Connecticut State Standards for Social Studies: Grade 10

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextual zing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions and hypotheses from multiple perspectives, using multiple sources.

1.2. Gather, analyze and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

1.3. Interpret oral traditions and legends as 'histories'; evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias.

1.4. Describe the multiple intersecting causes of events.

1.5. Use primary source documents to analyze multiple perspectives.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all the regions of the world.

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location.

2.3. Explain relationships among the events and trends studied in local, national and world history.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Describe basic tenets of the world religions that have acted as major forces throughout history, including, but not limited to, Buddhism, Christianity, Hinduism, Islam and Judaism, and indigenous popular religions.

3.2. Give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies.

3.3. Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

3.4. Identify various parties and analyze their interest in conflicts from selected historical periods.

3.5. Describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict.

3.6. Demonstrate an under-standing of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past.

3.7. Analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies.

3.8. Explain how the use and expansion of trade have connected and affected the history of a global economy.

3.9. Evaluate the economic and technological impact of the exchange of goods on societies throughout history.

3.10. Explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events they are studying

4.2. Describe and analyze, using historical data and understandings, the options which are avail-able to parties involved in contemporary conflicts or decision making.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions.

4.4. Display empathy for people who have lived in the past.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Apply an understanding of historical and contemporary conflicts over Constitutional principles.

1.2. Analyze historical and contemporary conflicts through the respective role of local, state and national governments.

1.3. Explain how the design of the U.S. Constitution is intended to balance and check the powers of the branches of government.

1.4. Analyze, using historical and contemporary examples, the meaning and significance of the ideal of equal protection under the law for all persons.

1.5. Explain why state and federal court powers of judicial review reflect the United States idea of constitutional government.

1.6. Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good.

2.2. Identify and explain characteristics needed for effective participation in public life.

2.3. Establish, explain and apply criteria to evaluate rules and laws.

2.4. Monitor and influence the formation and implementation of policy through various forms of participation.

2.5. Take a position on a current policy issue and attempt to influence its formation, development and implementation.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Evaluate the importance of developing self-government so as to restrict arbitrary power.

3.2. Analyze and evaluate the advantages and disadvantages of limited and unlimited government.

3.3. Compare two or more constitutions and how they promote the principles of their respective political systems and provide the basis for government.

3.4. Describe how constitutions may limit government in order to protect individual rights and promote the common good.

3.5. Explain how purposes served by government have implications for the individual and society.

3.6. Provide examples of legitimate authority and exercise of power without authority.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them.

4.2. Analyze and evaluate the significance of major U.S. foreign policies and major international events and conditions over time.

4.3. Develop proposals regarding solutions to significant international, political, economic, demographic or environmental issues.

4.4. Analyze the respective roles of the executive and legislative branches in developing and implementing foreign policy.

4.5. Identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy.

4.6. Describe and analyze the process by which foreign policy decisions are developed and executed.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

1.2. Explain that regions are interconnected and may also overlap.

1.3. Explain why places and regions are important to human and cultural identity and stand as symbols for unifying society.

1.4. Analyze ways different groups in society view places and regions differently.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Describe regional variations of physical processes.

2.2. Explain the operation and interaction of different natural systems (such as climate and oceans) to understand global change.

2.3. Analyze the distribution of ecosystems by interpreting relationships between soil and climate, and plant and animal life.

2.4. Evaluate ecosystems in terms of biodiversity and productivity and show how they are dynamic and interactive.

2.5. Draw a freehand map of the world with continents (appropriate shape and size) located in relation to equator, tropics, circles and prime meridian.

2.6. Use geographic tools to represent and interpret Earth's physical and human systems.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Describe the consequences of human population patterns and growth trends over time.

3.2. Explain the characteristics, distribution and relationships of economic system at various levels.

3.3. Explain and analyze how various populations and economic elements inter-act and influence the spatial patterns of settlement.

3.4. Explain and analyze the causes of change in the political, social and economic division of the Earth's surface at different scales.

3.5. Use geographic tools to represent and interpret Earth's physical and human systems.

3.6. Draw a freehand map demonstrating political, cultural or economic relationships.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Use maps, globes, charts and databases to analyze and suggest solutions to real-world problems.

4.2. Create appropriate maps and other tools to solve, illustrate or answer geographic problems.

4.3. Analyze how human systems interact, connect and cause changes in physical systems.

4.4. Locate at least 50 major countries and physical features on a map or globe.

4.5. Apply concepts of ecosystems to understand and solve environmental problems.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world.

1.2. Analyze the impact of economic choices on the allocation of scarce resources.

1.3. Explain that a country's potential Gross Domestic Product depends on the quantity and quality of natural resources, the size and skills of the population, and the amount and quality of its capital stock.

1.4. Define, defend and predict how the use of specific resources may impact the future.

1.5. Analyze how technological change can affect long-range productivity.

1.6. Analyze how market forces and government regulation impact the use of resources.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth.

2.2. Identify and explain the factors that determine and cause changes in demand, supply and the market-clearing (equilibrium) price.

2.3. Compare and contrast the characteristics and effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly.

2.4. Interpret important statistics about the national economy: the inflation rate, unemployment rate, Gross Domestic Product and its growth rate.

2.5. Understand the causes and effects of periods of growth and recession evident in the history of market economies.

2.6. Analyze the impact of government taxing and spending actions and changes in the money supply and interest rates on the national economy.

2.7. Contrast and compare different types of taxes, including progressive, regressive and proportional taxes.

2.8. Explain reasons for government action in the economy, including pro-viding public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth.

2.9. Analyze the impact of specific government actions in the economy on different groups, including consumers, employees and businesses.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Illustrate the international differences in resources, productivity and prices that are a basis for international trade.

3.2. Evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments.

3.3. Explain that a nation has a comparative advantage when it can produce a product at a lower opportunity cost than its trading partner.