Nev. Admin. Code § 389.511

Current through December 12, 2024

Section 389.511 - Social studies

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

1. For the area of social studies disciplinary skills:

(a) When constructing compelling questions based upon disciplinary concepts, reference points of agreement and disagreement among experts regarding interpretations and applications of such concepts and related ideas.

(b) Generate and answer supporting questions and explain how, as a part of the inquiry process, such questions lead to the generation of new compelling questions and supporting questions.

(c) In order to answer a question, gather relevant information from multiple sources that represent a wide range of views using the origin, authority, structure, context and corroborative value of the sources to guide the selection.

(d) Evaluate the credibility of a source by examining how experts value the source.

(e) Seek multiple media sources while investigating a current issue and evaluate the credibility and reliability of each such source.

(f) Identify evidence in support of or against a claim that draws information directly and substantively from multiple sources to detect inconsistencies in such evidence in order to revise or strengthen a claim.

(g) Refine claims and counterclaims with precision, attention to the significance of each claim and knowledge regarding the strengths and limitations of each claim.

(h) Construct arguments using precise, evidence-backed claims based on evidence from multiple sources while acknowledging any existing counterclaims and evidentiary weaknesses.

(i) Using print, oral and digital technologies, present adaptations and explanations of arguments that feature complex ideas and diverse perspectives on issues and topics to reach a range of audiences within a classroom and outside of the classroom.

(j) Participate in rigorous academic discussions that emphasize multiple viewpoints in which claims and evidence are acknowledged, critiqued and built upon in order to create new understandings of complex historical or current issues.

(k) Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of contemporary issues at the local, regional and global level.

(l) Apply a range of deliberative and democratic procedures to make decisions and take action regarding contemporary issues at the local, regional and global level.

2. For the area of history:

(a) Analyze major regime changes throughout world history based on a variety of factors, including, without limitation, the goals of such changes, the tactics and practices used to cause such changes and the outcomes of such changes.

(b) Examine occurrences of and reactions to oppression, human rights violations and genocide throughout world history.

(c) Analyze the causes of radicalization of persons and groups throughout world history and the consequences of such radicalization.

(d) Describe the factors that shape group, national or individual identity, including, without limitation, institutions, religion, language, social class, geography, culture and society.

(e) Interpret events throughout world history from a variety of historical and cultural perspectives, including, without limitation, from the perspective of:

(1) Capitalists compared to laborers;

(2) Imperialists compared to indigenous persons;

(3) Persons in different positions of power;

(4) Persons from different classes;

(5) Persons from different races;

(6) Persons from different ethnicities; and

(7) Persons of different genders.

(f) Analyze the influence of social, political and economic developments on maintaining and transforming the role and social status of various groups.

(g) Analyze the impact of artistic, architectural, scientific and technological developments on events, persons and cultures throughout world history.

(h) Investigate the evolution of systems of belief, religions, philosophies and ideologies across societies.

(i) Describe the attitudes of persons toward major wars and conflicts throughout world history and the effects of such wars and conflicts throughout world history.

(j) Evaluate the use of conflict and diplomacy in regional and international relations.

(k) Investigate the causes and influences of diverse ideologies on policies, society and culture throughout the history of the United States.

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

(m) Evaluate the factors that shaped group and national identity and how the American identity has evolved throughout the history of the United States.

(n) Interpret events through the history of the United States from a variety of historical and cultural perspectives, including, without limitation, interpreting such events from the perspective of:

(1) Suffragettes;

(2) Civil rights activists;

(3) Nationalists;

(4) Progressives;

(5) Political activists; and

(6) Immigrant groups.

(o) Investigate the evolution of gender roles and gender equality within social and economic life in the United States.

(p) Examine the causes and effects of socioeconomic diversity throughout the history of the United States.

(q) Analyze the influence of religious, intellectual and artistic changes throughout the history of the United States.

(r) Explore how persons and events throughout the history of this State influenced the United States as a whole and are influenced by the United States as a whole.

(s) Analyze the causes of changing migration and immigration patterns in this State from 1877 to the present.

(t) Trace the evolution of the economy of this State, including, without limitation, the role of the economy of this State in national and global issues, throughout history.

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

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

(w) Analyze the reciprocal nature of international relations as the United States and other governments interact with and influence one another.

(x) Assess the factors that impact political identity and ideology, including, without limitation:

(1) Age;

(2) Race;

(3) Class;

(4) Gender;

(5) Religion; and

(6) Geography.

(y) Evaluate the impact of persons and reform movements on legislation and court decisions in the struggle for greater civil rights and civil liberties.

(z) Analyze how American identity has been shaped by governmental policies, institutions and the founding documents.

(aa) Analyze how interpretation of the founding documents has evolved throughout the history of the United States.

(bb) Evaluate the policies enacted by the government of the United States to address the needs of various social and economic groups in this country.

(cc) Analyze and evaluate current issues, major pieces of legislation and policies in politics in this State.

(dd) Compare and contrast the United States Constitution and the Nevada Constitution.

(ee) Critique the use of conflict and diplomacy in international relations.

(ff) Compare and contrast the role of the President of the United States and the role of the Congress of the United States in international relations.

3. For the area of geography:

(a) Create, interpret and use maps that display and explain geospatial patterns of cultural, economic, political and environmental characteristics.

(b) Use demographic data to analyze various factors that shape the interaction of humans with the environment, including, without limitation, the impacts of disease, technological advances, economics, scarcity of resources and culture on such interaction.

(c) Analyze how changes in the environmental, cultural or technological characteristics of a place or region influence patterns of settlement, trade and land use in the place or region.

(d) Evaluate how economic globalization and the scarcity of resources contribute to conflict and cooperation within and among countries.

(e) Create, interpret and use maps that display and explain the geospatial patterns of cultural, economic, political and environmental characteristics of the United States.

(f) Analyze how the landscape of the United States has changed as humans have adapted the environment to meet their needs.

(g) Analyze how the diffusion of ideas, technologies and cultural practices has influenced migration and immigration patterns and the distribution of the population in the United States throughout the history of the United States.

(h) Explain how global circumstances and interactions affect resources, land use, culture and population distribution in the United States.

(i) Create, interpret and use demographic data and geospatial representations to better understand gerrymandering, redistricting and regional political ideology.

(j) Analyze shifting governmental policies and regulations in the United States in response to changing human interactions with the environment.

(k) Analyze the differences in political behavior between diverse population centers.

(l) Explain how governmental policies and political ideas have shifted historically and contemporarily due to patterns of immigration.

(m) Compare and contrast how different political systems currently affect the United States and citizens of the United States.

4. For the area of economics:

(a) Compare different economic systems and labor systems within and across societies.

(b) Examine the ways in which trade, commerce and industrialization impacted persons, groups and nations.

(c) Investigate the factors that influenced the evolution of economies and standards of living across the world, including, without limitation:

(1) Investments in physical capital;

(2) Education and training of workers; and

(3) Technology.

(d) Explain how globalization has impacted various aspects of economic growth, labor markets, the rights of citizens, the environment, resource distribution and income distribution in different nations.

(e) Examine the reciprocal impacts and effects that persons, communities, businesses and governments have had on the economic policies and decisions of the United States over time.

(f) Evaluate multiple factors that have impacted the economy of the United States over time, including, without limitation:

(1) Trade;

(2) Resources;

(3) Labor; and

(4) The monetary system.

(g) Evaluate the role of the United States in and the response of the United States to globalization and the impact of globalization on the economy of the United States, including, without limitation:

(1) Trade policy;

(2) Embargoes;

(3) Exchange rates; and

(4) Trade agreements.

(h) Analyze the determining factors that influence production and distribution in a market system.

(i) Explain how changes in supply and demand cause changes in the markets for and prices of goods, services and labor, the availability of credit and the value of foreign currencies.

(j) Evaluate the effectiveness of governmental policies to improve market outcomes using cost-benefit analysis.

(k) Describe the roles of institutions and rights of persons regarding property and the rule of law in a market economy.

(l) Identify economic indicators and use such indicators to analyze current and future economies.

(m) Evaluate the effectiveness of governmental policies on the economy of the United States.

(n) Explain the influence of changes in spending, production and the money supply on various economic conditions using current data.

(o) Critique how advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.

(p) Analyze how national and global economic issues and systems impact the economy of this State.

(q) Analyze how governments throughout the world influence the international trade of goods and services.

5. For the area of civics:

(a) Analyze how various political and religious philosophies have impacted governmental institutions and policies throughout world history.

(b) Explain the historical background of a current global issue and propose a course of action to solve it.

(c) Examine various systems, laws and policies of governance throughout world history, including, without limitation:

(1) Feudalism;

(2) Mercantilism;

(3) Absolutism;

(4) Fascism;

(5) Communism; and

(6) Constitutional democracy.

(d) Compare the evolution of different political and governmental systems within and across nations throughout world history.

(e) Examine the changing roles, impact and power of political leaders, parties and voting blocs over time.

(f) Compare the evolution of different political, civil, religious and economic institutions and the influence of such institutions on persons, communities and governmental policies throughout the history of the United States.

(g) Analyze the effects of media in shaping public perception and policies throughout the history of the United States.

(h) Explain how American identity throughout history has been shaped by:

(1) The founding documents;

(2) Political participation;

(3) Democratic institutions; and

(4) Interactions among diverse cultures.

(i) Explain the historical background of a current national issue and propose a course of action to solve it.

(j) Analyze major political parties and landmark United States Supreme Court cases and their impact on the history of the United States.

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

(l) Examine the roles and responsibilities of the three branches of government.

(m) Analyze the system of checks and balances and separation of powers throughout history and in current events.

(n) Analyze the legislative processes involved in the adoption of laws and regulations at the local, state and national level.

(o) Examine the roles of the media in the United States in shaping policy and political discourse and providing additional checks on the government.

(p) Examine the role of special interest groups, lobbyists and political action committees on the legislative process and electoral process in the United States.

(q) Evaluate how the United States Constitution establishes the powers and responsibilities of local, state and tribal governments.

(r) Analyze the collection and purpose of local, state and federal taxes.

(s) Analyze how and why the role and responsibilities of citizens of the United States have changed over time.

(t) Critique the historical debate surrounding majority rule versus minority rights in the United States.

(u) Examine the structure of the justice system in the United States, including, without limitation:

(1) Due process protections;

(2) Legal rights; and

(3) The judicial processes in criminal and civil cases.

(v) Analyze the origins of government in the United States, including, without limitation:

(1) The role of various political theories;

(2) The rule of law and alternative models of governance in other nations; and

(3) The groups which played a role in the origin of government in the United States.

6. For the area of multicultural education:

(a) Analyze the complex relationship between dominant cultures and minority groups throughout world history, including, without limitation:

(1) The causes of oppression, including, without limitation, race, ethnicity, gender, nationality, class and religion;

(2) Reactions to oppression; and

(3) The long-term effects of oppression.

(b) Examine the impact of persons and reform movements in the fight for greater civil rights and civil liberties throughout world history.

(c) Investigate and apply principles successfully applied by groups and nations, including, without limitation, the United States, throughout world history in order to create communities of respect, equity and diversity at the school level and local level.

(d) Explore the positive and negative consequences of cultural interaction and diffusion when diverse groups have interfaced throughout world history.

(e) Interpret the contributions of racially and ethnically diverse leaders to the advancement of the community in which the pupil lives, this nation and the world.

(f) Analyze the intellectual, cultural, religious and artistic contributions of diverse persons to the modern world, including, without limitation, the United States.

(g) Examine and explore the ways in which diverse groups have been denied equality and opportunity institutionally and informally at various times throughout the history of the United States.

(h) Analyze how resistance movements have organized and responded to oppression and infringement of civil liberties and evaluate the responses.

(i) Examine how American culture has been influenced and shaped by diverse groups and persons throughout the history of the United States.

(j) Analyze how local governments, state governments and the national government institutionalized policies that disenfranchised groups throughout the history of the United States.

(k) Evaluate the ways in which citizens of the United States and associations in the United States have used the United States Constitution to influence or take action to fight for civil liberties and social justice.

(l) Analyze ways in which persons can participate in the process of creating positive changes for their communities by taking informed civic action.

(m) Investigate ways that citizens of the United States can use civic action to create communities of respect, equity and diversity at the local, state and national level.

(n) Discuss how the contributions of racially and ethnically diverse leaders have impacted political policies.

Nev. Admin. Code § 389.511

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