Nevada Administrative Code
Chapter 389 - Examinations, Courses, Standards and Diplomas
PREKINDERGARTEN, ELEMENTARY SCHOOL, MIDDLE SCHOOL AND JUNIOR HIGH SCHOOL
Instruction: Sixth Through Eighth Grades
Section 389.372 - Sixth through eighth grades: Social studies

Universal Citation: NV Admin Code 389.372

Current through February 27, 2024

By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the sixth, seventh and eighth grades in social studies must be designed so that pupils meet the following performance standards by the completion of the eighth grade:

1. For the area of social studies disciplinary skills:

(a) Construct compelling questions based upon disciplinary concepts.

(b) Evaluate various answers to the compelling questions constructed pursuant to paragraph (a) within and across disciplines.

(c) Generate supporting questions that will lead to inquiry and research on compelling issues within a discipline in order to answer a compelling question generated pursuant to paragraph (a).

(d) Gather relevant information from multiple texts and evaluate the sourcing, context and corroboration of the texts with close reading and disciplinary skills.

(e) Identify multiple media sources when investigating current issues and evaluate the credibility and reliability of each such source.

(f) Using varied source material, strong evidence and clear reasoning, develop an argument based on substantive claims.

(g) Examine different arguments and identify the strengths and limitations of each argument.

(h) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.

(i) Participate in rigorous academic discussions that emphasize multiple viewpoints in which claims and evidence are acknowledged and critiqued.

(j) Draw on disciplinary concepts to explain the challenges that persons have faced in the past or are facing currently and the opportunities such persons have created in addressing local, regional and global problems at various times and in various places.

(k) Apply a range of deliberative and democratic procedures to make decisions and take action regarding important contemporary roles.

2. For the area of history:

(a) Compare the rise and fall of kingdoms and empires throughout the ancient world, including, without limitation, the governmental systems of such kingdoms or empires and the political developments of such kingdoms or empires.

(b) Examine instances of conflict, oppression, human rights violations and genocide that occurred in the ancient world and the responses of persons to these instances.

(c) Describe factors that shaped the identity of persons living in ancient civilizations, including, without limitation, religion, language, social class, geography, culture and society.

(d) Interpret events throughout world history from a variety of historical and cultural perspectives, including, without limitation, interpreting such events from the perspective of:
(1) The Romans compared to the barbarians;

(2) Conquered persons compared to persons who conquer; and

(3) The Mongols compared to the Ming Chinese.

(e) Interpret events throughout the early history of the United States from a variety of historical and cultural perspectives, including, without limitation, interpreting such events from the perspective of:
(1) Native Americans compared to settlers;

(2) Residents of northern states in the United States compared to residents of southern states in the United States; and

(3) Native-born citizens of the United States compared to immigrants.

(f) Investigate cultural developments within and across societies with attention to belief systems, philosophies, ideologies and the arts.

(g) Analyze the impact of technological developments on events, persons and cultures in the ancient world and throughout world history.

(h) Analyze the use of conflict and diplomacy in interactions in the ancient world and in global interactions.

(i) Compare the rise and fall of governmental systems and political developments throughout world history.

(j) Examine instances of conflict, oppression, human rights violations and genocide throughout the world as well as responses to these violations.

(k) Describe the factors that shape identity, including, without limitation, institutions, religion, language, social class, geography, culture and society.

(l) Interpret current events from a variety of cultural perspectives.

(m) Investigate the role of this State in the world using the five themes of geography:
(1) Place;

(2) Location;

(3) Human environment interaction;

(4) Movement; and

(5) Region.

(n) Assess the influence of diverse ideologies on politics, society and culture throughout the early history of the United States.

(o) Investigate the factors that shaped group and national identity throughout the early history of the United States and analyze how that relates to current views on American identity.

(p) Evaluate the causes and effects of regional differences throughout the early history of the United States.

(q) Analyze the influence of diverse cultural traditions on early American society.

(r) Analyze the impact of the political, social, cultural, economic, religious, geographic, intellectual and artistic changes throughout the history of the United States.

(s) Explain how persons and events throughout the history of this State influenced the larger national context and are influenced by the larger national context.

(t) Analyze the impact of westward expansion on the Native American communities in this State.

(u) Investigate the migration and immigration patterns to this State as a part of the history of the United States.

(v) Evaluate the use of conflict and diplomacy in international relations from the perspective of the United States.

(w) Investigate the causes, impacts and attitudes towards conflict and war from various points of view throughout the early history of the United States.

3. For the area of geography:

(a) Use and construct maps and images to explain and analyze regional, environmental and cultural characteristics in early civilizations and various places around the world.

(b) Explain how changes in transportation, communication and technology influenced the movement of persons, goods and ideas in civilizations, including, without limitation, in early civilization and throughout the early history of the United States.

(c) Explain how changes in population distribution, including, without limitation, movement to urban areas and changes due to flooding, disease and slavery, caused changes in land and water use in early civilizations.

(d) Explain how global changes in population distribution patterns cause changes in land use in particular areas.

(e) Explain how the relationship between the environmental characteristics of a place and the production of goods influences the spatial patterns of world trade.

(f) Analyze and explain the cultural, physical and environmental characteristics of places and regions and how these characteristics affect the lives of persons who live in such places and regions.

(g) Explain how the human, physical and environmental characteristics of early regions in the United States influenced and impacted the creation of new cultures.

(h) Explain how global circumstances affected changes in immigration, land use and population distribution in various regions throughout the early history of the United States.

(i) Explore the causes, motivations and consequences of voluntary and forced migration and immigration in the early history of the United States, including, without limitation:
(1) The Trail of Tears;

(2) Western movement; and

(3) The Great Migration.

4. For the area of economics:

(a) Differentiate between economic systems and patterns of trade and describe how such systems and patterns impact civilizations.

(b) Assess the economics of ancient civilizations, various nations and the early history of the United States, including, without limitation, assessing such civilizations and nations based on trade, resources, labor and monetary systems.

(c) Explain how trade impacted economic growth, labor markets, rights of citizens, the environment and the distribution of resources and income in different ancient civilizations.

(d) Explain how supply and demand, costs and competition influence market prices, wages and social and environmental outcomes.

(e) Explain and evaluate how economic policies impact persons, businesses, government structures and international organizations from a local scale to a global scale.

(f) Investigate the impact of global trade policies on nations and the citizens of such nations.

(g) Analyze the role of innovations and entrepreneurship in institutions throughout the early history of the United States.

(h) Evaluate how the economic policies implemented as a result of the Louisiana Purchase, the slave trade, the plantation economy and the period of Reconstruction impacted persons, businesses and society.

(i) Investigate the effects of the foreign economic policy of the United States nationally and globally throughout the early history of the United States.

5. For the area of civics:

(a) Describe the different political, civil, religious and economic organizations of early civilizations and throughout the history of the United States.

(b) Compare a current global issue to a historical event from an ancient civilization and propose a solution to the issue based upon knowledge of past outcomes.

(c) Compare and contrast governmental structures, processes and laws within and across early civilizations.

(d) Distinguish and apply the powers and responsibilities of global citizens, interest groups and the media in a variety of governmental and nongovernmental contexts.

(e) Describe the roles of political, civil and economic organizations in shaping the lives of persons.

(f) Investigate a current global issue and propose a course of action to solve it.

(g) Examine the origins, purposes and impact of laws, treaties and international agreements.

(h) Examine the role the media played in shaping public perception and policies throughout the early history of the United States.

(i) Analyze the expansion of representative government throughout the early history of the United States.

(j) Compare a current national issue to a historical event from the early history of the United States in order to propose a solution to the issue based upon knowledge of past outcomes.

(k) Evaluate the social, political and economic changes that have impacted the evolution of laws throughout the history of the United States.

6. For the area of multicultural education:

(a) Analyze the ways in which dominant cultures have oppressed conquered persons or minority groups throughout early civilizations as well as the responses of those groups to this oppression.

(b) Assess the impacts of cultural diffusion when diverse groups interacted within and across early civilizations.

(c) Investigate the ways in which civilizations built communities of respect, equity and diversity throughout early world history.

(d) Analyze the intellectual, cultural, religious and artistic contributions to our modern world of racially and ethnically diverse persons.

(e) Explore instances of oppression in the modern world as well as individual and group resistance movements for social justice that have developed in response.

(f) Investigate the ways in which persons and nations build communities of respect, equity and diversity throughout the world today.

(g) Discuss the contributions of racially and ethnically diverse leaders to the advancement of communities and nations around the world.

(h) Analyze the causes, impact and abolition of slavery in the history of the United States.

(i) Analyze the ways in which dominant cultures have oppressed groups through institutionalized discrimination throughout the history of the United States.

(j) Evaluate the impact of persons and reform movements on the struggle for greater civil rights and liberties throughout the early history of the United States.

(k) Discuss the contributions of racially and ethnically diverse leaders to the advancement of our community and nation.

(l) Analyze the intellectual, cultural, religious and artistic contributions of diverse persons throughout the early history of the United States.

Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; A by R056-17AP, eff. 8/30/2018

NRS 385.080, 385.114, 389.021, 389.520

Disclaimer: These regulations may not be the most recent version. Nevada may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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