How government works
Students study how the United States government is built and how power is split between the president, Congress, the courts, and state and local leaders. They read founding documents and look at the ideas behind them.
What does a student learn in
This is the stretch when students stop memorizing facts about government and history and start arguing about them. Students dig into how power is divided in the U.S. system, why people make the economic choices they do, and how maps and history shape the places we live. They learn to weigh primary sources against secondary ones and notice whose perspective is missing. By spring, students can read a founding document or news article and explain what it claims, what evidence backs it up, and what someone else might say.
- Branches of government
- Citizen rights
- Supply and demand
- Personal finance
- Maps and regions
- Primary sources
- World history
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Citizens and civic life
Students learn what rights and responsibilities come with being a citizen. They practice the everyday skills of speaking up, debating issues, and taking part in their community.
- 3
Money, markets, and choices
Students look at how people, businesses, and government make economic decisions when resources are limited. They also build personal money skills around budgeting, saving, and spending.
- 4
Places, people, and the land
Students read maps and study how people shape the land around them and are shaped by it. They compare regions and cultures and see how a choice in one place can ripple to another.
- 5
Reading history like a detective
Students work with letters, photos, news clippings, and other primary sources to figure out what happened and why. They weigh different points of view instead of taking one story at face value.
- 6
Delaware, U.S., and world history
Students trace major events in Delaware, the country, and the wider world. They connect past decisions to the world students live in now.
Mastery Learning Standards
The required skills a student should display by the end of Grade 9.
Civics
Civics
- Grades 9-10
Government
Students trace how power is split between Congress, the President, and the courts, and how responsibilities divide again between the federal government and state and local governments.
- Grades 9-10
Politics
Students read foundational documents like the Constitution and Declaration of Independence to understand the core ideas behind American government, such as individual rights, consent of the governed, and the rule of law.
- Grades 9-10
Citizenship
Citizens in a democracy have rights the government must respect and responsibilities they're expected to meet. Students learn what those are, how they're protected, and what it means to take part in civic life.
- Grades 9-10
Participation
Students practice the real-world skills that make civic participation work: speaking at a meeting, contacting a representative, or organizing around a local issue.
| Standard | Definition | Code |
|---|---|---|
| Government Grades 9-10 | Students trace how power is split between Congress, the President, and the courts, and how responsibilities divide again between the federal government and state and local governments. | DE-SS.CIV.9-10.1 |
| Politics Grades 9-10 | Students read foundational documents like the Constitution and Declaration of Independence to understand the core ideas behind American government, such as individual rights, consent of the governed, and the rule of law. | DE-SS.CIV.9-10.2 |
| Citizenship Grades 9-10 | Citizens in a democracy have rights the government must respect and responsibilities they're expected to meet. Students learn what those are, how they're protected, and what it means to take part in civic life. | DE-SS.CIV.9-10.3 |
| Participation Grades 9-10 | Students practice the real-world skills that make civic participation work: speaking at a meeting, contacting a representative, or organizing around a local issue. | DE-SS.CIV.9-10.4 |
Economics
Economics
- Grades 9-10
Microeconomics
When something is scarce, people can't have everything they want, so every choice has a trade-off. Students examine those trade-offs in everyday decisions, like whether a dollar spent on one thing is worth giving up another.
- Grades 9-10
Macroeconomics
In a market economy, prices and incentives push individuals, businesses, and governments to make different choices. Students study how those choices connect and how government policy can shift the results.
- Grades 9-10
Economic Systems
Students look at how different countries organize their economies, such as who owns businesses and who sets prices, then explain what pushes those systems to shift over time.
- Grades 9-10
Personal Finance and Interdependence
Students learn how to manage money, budgets, and debt in their own lives, and also study how decisions made by families, businesses, and governments ripple across communities and countries.
| Standard | Definition | Code |
|---|---|---|
| Microeconomics Grades 9-10 | When something is scarce, people can't have everything they want, so every choice has a trade-off. Students examine those trade-offs in everyday decisions, like whether a dollar spent on one thing is worth giving up another. | DE-SS.ECON.9-10.1 |
| Macroeconomics Grades 9-10 | In a market economy, prices and incentives push individuals, businesses, and governments to make different choices. Students study how those choices connect and how government policy can shift the results. | DE-SS.ECON.9-10.2 |
| Economic Systems Grades 9-10 | Students look at how different countries organize their economies, such as who owns businesses and who sets prices, then explain what pushes those systems to shift over time. | DE-SS.ECON.9-10.3 |
| Personal Finance and Interdependence Grades 9-10 | Students learn how to manage money, budgets, and debt in their own lives, and also study how decisions made by families, businesses, and governments ripple across communities and countries. | DE-SS.ECON.9-10.4 |
Geography
Geography
- Grades 9-10
Maps and Mental Maps
Students build their own mental picture of the world, then use maps, charts, and other geographic tools to explore how specific places and regions work.
- Grades 9-10
Environment
Students study how people change the natural world around them, and how those changes ripple back through communities and ecosystems. Think dams, deforestation, or flood barriers, and what happens after.
- Grades 9-10
Places and Cultures
Students examine how different groups of people live, what they value, and what makes the places they call home distinct from one another.
- Grades 9-10
Regions
Students learn to compare regions of the world, from neighborhoods to continents, and explain how those regions affect and connect to each other. The focus is on what makes a region distinct and why those differences matter.
| Standard | Definition | Code |
|---|---|---|
| Maps and Mental Maps Grades 9-10 | Students build their own mental picture of the world, then use maps, charts, and other geographic tools to explore how specific places and regions work. | DE-SS.GEO.9-10.1 |
| Environment Grades 9-10 | Students study how people change the natural world around them, and how those changes ripple back through communities and ecosystems. Think dams, deforestation, or flood barriers, and what happens after. | DE-SS.GEO.9-10.2 |
| Places and Cultures Grades 9-10 | Students examine how different groups of people live, what they value, and what makes the places they call home distinct from one another. | DE-SS.GEO.9-10.3 |
| Regions Grades 9-10 | Students learn to compare regions of the world, from neighborhoods to continents, and explain how those regions affect and connect to each other. The focus is on what makes a region distinct and why those differences matter. | DE-SS.GEO.9-10.4 |
History
History
- Grades 9-10
Chronology
Students use timelines and sequencing to figure out why historical events happened, what changed over time, and what stayed the same.
- Grades 9-10
Analysis
Students find and compare original documents, photos, or eyewitness accounts alongside textbooks and articles to piece together what actually happened in the past.
- Grades 9-10
Interpretation
Students read historical sources and explain how a person's background or point of view shapes the story they tell about the past.
- Grades 9-10
Content
Students learn the major events that shaped Delaware, the United States, and the world. That includes wars, movements, and turning points that explain why things are the way they are today.
| Standard | Definition | Code |
|---|---|---|
| Chronology Grades 9-10 | Students use timelines and sequencing to figure out why historical events happened, what changed over time, and what stayed the same. | DE-SS.HIST.9-10.1 |
| Analysis Grades 9-10 | Students find and compare original documents, photos, or eyewitness accounts alongside textbooks and articles to piece together what actually happened in the past. | DE-SS.HIST.9-10.2 |
| Interpretation Grades 9-10 | Students read historical sources and explain how a person's background or point of view shapes the story they tell about the past. | DE-SS.HIST.9-10.3 |
| Content Grades 9-10 | Students learn the major events that shaped Delaware, the United States, and the world. That includes wars, movements, and turning points that explain why things are the way they are today. | DE-SS.HIST.9-10.4 |
No state assessments at this grade
Students take their next one in Grade 12.
NAEP (National Assessment of Educational Progress)
Federally administered sample-based assessment in reading, mathematics, science, and writing. NAEP results inform state-by-state comparisons rather than individual student or school accountability.
- When given:
- biennial in winter
- Frequency:
- every two years
Common Questions
What does social studies cover in these grades?
Students study four strands: civics, economics, geography, and history. They learn how government works, how markets and money decisions play out, how places and people shape each other, and how to read history from real documents instead of just summaries.
How can I help my teenager with social studies at home?
Talk about the news at dinner and ask what they think and why. When a story comes up about a law, an election, gas prices, or a place in the world, ask them to explain it back. Five minutes of real conversation does more than a worksheet.
What should students be able to do with primary sources by the end of the year?
Students should read a document like a speech, letter, or news article and figure out who wrote it, when, and what point of view it carries. They should also use evidence from the source to back up a claim instead of guessing or summarizing.
My child says history is just memorizing dates. Is that true?
Not at this level. Students are expected to explain why events happened, what changed, and what stayed the same. Dates matter as anchors, but the real work is connecting causes to effects and weighing different accounts of the same event.
How should I sequence the year across civics, economics, geography, and history?
Most teachers anchor the year in history or civics and weave the other strands in as they fit. For example, a unit on the founding era pulls in civic principles, an industrial era unit pulls in economics, and a world unit pulls in geography. Plan the anchor first, then layer.
What does personal financial literacy look like at this age?
Students learn how scarcity drives choices, how interest and credit work, and how a paycheck turns into a budget. At home, walk through a real bill, a bank statement, or a job offer together and ask what tradeoffs it shows.
Which skills usually need the most reteaching?
Sourcing and corroboration. Students often accept the first document they read as the full story. Build in short routines where students compare two accounts of the same event and explain which one they trust more and why.
How do I know my child is ready for the next grade?
By the end of the year, students should be able to write a short argument that uses evidence from a document, explain how a law or policy affects daily life, and place a major event in its historical context. If they can do those three things in conversation, they are in good shape.