What grade levels do these standards cover?

Grade 10, Grade 11, Grade 12, and Grade 9

Where can I read the official document?

CONNECTICUT PUBLIC ACT NO. 19-12 An Act Concerning the Inclusion of Black and Latino Studies in the Public School Curriculum

K–12 Standards

Grades 9-12

Semester 1: Focus on African American/Black History

Unit 1
Where We Come From: Introduction to African Origins and Contributions of Ancient African Empires to World Civilizations and the African Diaspora (500 B.C.E. to 1600)
1. 1
  Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical context HIST 9–12.1
2. 2
  Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. HIST 9–12.2
3. 3
  Analyze the ways in which the perspective of those writing history shaped the history that they produced.HIST 9–12.3
4. 4
  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.GEO 9–12.2
5. 5
  Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration.GEO 9–12.8
Unit 2
How African Americans Persisted: Slavery and Freedom Stories of Resistance and Agency (1619 to 1819)
1. 1
  Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contextsHIST 9-12.1
2. 2
  Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.HIST 9-12.2
3. 3
  Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. CIV 9–12.14 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.GEO 9–12.5
Unit 3
Black Literacy, Organizations, and Liberation (1820-1865)
1. 1
  Analyze complex and interacting factors that influenced the perspectives of people during different historical erasHIST 9–12.3
2. 2
  Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the pastHIST 9–12.12
Unit 4
Long, Long History for Equality (1865- 1915)
1. 1
  Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.CIV 9–12.3
2. 2
  Analyze how historical contexts shaped and continue to shape people’s perspectives (e.g., immigration, labor, the role of women).HIST 9–12.4
3. 3
  Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.INQ 9–12.8
Unit 5
Black Movement for Equality (1915- 1965)
1. 1
  Analyze how historical contexts shaped and continue to shape people’s perspectives. (e.g., immigration, labor, the role of women).HIST 9–12.4
2. 2
  Explain how the perspectives of people in the present shape interpretations of the past.HIST 9–12.6
3. 3
  Analyze the role of citizens in the U.S. political system, and the theory and practice of democracy in America.CIV 9–12.1
4. 4
  Evaluate the effectiveness of citizens and institutions in solving social and political problems.CIV 9–12.2
5. 5
  Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.INQ 9–12.8
6
Protest, Politics, and Power (1965- Present)
1. 1
  Explain how the perspectives of people in the present shape interpretations of the past.HIST 9–12.6
2. 2
  Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.CIV 9–12.14
3. 3
  Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place. INQ 9–12.15
4. 4
  Analyze how societies institute change in ways that both promote and hinder the common good and that protect and violate citizens’ rights. CIV 9–12.5

Semester 2: Focus on Puerto Rican/Latino History

1
Early Beginnings: Who Are We?
1. 1
  Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical account.HIST 9-12.3
2. 2
  Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.HIST 9- 12.4
3. 3
  Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.HIST 9-12.10
4. 4
  Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.GEO 9–12.5
2
Blood and Beauty
1. 1
  Analyze the way in which the perspective of those writing history shaped the history that they produced.WHIST 9-12.6
2. 2
  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.GEO 9–12.2
3. 3
  Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.USHIST 9-12.12
3
Sweat
1. 1
  Analyze how historical contexts shaped and continue to shape people’s perspectives (e.g., immigration, labor, the role of women).HIST 9–12.4
2. 2
  Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.CIV 9–12.3
3. 3
  Evaluate the effectiveness of citizens and institutions in solving social and political problems.CIV 9–12.2
4. 4
  Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. ECO 9-12.1
4
Resistance and Defiance
1. 1
  Analyze how historical contexts shaped and continue to shape historical contexts.HIST 9-12.5
2. 2
  Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the times. HIST 9–12.7
3. 3
  Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions to address social and political problems.CIV 9–12.1
5
Where Are We Now?
1. 1
  Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.HIST 9-12.16
2. 2
  Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.GEO 9–12.5
3. 3
  Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.GEO 9-12. 6

Frequently asked questions

What grade levels do these standards cover?: Grade 10, Grade 11, Grade 12, and Grade 9
Where can I read the official document?: CONNECTICUT PUBLIC ACT NO. 19-12 An Act Concerning the Inclusion of Black and Latino Studies in the Public School Curriculum

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