Washington State K-12 Social Studies Learning Standards — Grade 11

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Analyzes and evaluates the ways in which the U.S. Constitution and other fundamental documents promote key ideals and principles.

Evaluates the effectiveness of the system of checks and balances during a particular administration, court, Congress, or legislature.

Analyzes and evaluates the causes and effects of U.S. foreign policy on people in the United States and the world in the past or present.

Analyzes and evaluates ways of influencing national governments to preserve individual rights and promote the common good.

Analyzes the incentives for peoples economic choices in the United States in the past or present.

Understands that nations have competing philosophies about how best to produce, distribute, and consume goods, services, and resources.

Analyzes how comparative advantage has affected U.S. imports and exports in the past or present.

Evaluates the role of the U.S. government in regulating a market economy in the past or present.

Analyzes and evaluates how people in the United States have addressed issues involved with the distribution of resources and sustainability in the past or present.

Analyzes information from geographic tools, including computer-based mapping systems, to draw conclusions on an issue or event.

Analyzes how differences in regions and spatial patterns have emerged in the United States from natural processes and human activities.

Analyzes and evaluates human interaction with the environment in the United States in the past or present.

Analyzes cultural interactions.

Analyzes the causes and effects of voluntary and involuntary migration in the United States in the past or present.

Analyzes and evaluates elements of geography to trace the emergence of the United States as a global economic and political force in the past or present.

Understands how the following themes and developments help to define eras in U.S. history: Industrialization and the emergence of the United States as a world power (18901918). Reform, prosperity, and the Great Depression (19181939). World War II, the Cold War, and international relations (19391991). Movements and domestic issues (19451991). Entering a new era (1991present). Examples: Explains how the Roosevelt Corollary helps to define the early 20th century as a time when the United States was emerging as a world power. Explains how the 19th Amendment and the New Deal Policy define U.S. history following World War I as period of reform. Explains how atomic weapons help to define the decades after World War II as the Cold War era. Explains how the United Farm Workers, Civil Rights Movement, and Feminist Movement help to define U.S. history after World War II as a time of social movements. Explains how the Oklahoma City bombing and 9/11 attacks have defined a new era in U.S. domestic and foreign policy.

Evaluates how individuals and movements have shaped the United States (1890present).

Analyzes how cultures and cultural groups have shaped the United States (1890 present).

Analyzes and evaluates how technology and ideas have shaped U.S. history (1890present).

Analyzes differing interpretations of events in U.S. history (1890present).

Analyzes multiple causes of events in U.S. history, distinguishing between proximate and long-term causal factors (1890present).

Analyzes how an understanding of United States history can help us prevent problems today.

Analyzes the underlying assumptions of positions on an issue or event.

Evaluates the depth of a position on an issue or event.

Evaluates and revises research questions to refine inquiry on an issue or event.

Evaluates the validity, reliability, and credibility of sources when researching an issue or event.

Creates and articulates possible alternative resolutions to public issues and evaluates these resolutions using criteria that have been identified in the context of a discussion.

Evaluates and interprets other points of view on an issue within a paper or presentation.


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.


By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently.


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.


Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.


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).


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.


Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.


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.


Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.


Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.


Write arguments focused on discipline-specific content.


Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.


Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.


Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


Provide a concluding statement or section that follows from or supports the argument presented.


Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.


Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.


Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.


Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).


(See note; not applicable as a separate requirement)


Note: Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import.


Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


Draw evidence from informational texts to support analysis, reflection, and research.