Ohio State Standards for Social Studies: Grade 11

OH.1. History: Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

1.A. Explain patterns of historical continuity and change by challenging arguments of historical inevitability.

1.B. Use historical interpretations to explain current issues.

1.1. Grade Level Indicator: Analysis and Interpretation: Evaluate the limitations and the opportunities that result from decisions made in the past including: Electoral College; Direct election of senators; Income tax; Length of terms of elected and appointed officials.

1.2. Grade Level Indicator: Analysis and Interpretation: Trace key Supreme Court decisions related to a provision of the Constitution (e.g., cases related to reapportionment of legislative districts, free speech or separation of church and state).

OH.2. People in Societies: Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

2.A. Analyze how issues may be viewed differently by various cultural groups.

2.B. Identify the causes of political, economic and social oppression and analyze ways individuals, organizations and countries respond to resulting conflicts.

2.C. Explain the role of diverse cultural institutions in shaping American society.

2.1. Grade Level Indicator: Cultures: Choose a government policy or program and analyze how it has affected and been received by one or more racial, ethnic or religious groups: Indian policies; Immigration laws; Segregation policies; Selective service laws.

2.2. Grade Level Indicator: Interaction: Identify causes of prejudice and demonstrate ways in which legal protections (including constitutional amendments and civil rights legislation) prevent and reduce discrimination.

2.3. Grade Level Indicator: Interaction: Identify and analyze governmental policies that enable individuals of different cultures to participate in the U.S. society and economy including: Naturalization; Voting rights; Racial integration; Affirmative action.

2.4. Grade Level Indicator: Diffusion: Explain how the United States has been affected politically, economically and socially by its multicultural diversity (e.g., work force, new ideas and perspectives, and modifications to culture).

OH.3 Geography: Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

3.A. Explain how the character and meaning of a place reflect a society's economics, politics, social values, ideology and culture.

3.B. Evaluate the consequences of geographic and environmental changes resulting from governmental policies and human modifications to the physical environment.

3.C. Use appropriate data sources and geographic tools to analyze and evaluate public policies.

3.1. Grade Level Indicator: Places and Regions: Explain how government decisions reflect a society's values about land use (e.g., zoning, park development or toxic waste disposal).

3.2. Grade Level Indicator: Human Environmental Interaction: Analyze and evaluate the consequences of a governmental policy that affects the physical characteristics of a place or region.

3.3. Grade Level Indicator: Application of Geography: Compare and evaluate alternative public policies for the use of land and natural resources at all levels of government.

3.4. Grade Level Indicator: Application of Geography: Identify and analyze the changing political geography at the local, state, national and international levels including: Annexation; Zoning; Congressional reapportionment; Changes in international boundaries.

OH.4. Economics: Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

4.A. Analyze how scarcity of productive resources affects supply, demand, inflation and economic choices.

4.B. Identify factors which inhibit or spur economic growth and cause expansions or recessions.

4.C. Explain how voluntary worldwide trade, specialization and interdependence among countries affect standards of living and economic growth.

4.D. Analyze the role of fiscal and regulatory policies in a mixed economy.

4.E. Explain the use of a budget in making personal economic decisions and planning for the future.

4.1. Grade Level Indicator: Scarcity and Resource Allocation: Explain the effects of shortages, surpluses and government-enforced controls on prices.

4.2. Grade Level Indicator: Scarcity and Resource Allocation: Explain ways that people respond to incentives when allocating their scarce resources in their roles as producers, consumers, savers, workers and investors.

4.3. Grade Level Indicator: Scarcity and Resource Allocation: Explain the impact of inflation on economic behavior.

4.4. Grade Level Indicator: Production, Distribution and Consumption: Describe the functions of the components that make up an economic system and describe the relationships among them including: Business; Productive resources; Financial institutions; Government; Consumers.

4.5. Grade Level Indicator: Production, Distribution and Consumption: Identify factors that cause changes in economic growth including the effects of supply and demand on the labor market.

4.6. Grade Level Indicator: Production, Distribution and Consumption: Identify indicators that provide information to consumers on the current value or purchasing power of money with a focus on the: Consumer Price Index; Unemployment rate; Gross Domestic Product (GDP).

4.7. Grade Level Indicator: Markets: Explain how countries use their comparative advantage to produce goods and services for trade with other countries.

4.8. Grade Level Indicator: Markets: Explain the effects of specialization, interdependence and trade on the United States and other countries.

4.9. Grade Level Indicator: Markets: Explain how changes in exchange rates affect consumers and producers.

4.10. Grade Level Indicator: Government and the Economy: Analyze issues related to the use of different types of taxes to fund public goods and services including: Proportional tax; Progressive tax; Regressive tax.

4.11. Grade Level Indicator: Personal Finance: Explain why incomes will differ in the labor market depending on supply and demand for skills, abilities and education levels.

4.12. Grade Level Indicator: Personal Finance: Explain the role of individuals in the economy as producers, consumers, savers, workers and investors.

4.13. Grade Level Indicator: Personal Finance: Explain the consequences of the economic choices made by individuals and the tools which they use to manage their financial resources including: Budgets; Savings; Investments; Credit; Philanthropy.

4.14. Grade Level Indicator: Personal Finance: Describe how interest rates affect savers and borrowers.

OH.5. Government: Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

5.A. Evaluate, take and defend positions about issues concerning the alignment of the characteristics of American democracy with realities in the United States today.

5.B. Explain how the U.S. Constitution has evolved including its philosophical foundations, amendments and court interpretations.

5.C. Analyze how citizens participate in the election process in the United States.

5.1. Grade Level Indicator: Role of Government: Analyze the actions of the U.S. government and evaluate the extent to which those actions reflect characteristics of American democracy and help to serve the public good.

5.2. Grade Level Indicator: Role of Government: Explain, using examples, how political parties, interest groups, the media and individuals influence the policy agenda and decision-making of government institutions.

5.3. Grade Level Indicator: Role of Government: Describe the changing relationships among the branches of the national government, and evaluate applications of the principles of separation of powers and checks and balances for serving the public good and protecting individual rights.

5.4. Grade Level Indicator: Role of Government: Describe the changing relationship among the levels of government in the U.S. federal system, and evaluate applications of the principle of federalism for serving the public good and protecting individual rights.

5.5. Grade Level Indicator: Role of Government: Explain the major responsibilities of the federal government for domestic and foreign policy including powers of each branch of the government.

5.6. Grade Level Indicator: Role of Government: Explain the functions of local and state governments in Ohio and how their powers are derived from the Ohio Constitution.

5.7. Grade Level Indicator: Rules and Laws: Explain the philosophical foundations of the American political system as outlined in the Declaration of Independence, the U.S. Constitution and the Federalist Papers with emphasis on the basic principles of natural rights.

5.8. Grade Level Indicator: Rules and Laws: Compare and analyze the powers granted to the national and state governments in the federal system with emphasis on: Concurrent powers; Reserved powers; Implied powers; Expressed powers.

5.9. Grade Level Indicator: Rules and Laws: Explain how interpretations of the basic principles found in the U.S. Constitution have changed over time.

5.10. Grade Level Indicator: Rules and Laws: Explain the importance of the privilege of habeas corpus and the constitutional prohibitions against bills of attainder and ex post facto laws.

5.11. Grade Level Indicator: Systems of Government: Explain the role of elections and political parties (including third parties) in facilitating the democratic process.

5.12. Grade Level Indicator: Systems of Government: Describe the ways in which public officials are held accountable for the public good including ways they can acquire and lose their offices with emphasis on: Appointments; Primary and general elections; The Electoral College; Recall; Impeachment.

5.13. Grade Level Indicator: Systems of Government: Explain the use of the initiative and referendum in the government of Ohio.

OH.6. Citizenship Rights and Responsibilities: Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

6.A. Evaluate various means for citizens to take action on a particular issue.

6.B. Explain how the exercise of a citizen's rights and responsibilities helps to strengthen a democracy.

6.1. Grade Level Indicator: Participation: Analyze historical and contemporary examples of citizen movements to bring about political change (e.g., Mothers Against Drunk Driving (MADD), NOW, Common Cause, NAACP and Eagle Forum).

6.2. Grade Level Indicator: Participation: Choose an effective method of citizen participation in the policy process and identify the level of government and person or agency with jurisdiction for a particular set of circumstances.

6.3. Grade Level Indicator: Participation: Explain how an individual participates in primary and general elections including: Registering to vote; Identifying the major duties, responsibilities and qualifications required for a particular position; Becoming informed about candidates and issues; Declaring or changing party affiliation; Obtaining, marking and depositing a ballot.

6.4. Grade Level Indicator: Rights and Responsibilities: Compare the rights of citizens and resident aliens.

6.5. Grade Level Indicator: Rights and Responsibilities: Explain the meaning and importance of each of the rights guaranteed under the Bill of Rights and how they are secured through: Legislation; The role of the judiciary in upholding rights; The role of citizens exercising their rights.

6.6. Grade Level Indicator: Rights and Responsibilities: Explain how citizenship includes the exercise of personal responsibility and active participation in a democracy including: Behaving in a civil manner; Being fiscally responsible; Accepting responsibility for the consequences of one's actions; Practicing civil discourse; Becoming informed on public issues; Voting; Taking action on public issues; Providing public service; Serving on juries.

OH.7. Social Studies Skills and Methods: Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

7.A. Obtain and evaluate information from public records and other resources related to a public policy issue.

7.B. Critique data and information to determine the adequacy of support for conclusions.

7.C. Develop a research project that identifies the various perspectives on an issue and explain a resolution of that issue.

7.D. Work in groups to analyze an issue and make decisions.

7.1. Grade Level Indicator: Obtaining Information: Identify a current public policy issue and arguments relative to the issue.

7.2. Grade Level Indicator: Obtaining Information: Determine criteria by which arguments will be judged.

7.3. Grade Level Indicator: Obtaining Information: Identify advocacy groups and obtain public policy information they produce.

7.4. Grade Level Indicator: Obtaining Information: Adjust a research question or topic based on information obtained while conducting research.

7.5. Grade Level Indicator: Thinking and Organizing: Choose a position on an issue and develop a rationale for that position.

7.6. Grade Level Indicator: Thinking and Organizing: Critique the conclusions drawn from survey and research data by questioning: Sample size; Demographics; The sponsoring organization; Logic of the conclusions reached.

7.7. Grade Level Indicator: Communicating Information: Identify appropriate tools for communicating a position on an issue (e.g., electronic resources, newsletters, letters to the editor, public displays and handouts).

7.8. Grade Level Indicator: Problem Solving: Apply the processes of persuasion, compromise and negotiation to the resolution of conflicts and differences.