Curriculum Standards And Disability History

Because people with disabilities have played important roles across all aspects and periods of human endeavor, disability history provides a rich source for the social studies. Each Lesson Cluster in the DHM identifies relevant national standards. These readily align with state standards.

The Curriculum Standards for Social Studies address overall curriculum design and comprehensive student performance expectations, while the National Standards for History provide focused and enhanced content detail. Access the full National Standards for History (1996) from the National Center for History in the Schools, University of California, Los Angeles: Access the full Curriculum Standards for Social Studies (1994) from the National Council for the Social Studies:

Curriculum Standards for Cluster:
Educating The Senses: The 19th Century Awakes To Reform


Era 4:
Expansion and Reform (1801-1861)

Standard 4:
The sources and character of cultural, religious, and social reform movements in the antebellum period.

The student understands how Americans strived to reform society and create a distinct culture.

  1. Explain the importance of the Second Great Awakening and the ideas of its principal leaders.

  2. Assess how the Second Great Awakening impinged on antebellum issues such as public education, temperance, women's suffrage, abolition, and commercialization.


This lesson cluster invites analysis of how culture, social class, and fundamental beliefs about groups and individuals influence efforts to improve both public and private institutions and society as a whole.

IV. Individual Development & Identity
Selected High School Performance Expectations

  • d. Apply concepts, methods, and theories about the study of human growth and development, such as physical endowment, learning, motivation, behavior, perception, and personality.

V. Individuals, Groups, & Institutions
Selected High School Performance Expectations

  • a. Apply concepts such as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in society.

  • b. Analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings.

  • c. Describe the various forms that institutions take, and explain how they develop and change over time.

  • e. Describe and examine belief systems basic to specific traditions and laws in contemporary and historical movements.

  • f. Evaluate the role of institutions in furthering both continuity and change.

  • g. Analyze the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings.

  • h. Explain and apply ideas and modes of inquiry drawn from behavioral science and social theory in the examination of persistent issues and social problems.