. Declaration of Independence, Bill of Rights, etc.

    Topic 3, Standard 4D
    Standard 10: Civic Ideals and Practices

    Learning how to apply civic ideals to inform civic action is essential to participation in a democracy and support for the common good.

    NCSS 10
    Standard 1: Culture

    Learners will understand how human beings create, learn, share and adapt to culture.

    NCSS 1
    Standard 2: Time, Continuity and Change

    Learners examine the institutions, values and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world.

    NCSS 2
    Standard 3: People, Places and Environments

    Learners examine where people, places and resources are located, why they are there and why it matters.

    NCSS 3
    Standard 4: Individual Development and Identity

    In order to understand individual development and identity, learners should study the influence of various times, cultures, groups and institutions.

    NCSS 4
    Standard 5: Individuals, Groups and Institutions

    Students know how institutions are formed, maintained and changed, and understand how they influence individuals, groups and other institutions.

    NCSS 5
    Standard 6: Power, Authority and Governance

    Learners will develop an understanding of the principles, processes, structures and institutions of government, and examine how power and authority are or have been obtained in various systems of government.

    NCSS 6
    Standard 7: Production, Distribution and Consumption

    A variety of systems have been developed to decide the answers to fundamental questions related to what is to be produced, how production is to be organized, and how goods and services are to be distributed.

    NCSS 7
    Standard 8: Science, Technology and Society

    An understanding or science and technology in their social contexts allows learners to questions and analyze the impact of science and technology on society.

    NCSS 8
    Standard 9: Global Connections

    Global interdependence requires an understanding of the increasingly complex connections among individuals, groups, institutions, nations and world communities in order to identify the issues arising from global connections, and support informed and ethical decision-making.

    NCSS 9
  • National Center for History in the Schools

    Title Content Standard
    Historical Thinking Standard 1: Chronological Thinking

    A. Distinguish between past, present, and future time. B. Identify the temporal structure of a historical narrative or story. C. Establish temporal order in constructing historical narratives of their own. D. Measure and calculate calendar time. E. Interpret data presented in time lines and create time lines. F. Reconstruct patterns of historical succession and duration; explain historical continuity and change. G. Compare alternative models for periodization.

    NCHS.Historical Thinking.1
    Historical Thinking Standard 2: Historical Comprehension

    A. Identify the author or source of the historical document or narrative and assess its credibility. B. Reconstruct the literal meaning of a historical passage. C. Identify the central question(s) the historical narrative addresses. D. Differentiate between historical facts and historical interpretations. E. Read historical narratives imaginatively. F. Appreciate historical perspectives. G. Draw upon data in historical maps. H. Utilize visual, mathematical, and quatitative data.

    NCHS.Historical Thinking.2
    Historical Thinking Standard 3: Historical Analysis and Interpretation

    A. Compare and contrast differing sets of ideas. B. Consider multiple perspectives. C. Analyze cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas. D. Draw comparisons across eras and regions in order to define enduring issues. E. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. F. Compare competing historical narratives. G. Challenge arguments of historical inevitability. H. Hold interpretations of history as tentative. I. Evaluate major debates among historians. J. Hypothesize the influence of the past.

    NCHS.Historical Thinking.3
    Historical Thinking Standard 4: Historical Research Capabilities

    A. Formulate historical questions. B. Obtain historical data from a variety of sources. C. Interrogate historical data. D. Identify the gaps in the available records, marshal contextual knowledge and perspectives of the time and place. E. Employ quantitative analysis. F. Support interpretations with historical evidence.

    NCHS.Historical Thinking.4
    Historical Thinking Standard 5: Historical Issues-Analysis and Decision-Making

    A. Identify issues and problems in the past. B. Marshal evidence of antecedent circumstances. C. Identify relevant historical antecedents. D. Evaluate alternative courses of action. E. Formulate a position or course of action on an issue. F. Evaluate the implementation of a decision.

    NCHS.Historical Thinking.5
    U.S. History Era 10: Contemporary United States (1968 to the present)

    Standard 1: Recent developments in foreign policy and domestic politics Standard 2: Economic, social, and cultural developments in contemporary United States

    NCHS.US History.Era 10
    U.S. History Era 3: Revolution and the New Nation (1754-1820)

    Standard 1: The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory Standard 2: The impact of the American Revolution on politics, economy, and society Standard 3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights

    NCHS.US History.Era 3
    U.S. History Era 4: Expansion and Reform (1801-1861)

    Standard 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans Standard 2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions Standard 3: The extension, restriction, and reorganization of political democracy after 1800 Standard 4: The sources and character of cultural, religious, and social reform movements in the antebellum period

    NCHS.US History.Era 4
    U.S. History Era 5: Civil War and Reconstruction (1850-1877)

    Standard 1: The causes of the Civil War. Standard 2: The course and character of the Civil War and its effects on the American people Standard 3: How various reconstruction plans succeeded or failed

    NCHS.US History.Era 5
    U.S. History Era 6: The Development of the Industrial United States (1870-1900)

    Standard 1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people Standard 2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity Standard 3: The rise of the American labor movement and how political issues reflected social and economic changes Standard 4: Federal Indian policy and United States foreign policy after the Civil War

    NCHS.US History.Era 6
    U.S. History Era 7: The Emergence of Modern America (1890-1930)

    Standard 1: How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption Standard 2: The changing role of the United States in world affairs through World War I Standard 3: How the United States changed from the end of World War I to the eve of the Great Depression

    NCHS.US History.Era 7
    U.S. History Era 8: The Great Depression and World War II (1929-1945)

    Standard 1: The causes of the Great Depression and how it affected American society Standard 2: How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state Standard 3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs

    NCHS.US History.Era 8
    U.S. History Era 9: Postwar United States (1945 to early 1970s)

    Standard 1: The economic boom and social transformation of postwar United States Standard 2: How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics Standard 3: Domestic policies after World War II Standard 4: The struggle for racial and gender equality and for the extension of civil liberties

    NCHS.US History.Era 9
  • National Council of Teachers of English

    Title Content Standard
    Standard 1 (Read a wide range of print and non-print texts)

    Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

    Standard 10 (English for non-native speakers)

    Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

    Standard 11 (Participate in literacy communities)

    Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

    Standard 12 (Use language to accomplish own purposes)

    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

    Standard 2 (Read a wide range of literature)

    Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

    Standard 3 (Apply a wide range of strategies to interpret texts)

    Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

    Standard 4 (Adjust language for audiences and purposes)

    Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

    Standard 5 (Adjust strategies for audiences and purposes)

    Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

    Standard 6 (Apply knowledge of language, media techniques, genre, etc.)

    Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

    Standard 7 (Conduct research)

    Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

    Standard 8 (Use a variety of technological and information resources)

    Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

    Standard 9 (Understanding of and respect for diversity)

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.



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