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Inquiry Question

Historical Context





Table of

  • Standard s for Social Studies
    National Council for the Social Studies
  • War Relocation Camps of World War II:
    When Fear was Stronger than Justice

    relates to the following Social Studies Standards:

      Theme I: Culture

    • Standard A The student compares similarities and differences in the ways groups, societies, and cultures meet human needs and concerns.
    • Standard B The student explains how information and experiences may be interpretsed by people from diverse cultural perspectives and frames of reference.
    • Standard D The student explains why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs.
    • Standard E The student articulates the implications of cultural diversity, as well as cohesion, within and across groups.

      Theme II: Time, Continuity and Change

    • Standard B - The student identifies and uses key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.
    • Standard D - The student identifies and uses processes important to reconstructing and reinterpretsing the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality.
    • Standard E - The student develops critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts.
    • Standard F - The student uses knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues.

      Theme III: People, Places and Environments

    • Standard A - The student elaborates mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape.
    • Standard D - The student estimates distance, calculate scale, and distinguishs other geographic relationships such as population density and spatial distribution patterns.
    • Standard I - The student describes ways that historical events have been influenced by, and have influenced physical and human geographic factors in local, regional, national, and global settIngs.

      Theme IV: Individual Development and Identity

    • Standard C - The student describes the ways family, gender, ethnicity, nationality, and institutional affiliations contribute to personal identity.
    • Standard E - The student identifies and describes ways regional, ethnic, and national cultures influence individuals daily lives.
    • Standard F - The student identifies and describes the influence of perception, attitudes, values, and beliefs on personal identity.
    • Standard G - The student identifies and interpretss examples of stereotyping, conformity, and altruism.

      Theme V: Individuals, Groups, and Institutions

    • Standard B - The student analyzes group and institutional influences on people, events, and elements of culture.
    • Standard E - The student identifies and describes examples of tensions between belief systems and government policies and laws.

      Theme VI: Power, Authority and Governance

    • Standard A - The student examines issues involving the rights, roles and status of the individual in relation to the general welfare.
    • Standard B - The student describes the purpose of the government and how it's powers are acquired.
    • Standard C - The student analyzes and explains ideas and governmental mechanisms to meet wants and needs of citizens, regulate territory, manage conflict, and establish order and security.
    • Standard D - The student describes the way nations and organizations respond to forces of unity and diversity affecting order and security.
    • Standard E - The student identifies and describes the basic features of the political system of the United States, and identify representative leaders.
    • Standard F - The student explains, actions and motivations that contribute to conflict and cooperation within and among organizations.
    • Standard G - The student describes and analyzes the role of technology in communications, transportation, information-processing, weapons development, and other areas as it contributes to or helps resolves issues.
    • Standard H - The student explains and applies concepts such as power, role, status, justice, and influence to the examnation of persitent issues and social problems.

      Theme IX: Global Connections

    • Standard B - The student analyze examples of conflict, cooperation, and interdependence among groups, societies, and nations.
    • Standard F -The student demonstrate understanding of con

      Theme X: Civic Ideals and Practices

    • Standard A - The student examine the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law.
    • Standard B - The student identifies and interprets sources and examples of the rights and responsibilities of citizens.
    • Standard C - The student locate, access, analyze, organize, and apply information about selected public issues recognizing and explaining multiple points of view.
    • Standard D - The student practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
    • Standard G - The student analyze the influence of diverse forms of public opinion on the development of public policy and decision-making.
    • Standard I - The student explain the relationship between policy statements and action plans usesd to address issues of public concern.
    • Standard J - The student examine strategies designed to strengthen the "common good," which consider a range of options for citizen action.


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