Connecticut Elementary and Secondary Social Studies Frameworks — Grade 11

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CIV 9–12.1

Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.

CIV 9–12.10

Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.

CIV 9–12.11

Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.

CIV 9–12.12

Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

CIV 9–12.13

Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

CIV 9–12.14

Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights

CIV 9–12.2

Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present.

CIV 9–12.3

Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

CIV 9–12.4

Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

CIV 9–12.5

Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

CIV 9–12.6

Critique relationships among governments, civil societies, and economic markets.

CIV 9–12.7

Apply civic virtues and democratic principles when working with others.

CIV 9–12.8

Evaluate social and political systems in different contexts, times, and places that promote civic virtues and enact democratic principles.

CIV 9–12.9

Use appropriate deliberative processes in multiple settings.

ECO 9–12.1

Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.

ECO 9–12.2

Generate possible explanations for a government role in markets when market inefficiencies exist.

ECO 9–12.3

Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy.

GEO 9–12.1

Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.

HIST 9–12.1

Analyze how historical contexts shaped and continue to shape peoples perspectives.

INQ 9–12.1

Explain how a question reflects an enduring issue in the field.

INQ 9–12.10

Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

INQ 9–12.11

Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical)

INQ 9–12.12

Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

INQ 9–12.13

Critique the use of claims and evidence in arguments for credibility.

INQ 9–12.14

Critique the use of the reasoning, sequencing, and supporting details of explanations.

INQ 9–12.15

Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.

INQ 9–12.16

Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

INQ 9–12.17

Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school civic contexts

INQ 9–12.2

Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.

INQ 9–12.3

Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.

INQ 9–12.4

Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.

INQ 9–12.5

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

INQ 9–12.6

Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

INQ 9–12.7

Evaluate the credibility of a source by examining how experts value the sources.

INQ 9–12.8

Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.

INQ 9–12.9

Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.