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Idaho: 9th-Grade Standards

((Note: Between grades 6–9, Idaho students are expected to cover the following standards.)

  • Geography: Eastern Hemisphere

    • Standard 1: History

      Students in Geography-Eastern Hemisphere build an understanding of the cultural and social development of human civilization.

      Goal 1.8:

      Build an understanding of the cultural and social development of human civilization.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.1.8.1 Describe major aspects of the civilizations of the Eastern Hemisphere prior to European contact.
      • 6-9.GEH.1.8.2 Examine the impact of Europeans on indigenous cultures in the Eastern Hemisphere.
      • 6-9.GEH.1.8.3 Compare various approaches to European colonization in the Eastern Hemisphere.
      • 6-9.GEH.1.8.4 Explain how and why events may be interpreted differently according to the points of view of participants and observers.
      • 6-9.GEH.1.8.5 Describe the historical origins, central beliefs, and spread of major religions, including Judaism, Christianity, Islam, Hinduism, Buddhism, and Confucianism.
    • Standard 2: Geography

      Students in Geography-Eastern Hemisphere analyze the spatial organizations of people, places, and environment on the earth’s surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, trace the migration and settlement of human populations on the earth’s surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments overtime.

      Goal 2.1:

      Analyze the spatial organizations of people, places, and environment on the earth’s surface.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.2.1.1 Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each. (469.01b)
      • 6-9.GEH.2.1.2 Apply latitude and longitude to locate places on Earth and describe the uses of technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).
      • 6-9.GEH.2.1.3 Use mental maps to answer geographic questions. (469.01b)
      • 6-9.GEH.2.1.4 Analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event. (473.01a)

      Goal 2.2:

      Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.2.2.1 Explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth. (469.03f)
      • 6-9.GEH.2.2.2 Locate, map, and describe the climate regions of the Eastern Hemisphere and their impact on human activity and living conditions.
      • 6-9.GEH.2.2.3 Identify major biomes and explain ways in which the natural environment of places in the Eastern Hemisphere relates to their climate. (469.03a)
      • 6-9.GEH.2.2.4 Explain how physical processes have shaped Earth’s surface. Classify these processes according to those that have built up Earth’s surface (mountain-building and alluvial deposition) and those that wear away at Earth’s surface (erosion). (469.03c)
      • 6-9.GEH.2.2.5 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)

      Goal 2.3:

      Trace the migration and settlement of human populations on the earth’s surface.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.2.3.1 Identify the names and locations of countries and major cities in the Eastern Hemisphere.
      • 6-9.GEH.2.3.2 Describe major physical characteristics of regions in the Eastern Hemisphere.
      • 6-9.GEH.2.3.3 Identify patterns of population distribution and growth in the Eastern Hemisphere and explain changes in these patterns, which have occurred over time. (469.04b)

      Goal 2.4:

      Analyze the human and physical characteristics of different places and regions.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.2.4.1 Use maps, charts, and graphs to compare rural and urban populations in selected countries in the Eastern Hemisphere.
      • 6-9.GEH.2.4.2 Compare and contrast cultural patterns in the Eastern Hemisphere, such as language, religion, and ethnicity. (469.04c)
      • 6-9.GEH.2.4.3 Analyze the locations of the major manufacturing and agricultural regions of the Eastern Hemisphere.

      Goal 2.5:

      Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.2.5.1 Analyze the distribution of natural resources in the Eastern Hemisphere.
      • 6-9.GEH.2.5.2 Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of the Eastern Hemisphere. (469.05c)
      • 6-9.GEH.2.5.3 Give examples of how land forms and water, climate, and natural vegetation have influenced historical trends and developments in the Eastern Hemisphere. (469.06c)
      • 6-9.GEH.2.5.4 Identify contrasting perspectives of environmental issues that affect the Eastern Hemisphere.
      • 6-9.GEH.2.5.5 Explain how human-induced changes in the physical environment in one place can cause changes in another place, such as acid rain, air and water pollution, deforestation. (469.05b)
    • Standard 3: Economics

      Students in Geography-Eastern Hemisphere explain basic economic concepts and identify different influences on economic systems.

      Goal 3.1:

      Explain basic economic concepts.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.3.1.1 Define scarcity and its impact on decision making such as trade and settlement.

      Goal 3.2:

      Identify different influences on economic systems.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.3.2.1 Describe how different economic systems in the Eastern Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce.
      • 6-9.GEH.3.2.2 Compare the standard of living of various countries of the Eastern Hemisphere today using Gross Domestic Product (GDP) per capita as an indicator.
      • 6-9.GEH.3.2.3 Analyze current economic issues in the countries of the Eastern Hemisphere using a variety of information resources.
      • 6-9.GEH.3.2.4 Identify economic connections between a local community and the countries of the Eastern Hemisphere.
      • 6-9.GEH.3.2.5 Identify specific areas of the Eastern Hemisphere with important natural resource deposits.
      • 6-9.GEH.3.2.6 Investigate how physical geography, productive resources, specialization, and trade have influenced the way people earn income.
    • Standard 4: Civics and Government

      Students in Geography-Eastern Hemisphere build an understanding of comparative government.

      Goal 4.5:

      Build an understanding of comparative government.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.4.5.1 Identify the major forms of government in the Eastern Hemisphere and compare them with the United States.
      • 6-9.GEH.4.5.2 Give examples of the different routes to independence from colonial rule taken by countries.
    • Standard 5: Global Perspectives

      Students in Geography-Eastern Hemisphere build an understanding of multiple perspectives and global interdependence.

      Goal 5.1:

      Build an understanding of multiple perspectives and global interdependence.
      Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

      • 6-9.GEH.5.1.1 Discuss how social institutions, including the family, religion, and education, influence behavior in different societies in the Eastern Hemisphere.
      • 6-9.GEH.5.1.2 Give examples of how language, literature, and the arts shaped the development and transmission of culture in the Eastern Hemisphere.
      • 6-9.GEH.5.1.3 Define ethnocentrism and give examples of how this attitude can lead to cultural misunderstandings.
      • 6-9.GEH.5.1.4 Discuss present conflicts between cultural groups and nation-states in the Eastern Hemisphere.
      • 6-9.GEH.5.1.5 Give examples of the benefits of global connections, such as developing opportunities for trade, cooperating in seeking solutions to mutual problems, learning for technological advances, acquiring new perspectives, and benefiting from developments in architecture, music, and the arts.
      • 6-9.GEH.5.1.6 Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and speculate possible responses by various individuals, groups, and nations.
  • Geography: Western Hemisphere

    • Standard 1: History

      Students in Geography-Western Hemisphere build an understanding of the cultural and social development of human civilization.

      Goal 1.8:

      Build an understanding of the cultural and social development of human civilization.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.1.8.1 Describe major aspects of the civilizations of the Western Hemisphere prior to European contact, such as Mesoamerica.
      • 6-9.GWH.1.8.2 Examine the impact of Europeans on indigenous cultures in the Western Hemisphere.
      • 6-9.GWH.1.8.3 Compare various approaches to European colonization in the Western Hemisphere.
      • 6-9.GWH.1.8.4 Explain how and why events may be interpreted differently according to the points of view of participants and observers.
    • Standard 2: Geography

      Students in Geography-Western Hemisphere analyze the spatial organizations of people, places, and environment on the earth’s surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, trace the migration and settlement of human populations on the earth’s surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments over time.

      Goal 2.1:

      Analyze the spatial organizations of people, places, and environment on the earth’s surface.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.2.1.1 Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each. (469.01b)
      • 6-9.GWH.2.1.2 Apply latitude and longitude to locate places on Earth and describe the uses of technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).
      • 6-9.GWH.2.1.3 Use mental maps to answer geographic questions. (469.01b)
      • 6-9.GWH.2.1.4 Analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event. (473.01a)

      Goal 2.2:

      Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.2.2.1 Explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth. (469.03f)
      • 6-9.GWH.2.2.2 Locate, map, and describe the climate regions of the Western Hemisphere and their impact on human activity and living conditions.
      • 6-9.GWH.2.2.3 Identify major biomes and explain ways in which the natural environment of places in the Western Hemisphere relates to their climate. (469.03a)
      • 6-9.GWH.2.2.4 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)

      Goal 2.3:

      Trace the migration and settlement of human populations on the earth’s surface.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.2.3.1 Identify the names and locations of countries and major cities in the Western Hemisphere.
      • 6-9.GWH.2.3.2 Describe major physical characteristics of regions in the Western Hemisphere.
      • 6-9.GWH.2.3.3 Identify patterns of population distribution and growth in the Western Hemisphere and explain changes in these patterns which have occurred over time. (469.04b)

      Goal 2.4:

      Analyze the human and physical characteristics of different places and regions.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.2.4.1 Describe major cultural characteristics of regions in the Western Hemisphere.
      • 6-9.GWH.2.4.2 Compare and contrast cultural patterns in the Western Hemisphere, such as language, religion, and ethnicity. (469.04c)
      • 6-9.GWH.2.4.3 Analyze the locations of the major manufacturing and agricultural regions of the Western Hemisphere.

      Goal 2.5:

      Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.2.5.1 Analyze the distribution of natural resources in the Western Hemisphere.
      • 6-9.GWH.2.5.2 Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of the Western Hemisphere. (469.05c)
      • 6-9.GWH.2.5.3 Give examples of how land forms and water, climate, and natural vegetation have influenced historical trends and developments in the Western Hemisphere. (469.06c)
      • 6-9.GWH.2.5.4 Identify contrasting perspectives of environmental issues that affect the Western Hemisphere.
      • 6-9.GWH.2.5.5 Explain how human-induced changes in the physical environment in one place can cause changes in another place such as acid rain, air and water pollution, deforestation. (469.05b)
    • Standard 3: Economics

      Students in Geography-Western Hemisphere explain basic economic concepts and identify different influences on economic systems.

      Goal 3.1:

      Explain basic economic concepts.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.3.1.1 Define scarcity and its impact on decision making such as trade and settlement.

      Goal 3.2:

      Identify different influences on economic systems.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.3.2.1 Describe how different economic systems in the Western Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce.
      • 6-9.GWH.3.2.2 Compare the standard of living of various countries of the Western Hemisphere today using Gross Domestic Product (GDP) per capita as an indicator.
      • 6-9.GWH.3.2.3 Analyze current economic issues in the countries of the Western Hemisphere using a variety of information resources.
      • 6-9.GWH.3.2.4 Identify economic connections between a local community and the countries of the Western Hemisphere.
    • Standard 4: Civics and Government

      Students in Geography-Western Hemisphere build an understanding of comparative government.

      Goal 4.5:

      Build an understanding of comparative government.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.4.5.1 Identify the major forms of government in the Western Hemisphere and compare them with the United States.
    • Standard 5: Global Perspectives

      Students in Geography-Western Hemisphere build an understanding of multiple perspectives and global interdependence.

      Goal 5.1:

      Build an understanding of multiple perspectives and global interdependence.
      Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

      • 6-9.GWH.5.1.1 Discuss how social institutions, including family, religion, and education, influence behavior in different societies in the Western Hemisphere.
      • 6-9.GWH.5.1.2 Give examples of how language, literature, and the arts shaped the development and transmission of culture in the Western Hemisphere.
      • 6-9.GWH.5.1.3 Define ethnocentrism and give examples of how this attitude can lead to cultural misunderstandings.
      • 6-9.GWH.5.1.4 Discuss present conflicts between cultural groups and nation-states in the Western Hemisphere.
  • World History and Civilization

    • Standard 1: History

      Students in World History and Civilization explain the rise of human civilization, trace how natural resources and technological advances have shaped human civilization, build an understanding of the cultural and social development of human civilization, and identify the role of religion in the development of human civilization.

      Goal 1.6:

      Explain the rise of human civilization.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.1.6.1 Describe types of evidence used by anthropologists, archaeologists, and other scholars to reconstruct early human and cultural development. (462.01a)
      • 6-9.WHC.1.6.2 Describe the characteristics of early hunter-gatherer communities. (462.01b)
      • 6-9.WHC.1.6.3 Analyze the characteristics of early civilizations.

      Goal 1.7:

      Trace how natural resources and technological advances have shaped human civilization.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.1.7.1 Explain how man adapted the environment for civilization to develop. (462.04a)
      • 6-9.WHC.1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Middle Ages, Early-Modern, and Modern European societies and civilizations. (462.04b)

      Goal 1.8:

      Build an understanding of the cultural and social development of human civilization.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.1.8.1 Find examples of how writing, art, architecture, mathematics, and science have evolved in western civilization over time. (462.05b)
      • 6-9.WHC.1.8.2 Identify the origins and characteristics of different social classes.
      • 6-9.WHC.1.8.3 Describe how the structure of family changes in relation to socioeconomic conditions.

      Goal 1.9:

      Identify the role of religion in the development of human civilization.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.1.9.1 Explain the relationship between religion and the peoples understanding of the natural world. (462.07c)
      • 6-9.WHC.1.9.2 Explain how religion shaped the development of western civilization. (462.07a)
      • 6-9.WHC.1.9.3 Discuss how religion influenced social behavior and created social order. (462.07b)
      • 6-9.WHC.1.9.4 Describe why different religious beliefs were sources of conflict.
    • Standard 2: Geography

      Students in World History and Civilization analyze the spatial organizations of people, places, and environment on the earth’s surface, trace the migration and settlement of human populations on the earth’s surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments over time.

      Goal 2.1:

      Analyze the spatial organizations of people, places, and environment on the earth’s surface.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models.

      Goal 2.3:

      Trace the migration and settlement of human populations on the earth’s surface.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.2.3.1 Identify main reasons for major migrations of people. (463.03a)
      • 6-9.WHC.2.3.2 Explain how climate affects human migration and settlement. (463.03b)
      • 6-9.WHC.2.3.3 Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions. (463.03c)
      • 6-9.WHC.2.3.4 Explain how transportation routes stimulate growth of cities and the exchange of goods, knowledge, and technology. (463.03d)

      Goal 2.4:

      Analyze the human and physical characteristics of different places and regions.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.2.4.1 Explain the impact of waterways on civilizations. (463.02b)

      Goal 2.5:

      Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.2.5.1 Explain how the resources of an area can be the source of conflict between competing groups. (463.04a)
      • 6-9.WHC.2.5.2 Illustrate how the population growth rate impacts a nation's resources. (463.04b)
      • 6-9.WHC.2.5.3 Explain how rapid growth of cities can lead to economic, social, and political problems. (463.04c)
      • 6-9.WHC.2.5.4 Describe how the conservation of resources is necessary to maintain a healthy environment. (463.04d)
    • Standard 3: Economics

      Students in World History and Civilization explain basic economic concepts and identify different influences on economic systems

      Goal 3.1:

      Explain basic economic concepts.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.3.1.1 Explain how historically people have relied on their natural resources to meet their needs. (465.01b)
      • 6-9.WHC.3.1.2 List examples that show how economic opportunity and a higher standard of living are important factors in the migration of people. (465.01c)
      • 6-9.WHC.3.1.3 Analyze the role of money as a means of exchange. (465.02a)
      • 6-9.WHC.3.1.4 Describe alternative means of exchange. (465.02b)

      Goal 3.2:

      Identify different influences on economic systems.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.3.2.1 Analyze the impact of economic growth on European society. (465.03a)
      • 6-9.WHC.3.2.2 Trace the evolution of hunting-gathering, agrarian, industrial and technological economic systems.
      • 6-9.WHC.3.2.3 Identify influential economic thinkers and the impact of their philosophies.
      • 6-9.WHC.3.2.4 Identify important economic organizations that have influenced economic growth.
    • Standard 4: Civics and Government

      Students in World History and Civilization build an understanding of the evolution of democracy.

      Goal 4.4:

      Build an understanding of the evolution of democracy.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.4.4.1 Describe the role of government in population movements throughout western civilization. (462.05d)
      • 6-9.WHC.4.4.2 Analyze the various political influences which shaped western civilization including the City-State, Monarchy, Republic, Nation-State, and Democracy.
      • 6-9.WHC.4.4.3 Analyze and evaluate the global expansion of liberty and democracy through revolution and reform movements in challenging authoritarian or despotic regimes. (464.02a)
    • Standard 5: Global Perspectives

      Students in World History and Civilization build an understanding of multiple perspectives and global interdependence.

      Goal 5.1:

      Build an understanding of multiple perspectives and global interdependence.
      Objective(s): By the end of World History and Civilization, the student will be able to:

      • 6-9.WHC.5.1.1 Explain common reasons and consequences for the breakdown of order among nation-states, such as conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law.
      • 6-9.WHC.5.1.2 Explain the global consequences of major conflicts in the 20th century, such as World War I; World War II, including the Holocaust; and the Cold War.
      • 6-9.WHC.5.1.3 Evaluate why peoples unite for political, economic, and humanitarian reasons.
  • U.S. History I

    • Standard 1: History

      Students in U.S. History I build an understanding of the cultural and social development of the United States, trace the role of migration and immigration of people in the development of the United States, identify the role of American Indians in the development of the United States, analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States, and trace the role of exploration and expansion in the development of the United States.

      Goal 1.1:

      Build an understanding of the cultural and social development of the United States.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.1.1.1 Compare and contrast the different cultural and social influences that emerged in the North American colonies. (479.01a)
      • 6-12.USH1.1.1.2 Describe the experiences of culturally, ethnically, and racially different groups existing as part of American society prior to the Civil War. (479.01b)
      • 6-12.USH1.1.1.3 Analyze the common traits, beliefs, and characteristics that unite the United States as a nation and a society. (479.01c)
      • 6-12.USH1.1.1.4 Discuss the causes and effects of various compromises and conflicts in American history such as the American Revolution, Civil War and Reconstruction.
      • 6-12.USH1.1.1.5 Compare and contrast early cultures and settlements that existed in North America prior to European contact.

      Goal 1.2:

      Trace the role of migration and immigration of people in the development of the United States.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.1.2.1 Analyze the religious, political, and economic motives of European immigrants who came to North America.
      • 6-12.USH1.1.2.2 Explain the motives and consequences for slavery and other forms of involuntary immigration to North America.
      • 6-12.USH1.1.2.3 Analyze the concept of Manifest Destiny and its impact on American Indians and the development of the United States.

      Goal 1.3:

      Identify the role of American Indians in the development of the United States.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.1.3.1 Trace federal policies and treaties such as removal, reservations, and allotment throughout history that have impacted contemporary American Indians.
      • 6-12.USH1.1.3.2 Explain how and why events may be interpreted differently according to the points of view of participants and observers.
      • 6-12.USH1.1.3.3 Discuss the resistance of American Indians to assimilation.

      Goal 1.4:

      Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.1.4.1 Explain the consequences of scientific and technological inventions and changes on the social and economic lives of the people in the development the United States.
      • 6-12.USH1.1.4.2 Explain how the development of various modes of transportation increased economic prosperity and promoted national unity.

      Goal 1.5:

      Trace the role of exploration and expansion in the development of the United States.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.1.5.1 Examine the development of diverse cultures in what is now the United States.
      • 6-12.USH1.1.5.2 Identify significant countries and their roles and motives in the European exploration of the Americas.
      • 6-12.USH1.1.5.3 Describe and analyze the interactions between native peoples and the European explorers.
      • 6-12.USH1.1.5.4 Summarize the major events in the European settlement of North America from Jamestown to the end of the 18th century.
      • 6-12.USH1.1.5.5 Identify the United States territorial expansion between 1801 and 1861 and explain internal and external conflicts.
    • Standard 2: Geography

      Students in U.S. History I analyze the spatial organizations of people, places, and environment on the earth’s surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, and trace the migration and settlement of human populations on the earth’s surface.

      Goal 2.1:

      Analyze the spatial organizations of people, places, and environment on the earth’s surface.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models.

      Goal 2.2:

      Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.2.2.1 Analyze ways in which the physical environment affected political and economic development.

      Goal 2.3:

      Trace the migration and settlement of human populations on the earth’s surface.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.2.3.1 Describe Pre-Columbian migration to the Americas.
      • 6-12.USH1.2.3.2 Illustrate westward migration across North America.
    • Standard 3: Economics

      Students in U.S. History I explain basic economic concepts, identify different influences on economic systems, and analyze the different types of economic institutions.

      Goal 3.1:

      Explain basic economic concepts.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.3.1.1 Describe the economic characteristics of mercantilism.
      • 6-12.USH1.3.1.2 Compare the economic development of the North with the South.

      Goal 3.2:

      Identify different influences on economic systems.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.3.2.1 Describe the emergence and evolution of a market economy.
      • 6-12.USH1.3.2.2 Analyze the role of government policy in the early economic development of the United States.

      Goal 3.3:

      Analyze the different types of economic institutions.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.3.3.1 Evaluate the role of financial institutions in the economic development of the United States.
    • Standard 4: Civics and Government

      Students in U.S. History I build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have rights and assume responsibilities, and the evolution of democracy.

      Goal 4.1:

      Build an understanding of the foundational principles of the American political system.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.4.1.1 Trace the development of constitutional democracy in the United States, such as the Mayflower Compact, colonial assemblies, Bacon’s Rebellion.
      • 6-12.USH1.4.1.2 Identify fundamental values and principles as expressed in basic documents such as the Declaration of Independence, Articles of Confederation, and the United States Constitution.
      • 6-12.USH1.4.1.3 Evaluate issues in which fundamental values and principles are in conflict, such as between liberty and equality, individual interests and the common good, and majority rule and minority protections.

      Goal 4.2:

      Build an understanding of the organization and formation of the American system of government.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.4.2.1 Explain how the executive, legislative, and judicial powers are distributed and shared among the three branches of national government.
      • 6-12.USH1.4.2.2 Explain how and why powers are distributed and shared between national and state governments in a federal system.

      Goal 4.3:

      Build an understanding that all people in the United States have rights and assume responsibilities.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.4.3.1 Provide and evaluate examples of social and political leadership in early American history.
      • 6-12.USH1.4.3.2 Describe ways in which citizens participated in early American public life.

      Goal 4.4:

      Build an understanding of the evolution of democracy.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.4.4.1 Describe the role of gender, race, ethnicity, religion, and national origin on the development of individual/political rights.
    • Standard 5: Global Perspectives

      Students in U.S. History I build an understanding of multiple perspectives and global interdependence.

      Goal 5.1:

      Build an understanding of multiple perspectives and global interdependence.
      Objective(s): By the end of U.S. History I, the student will be able to:

      • 6-12.USH1.5.1.1 Explain the significance of principle policies and events in the United States’ relations with the world, such as the War of 1812, Monroe Doctrine, and Mexican and Spanish American Wars.
      • 6-12.USH1.5.1.2 Evaluate the major foreign policy positions that have characterized the United States’ relations with the world, such as isolationism and imperialism.
      • 6-12.USH1.5.1.3 Analyze how national interest shapes foreign policy.
 
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