Administrative Rules of Montana
Department 10 - EDUCATION
Chapter 10.53 - CONTENT STANDARDS
Subchapter 10.53.9 - Social Studies Content Standards
Rule 10.53.909 - THE SOCIAL STUDIES CONTENT STANDARDS FOR NINTH THROUGH TWELFTH GRADE
Universal Citation: MT Admin Rules 10.53.909
Current through Register Vol. 18, September 20, 2024
(1) The civics and government content standards for ninth through twelfth grade are that each student will:
(a) analyze and evaluate the ideas and
principles contained in the foundational documents of the United States, and
explain how they establish a system of government that has powers,
responsibilities, and limits;
(b)
analyze the impact of constitutions, laws, treaties and international
agreements on the maintenance of domestic and international
relationships;
(c) evaluate the
impact of international agreements on contemporary world issues;
(d) apply civic virtues and democratic
principles when working with others;
(e) evaluate how citizens and institutions
address social and political problems at the local, state, tribal, national,
and/or international levels;
(f)
evaluate the American governmental system compared to international
governmental systems;
(g) explain
the foundations and complexity of sovereignty for federally recognized tribes
in Montana;
(h) evaluate
appropriate deliberative processes in multiple settings;
(i) evaluate government procedures for making
decisions at the local, state, national, tribal, and international
levels;
(j) analyze historical,
contemporary, and emerging means of changing societies, promoting the common
good, and protecting rights;
(k)
analyze the impact and roles of personal interests and perspectives, market,
media and group influences on the application of civic virtues, democratic
principles, constitutional rights, and human rights; and
(l) evaluate citizens' and institutions'
effectiveness in ensuring civil rights at the local, state, tribal, national,
and international levels;
(2) The economics content standards for ninth through twelfth grade are that each student will:
(a) analyze how pressures and incentives
impact economic choices and their costs and benefits for different groups,
including American Indians;
(b)
explain how economic cycles affect personal financial decisions;
(c) analyze the ways in which pressures and
incentives influence what is produced and distributed in a market
system;
(d) evaluate the extent to
which competition among producers, among consumers, and among laborers exists
in specific markets;
(e) describe
the consequences of competition in specific markets;
(f) evaluate benefits, costs, and possible
outcomes of government policies to influence market outcomes;
(g) use current data to explain the influence
of changes in spending, production, and the money supply on various economic
conditions;
(h) use economic
indicators to analyze the current and future state of the economy;
and
(i) evaluate the selection of
monetary and fiscal policies in a variety of economic conditions.
(3) The geography content standards for ninth through twelfth grade are that each student will:
(a) use geospatial reasoning to create maps
to display and explain the spatial patterns of cultural and environmental
characteristics;
(b) use
geographic data to analyze variations in the spatial patterns of cultural and
environmental characteristics at multiple scales;
(c) use maps, satellite images, photographs,
and other representations to explain relationships between the locations of
places and regions and their political, cultural, and economic
dynamics;
(d) analyze relationships
and interactions within and between human and physical systems to explain
reciprocal influences that occur among them, including American
Indians;
(e) evaluate the impact of
human settlement activities on the environmental, political, and cultural
characteristics of specific places and regions;
(f) analyze the role of geography on
interactions and conflicts between various cultures in Montana, the United
States, and the world;
(g) evaluate
the influence of long-term climate variability on human migration and
settlement patterns, resource use, and land uses at local-to-global scales;
and
(h) evaluate the consequences
of human-driven and natural catastrophes on global trade, politics, and human
migration.
(4) The history content standards for ninth through twelfth grade are that each student will:
(a) analyze how unique circumstances of
time, place, and historical contexts shape individuals' lives;
(b) analyze change and continuity in
historical eras in US and world history;
(c) identify ways in which people and groups
exercise agency in difficult historical, contemporary, and tribal
contexts;
(d) analyze multiple, and
complex causal factors that have shaped major events in US and world history,
including American Indian history;
(e) explain events in relation to both their
intended and unintended consequences, including governmental policies impacting
American Indians;
(f) distinguish
between long-term causes and triggering events in developing a historical
argument;
(g) analyze how
historical, cultural, social, political, ideological, and economic contexts
shape people's perspectives;
(h)
analyze the ways in which the perspectives of those writing history shaped the
history they produced;
(i) evaluate
how historiography is influenced by perspective and available historical
sources;
(j) analyze perspectives
of American Indians in US history;
(k) evaluate the limitations, biases, and
credibility of various sources, especially regarding misinformation and
stereotypes;
(l) analyze multiple
historical sources to pursue further inquiry and investigate additional
sources;
(m) integrate evidence
from multiple relevant historical sources and interpretations into a reasoned
argument about past and present people, events, and ideas; and
(n) construct arguments which reflect
understanding and analysis of multiple historical sources, perspectives, and
contexts.
AUTH: 20-2-114, MCA IMP: 20-2-121, 20-3-106, 20-7-101, MCA
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