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Correlations to Standards by State by Academic Discipline

Ohio 9th Grade Instructional Objectives -- Social Studies

The ninth grade utilizes the time period of 1815 through 1919 to provide a context for the six strands of the social studies program. Events in American history are studied within the realm of world events. This time period is the immediate predecessor to the modern era and provides excellent opportunities for learners to investigate the backgrounds for today's issues.

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Objectives (followed by comments/activities in italics)

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American Heritage

The learner will:

1. group events by broadly defined historical eras and use time lines to explain patterns of historical continuity and change in the historical succession of related events

2. work forward from some initiating event to its outcome recognizing cause and effect factors but also considering the accidental or irrational as a causal factor in history

3. incorporate multiple causation into analyses and explanations of historical events

4. compare the perspectives of historical narratives

5. identify significant developments in history and gauge their impact on subsequent events

6. draw connections between ideas, interests, beliefs, and ideologies and their influence on individual and group historical actions

7. construct a definition of the emerging American culture of the nineteenth century and compare this culture with others around the world

8. ascertain whether or not "lessons" of the past pertain to similar situations in modern times
9. use the geographic themes of place, human relationships with environment, movement,and regions to show the interrelationship between geography and historic events

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People in Societies

The learner will

1. trace and compare the development of three cultures on three different continents from 1815 to 1919 with regard to:

2. identify various groups of immigrants that came to the United States between 1815 and 1919 and trace the social, political, and economic developments that led to the migrations
3. read narratives about individual immigrants experiences in the United States and determine if they substantiate general summaries about immigration
4. describe the changing economic, political, and social situation of immigrants, African-Americans, and Native Americans in the United States from 1815 to 1919

5. compare the social, political, and economic status of women and men in the United States from 1815 to 1919
6. examine the contributions of various cultural groups and representative individuals to American society

7. examine the general trend of government from 1815 to 1919 to become more inclusive of various groups in American society and identify contradictions to this trend
8. analyze the social and economic impact of the transformation from an agrarian rural society to an industrialized urban society
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World Interactions

The learner will

1. compare climate patterns and graphs for the United States with climate data for other world regions and make generalizations about global climate patterns

    Construct a computer data base

    • Earth's Climate AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear81/7.asp
    • How's the Weather? AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear81/8.asp
    • Taking Turns: Weather Patterns AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear81/9.asp
      Links within the Beyond Books unit areas listed above can be used to gather data on climate and weather.

2. describe ways in which natural processes and human activities contribute to global environmental problems

    Such as droughts, floods, acid precipitation, ozone depletion, urbanization, industrialization

3. examine transportation and communication systems and their impact on the diffusion of people, ideas, products, and historical events

    Such as rivers, canals, railroads, interurban trollies, telegraph, telephone, postal service (mail order), satellites, FAX technology

4. cite examples of social, economic, and political interdependence in history

    Such as the international labor movement, British Commonwealth, Triple Alliance

5. read, listen to, or view works of literature and the arts that describe particular places

    For example, Pioneer Women, Dixie, photographs of Jacob Riis, "The Charge of the Light Brigade," The Moldau, Around the World in Eighty Days

6. examine reasons why people have gone to war against each other

7. compare plans for peace at the end of wars and identify factors of different plans that prompted later conflicts or assisted in preserving peace

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Decision Making and Resources

The learner will

1. analyze the economic factors influencing the colonization of Africa and Asia by European nations and discuss the diverse reactions in different regions of the world to colonization efforts

2. compare the transformation of the United States from an agrarian to an industrial nation with similar transformations in other countries
3. explain the reasons for the rise of labor organizations between 1815 and 1919 and describe their impact on the economic development of the United States
4. compare the laissez-faire attitude of the United States government toward the economy through much of the 19th century with the increased activism of the government in the economy during the late 19th century and during the Progressive Era
5. compare the efforts of the United States government with governments in other nations to promote competition, to protect national economic interests, and to regulate economic activity
6. explain the qualities of an efficient system of taxation

    Such as cost of collection, tax base, ease of compliance, ability to pay

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Democratic Processes

The learner will

1. develop a list of characteristics common to democratic governments in existence between 1815 and 1919

2. identify consequences resulting from provisions of the United States Constitution

3. examine how applications of the United States Constitution have changed over time and interpret applications of the document in terms of its contractual provisions and the use of the supremacy clause

4. distinguish between the powers held by each branch of government and determine when particular checks and balances are appropriate
5. explain "judicial review" and cite historical instances of its use
6. trace the development of political parties in the United States from 1815 to 1919, focusing on the attempts of political parties to address the significant issues of the day and the groups from which they drew their support
7. evaluate the role of political parties in the United States between 1815 and 1919 on the basis of the following criteria:

8. cite examples of the importance of voter participation and political party activity

9. weigh the effectiveness of political reforms enacted to make the United States government more democratic with reforms enacted in other democratic nations

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Citizenship Rights and Responsibilities

The learner will

1. compare opportunities for citizenship participation in various societies from 1815 to 1919 with opportunities in those same societies today

2. acquire, interpret, and analyze information regarding civic issues

    A. evaluate the reliability of available information

    Determine the credibility of a source by checking qualifications and reputations of writers, checking methods used to prepare information, and checking whether information agrees with other credible sources.

    • American Government PROGRAM
      http://www.beyondbooks.com/gov91/index.asp
      Beyond Books American Government program content and links can be used as a source for information on civic issues

    B. identify and weigh alternative viewpoints

    Detect bias and logical fallacies, identify unstated assumptions, recognize points of view, recognize stereotypes, and evaluate the accuracy and consistency of arguments.

    All Beyond Books programs provide links to resources with differing viewpoints that can be used for student analysis

3. identify sources of propaganda, describe the most common techniques, and explain how propaganda is used to influence behavior
    • Comparing Economic Systems
      http://www.beyondbooks.com/gov91/13b.asp
      The links in this Beyond Books focus can provide information on sources of propaganda for student analysis

4. monitor public policy discussions for the influence of propaganda and speculate about why it is being used
    • Comparing Economic Systems
      http://www.beyondbooks.com/gov91/13b.asp
      The links in this Beyond Books focus can provide information on the use of propaganda

5. explain why it is important for citizens to participate in the public policy process
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