Introduction to the High School Grades
United States History
The purposes of the High School United States History standards are to:
extend students’ knowledge of United States history from the late 17th to early 21st centuries
expand their capacity for historical, economic, and political reasoning
strengthen their ability to develop research questions and conduct inquiries by interpreting primary sources
establish foundational knowledge about significant recurring questions in United States history in preparation for citizenship, college, and careers
The Framework organizes the Content Standards for United States History into two one-year courses. The standards are arranged chronologically.
United States History I builds on Grade 8 Civics and extends to the early 20th century
United States History II builds on the previous year and extends to the present
The topics within this two-year sequence are designed to encourage students to understand how people of diverse backgrounds have built this country, how sectional issues have resulted in bitter conflicts, the ideas that have united the country, how the United States became a world power, and how citizens have fought to expand civil rights and defend democratic processes at home and in other parts of the world.
While it is important for high school instruction in United States History to address all the Content Standards, teachers, administrators and their schools and districts should not feel bound to address them exactly as in the two-year sequence in the Framework. They may, for example, choose to teach an overview chronological survey from the colonial period to the present as a one-year course, followed by a series of case studies for deep inquiry into particular periods or topics. They may choose to design humanities courses that integrate language arts, the arts, and social studies, selecting examples of literature, music, dance, and visual art that correspond to periods in United States history. They may combine standards from U. S. and World History in order to examine the United States in a global context or use the standards as a springboard for investigating current national events and connecting them to past events.
World History
The purposes of the High School World History standards are to: extend students’ knowledge of the achievements of world cultures and acquaint them with interactions among empires and nations such as immigration, war, conquest, colonization, alliances, trade, and cultural diffusion
expand their capacity for historical, economic, political, and geographical reasoning
strengthen their ability to develop research questions and conduct inquiries by interpreting primary sources
establish foundational knowledge about modern world history and global interconnections in preparation for citizenship, college, and careers in an age of globalization
The Framework organizes the Content Standards for World History from approximately the 6th century CE to the present into a one-year course. While it is important for high school instruction in World History to address the Content Standards, teachers, administrators and their schools and districts should not feel bound to address them exactly as the sequence in the Framework does, or to give equal emphasis to all the standards. In the interests of developing the skills of inquiry and critical analysis, described in the Standards for Social Studies Practice, teachers and administrators should be strategic in selecting topics, themes, regions, and historical periods that allow students to examine critical issues in depth.
The introductory section to World History gives examples of a number of approaches to World History courses. Instead of teaching all the standards as a survey course, teachers may, for example, use the standards as a starting point for a chronological or comparative study of regional history. They may emphasize cultural or scientific history or design humanities courses that integrate language arts, the arts, and social studies. They may combine standards from World and U.S. History in order to examine global interactions or use the World History and news/media literacy standards together to investigate current global events and connect them to past events.
Research should be a constant part of daily learning for high school students. Many of the standards offer a number of subtopics and ask that students research one of them using primary sources. They should engage in sustained, formal research projects that begin with a research question or problem and result in written, oral, or media presentations. Appendix B includes resources on inquiry and research; the news/media literacy standards provide additional guidance.
In order to build a coherent and rigorous curriculum, teachers and administrators of middle and high school social studies should collaborate to make decisions about topic sequences, instructional materials, research projects, and assessments.
Government
United States Government and Politics combines civics and political science to prepare students for the communities they enter upon graduation. Modeling civic leadership, process, and function should be a consistent part of the learning objectives in this course.
Economics
Economics and Personal Finance serve as an introduction to economic concepts and theories. As some schools have Business faculty, it is recommended but not required that the semester long personal finance course be taught by the Business Department. It is also encouraged that the half semester Economics course run in the fall to give students time for remediation.
Electives
Standards for psychology, anthropology, and sociology are included and may be used as stand-alone courses or incorporated into courses in a variety of subjects. High schools may include other electives such as Advanced Placement or International Baccalaureate courses, or locally-developed courses in world religions, sociology, psychology, international issues, Constitutional law, human rights, or area studies of specific regions or countries.
Approaches to United States History, Government, and Economics in High School
The Standards for United States History in high school have been designed assuming that middle school students have completed a civics course in grade 8. United States History I focuses on the period from 1763 to the end of World War I. United States History II begins with standards on economics, to enable students to understand the collapse of markets and banking in 1929 and the Great Depression, and continues through to the early 21st century. There are two relevant electives: Government and Politics, and Economics. Districts wishing to follow a sequence different from that of this Framework’s United States History I and II and its electives are free to do so and might consider using or adapting parts of any of the approaches listed below.
Standards for
History and Social
Science Practice, Pre-K-12
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Develop focused questions or problem statements and conduct inquiries.
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Organize information and data from multiple primary and secondary sources.
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Analyze the purpose and point of view of each source; distinguish opinion from fact.
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Evaluate the credibility, accuracy, and relevance of each source.
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Argue or explain conclusions, using valid reasoning and evidence.
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Determine next steps and take informed action, as appropriate.
Approaches to US History & Government for High School
Advanced Placement Courses of the College Board
AP United States Government and Politics (2018)
AP United States Government and Politics is a one year college-level course, focusing on five themes.
Themes of U.S. Government and Politics:
Foundations of American Democracy
Interactions among Branches of Government
Civil Liberties and Civil Rights
American Political Ideologies and Beliefs
Political Participation
We the People: the Citizen and the Constitution is (a curriculum and program facilitated through the New Hampshire Bar Association and created by the Center for Civic Education) is an excellent source of material for an AP Government course. We the People focuses on six themes which align with the content tested on the AP exam:
1. Philosophical and Historical Foundations of the American Political System,
2. The Creation of the Constitution,
3. Constitutional Changes,
4. Constitutional Values and Principles that shape American Institutions and Practices,
5. What Rights are Protected in the Bill of Rights?,
6. What challenges might American Constitutional Democracy Face in the 21st Century?
There is an option for an experiential assessment: a classroom-wide, school-wide, district-wide, or state-wide mock congressional hearing. For those excelling at the state level, there is an opportunity for a nation-wide competition. This meaningful, memorable experiential learning opportunity, one that complements the AP exam, involves members of the community as an authentic audience.
AP United States History (2017)
AP United States History is a one year college-level course spanning c. 1491 to the present, focusing on seven themes in nine historical periods
Themes of AP United States History:
American and National Identity
Politics and Power
Work, Exchange, and Technology
Culture and Society
Migration and Settlement
Geography and the Environment
America and the World
Historical Time Periods of AP United States History
1491-1607
1607-1754
1754-1800
1800-1848
1844-1877
1865-1898
1890-1945
1945-1980
1980-Present
Approaches to World History for High School
The Standards for World History in high school were designed assuming that middle school students have had an introduction to cultural geography and ancient and classical societies to c. 600 CE, and that they will take separate courses in United States History as part of their high school study. World History I focuses on the period from c. 600 to 1800 CE and World History II from c. 1800 CE to the present.
World history is an evolving field in which scholars offer different approaches to the time periods and connections among people in different parts of the world. Districts wishing to follow a sequence different from that of this Framework’s World History I and II are free to do so and might consider using or adapting parts of any of the approaches listed below.
Advanced Placement Courses of the College Board
AP World History (2017)
AP World History is a one year college-level course spanning c. 8,000 BCE to the present, focusing on five themes in six historical periods
Themes of AP World History
Interaction between Humans and the Environment
Development and Interaction of Cultures
State Building, Expansion, and Conflict
Creation, Expansion, and Interaction of Economic Systems
Development and Transformation of Social Structures
Historical Time Periods of AP World History
Technological and Environmental Transformations (to c. 600 BCE)
Organization and Reorganization of Human Societies (c.600 BCE to c. 600 CE)
Regional and Interregional Interactions (c. 600 CE to c. 1450)
Global Interactions (1450 to c. 1750)
Industrialization and Global Integration (c. 1750 to c. 1900)
Accelerating Global Change and Realignments (c. 1900 to the Present)
AP European History (2017)
AP European History is a one year college-level course on the history of Europe and its relationships with other countries from 1450 to the present, focusing on six themes in four historical periods
Themes of AP European History
Interaction of Europe and the World
Poverty and Prosperity
Objective Knowledge and Subjective Visions
States and Other Institutions of Power
Individual and Society
National and European Identity
Historical Time Periods of AP European History
1450 to 1648
1648 to 1815
1815 to 1914
1914 to the Present
AP Art History (2015)
This course addresses the history of art from around the world from c. 30, 000 BCE to the present. Teachers of world history may find the image sets that accompany this course, as well as the section on analyzing works of art, helpful. An additional resource for images, essays, and videos about works of art and cultural sites is Smarthistory (2009-present)
World History for Us All (National Center for History in the Schools, University of California, Los Angeles and San Diego State University)
This one-year course is arranged in nine chronological periods and uses seven themes; the
website provides essential questions, teaching units, and essays on each theme and period.
Themes of World History for Us All
Patterns of Populations
Economic Networks and Exchange
Uses and Abuses of Power
Haves and Have-Nots
Expressing Identity
Science, Technology, and the Environment
Spiritual Life and Moral Codes
Eras of World History for Us All
Humans in the Universe (12 billion to 20,000 years ago)
Human Beings Almost Everywhere (200,000 to 10,000 years ago)
Farming and Emergence of Complex Societies (10,000 to 1,000 years ago)
Expanding Networks of Exchange and Encounter (1200 BCE-500 CE)
Patterns of Interregional Unity (300-1500 CE)
The Great Global Convergence (1400-1800)
Industrialization and Its Consequences (1750-1914)
A Half Century of Crisis (1900-1950)
Paradoxes of Global Acceleration (1945-Present)
International Baccalaureate (IB) Individuals and Societies: History
This one year course is designed for schools using the IB curriculum model. It is based on a comparative, multi-perspective approach to history. The course offers teachers a number of options in topics.
Prescribed Subjects
(one to be studied)
Military leaders
Conquest and its impact
The move to global war
Rights and protest
Conflict and intervention
World History topics (two to be studied)
Society and economy (750 CE-1400)
Causes and effects of medieval wars (750-1500)
Dynasties and rulers (750-1500)
Societies in transition (1400-1700)
Early modern states (1400-1789)
Causes and effects of early modern wars (1500-1750)
Origins, development and impact of industrialization (1750-2005)
Independence movements (1800-2000)
Evolution and developments of democratic states (1848-2000)
Authoritarian states (20th century)
Causes and effects of 20th century wars
The Cold War: superpower tensions and rivalries
Higher Level Options: Depth studies (one to be studied)
History of Africa and the Middle EastHistory of the AmericasHistory of Asia and OceaniaHistory of Europe
Bridging World History (Annenberg Foundation, 2004)
An online thematic world history course, spanning c. 100,000 BCE to the present, composed of 26 thematic units with resources, including videos in which historians discuss how historical interpretations of interactions change in light of new scholarship.
Themes of Bridging World History
Maps, Time, and World History
History and Memory
Human Migrations
Agricultural and Urban Revolutions
Early Belief Systems
Order and Early Societies
The Spread of Religions
Early Economies
Connections across Land
Connections across Water
Early Empires
Transmission of Traditions
Family and Household
Land and Labor Relationships
Early Global Commodities
Food, Demographics, and Culture
Ideas Shape the World
Rethinking the Rise of the West
Global Industrialization
Imperial Designs
Colonial Identities
Global War and Peace
People Shape the World
Globalization and Economics
Global Popular Culture
World History and Identity
Approaches to Economics for High School
AP Economics (2012)
This one year college-level course addresses micro- and macroeconomics. Topics include:
Microeconomics
Basic Economics Concepts
Nature and Function of Product Markets
Factor Markets
Market Failure and the Role of Government
Macroeconomics
Basic Economic Concepts
Measurement of Economic Performance
National Income and Price Determination
Financial Sectors
Stabilization Policies
Economic Growth
Open Economy – International Trade and Finance
Skills Matter: teach the four dimensions of inquiry
Dimension 1: Developing Questions
Dimension 2: Applying Disciplinary Concepts and Tools
Dimension 3: Evaluating Sources and Using Evidence
Dimension 4: Communicating Conclusions and Taking Informed Action
Learn more at C3teachers.org