Modified NV State and WCSD Social Studies Standards to Encompass Global Education
Nevada Social Studies Standards Content Standard G7.0 - Human Systems -Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.
Nevada Social Studies Standards Content Standard G5.0 -The World in Spatial Terms:Students use maps, globes, and other geographic tools and technologies to locate and extrapolate information about people, places, and environments.
Nevada Social Studies Standards Content Standard H2.0 - Nation Building and Development - Students understand the people, events, ideas, and conflicts that lead to the evolution of nations, empires, distinctive cultures, and political and economic ideas vary around the world.
Nevada Social Studies Standards Content Standard C16.0 - Global Relations -Students explain the different political systems in the world and how those systems relate to the United States and its citizens.
Nevada Social Studies Content Standard H4.0-International Relationships & Power -Students understand the interaction and interdependence of nations around the world. Students understand the impact of economics, politics, religion, and culture on international relationships
As illustrated above, Nevada students are expected to acquire global competencies in the Social Studies curriculum. All Social Studies content areas: World History, Human Geography, American History, Government, and Economics emphasize global understanding. Teachers should correlate their assessments to meet these standards.
Common Core Standards for Social Studies (emphasis on gaining literacy through social studies texts, Teacher must choose global texts or readings)
Key Ideas and Details
- CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
- CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
- CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
- CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
- CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
- CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
- CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
- CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.