• KS.1. Standard: Civics-Government

  The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.

  • 1.1. Benchmark:

    The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.

    • 1.1.1. Indicator / Proficiency Level:

      (A) The student evaluates the purposes and function of law.

    • 1.1.2. Indicator / Proficiency Level:

      (A) The student analyzes how the rule of law can be used to protect the rights of individuals and to promote the common good (e.g., eminent domain, martial law during disasters, health and safety issues).

    • 1.1.3. Indicator / Proficiency Level:

      (K) The student defines civic life, politics, and governments.

    • 1.1.4. Indicator / Proficiency Level:

      (K) The student recognizes contracts may be verbal or legal agreements and are binding.

    • 1.1.5. Indicator / Proficiency Level:

      (A) The student defines and illustrates examples of torts (e.g., wrongful death, medical malpractice, defamation, personal injury, dignitary harms against a person, such as bodily injury or civil rights violations).

    • 1.1.6. Indicator / Proficiency Level: (A) The student defines and illustrates examples of misdemeanors and felonies (e.g. misdemeanors

      traffic violation, small theft, trespassing; felonies: murder, sexual assault, large theft).

    • 1.1.7. Indicator / Proficiency Level:

      (K) The student explains Kansas court structure (e.g., Municipal Courts, District Courts, Court of Appeals, Supreme Court).

  • 1.2. Benchmark:

    The student understands the shared ideals and diversity of American society and political culture.

    • 1.2.1. Indicator / Proficiency Level:

      (K) The student recognizes that a nation's values are embodied in the Constitution, statutes, and important court cases (e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Brown vs. Board of Education of Topeka).

    • 1.2.2. Indicator / Proficiency Level:

      (K) The student understands core civic values inherent in the United States Constitution, Bill of Rights, and Declaration of Independence that have been the foundation for unity in American society (e.g., right to free speech, religion, press, assembly; equality; human dignity; civic responsibility, sovereignty of the people).

    • 1.2.3. Indicator / Proficiency Level:

      (A) The student examines the fundamental values and principles of the American political tradition as expressed in historic documents, speeches and events, and ways in which these values and principles conflict (e.g., equal opportunity and fairness vs. affirmative action).

  • 1.3. Benchmark:

    The student understands how the United States Constitution allocates power and responsibility in the government.

    • 1.3.1. Indicator / Proficiency Level:

      (K) The student describes the purposes, organization, and functions of the three branches of government and independent regulatory agencies in relation to the United States Constitution.

    • 1.3.2. Indicator / Proficiency Level:

      (K) The student explains Constitutional powers (e.g., expressed/enumerated, implied, inherent, reserved, concurrent).

    • 1.3.3. Indicator / Proficiency Level:

      (K) The student discusses that the United States Constitution has been able to sustain American government over time by the ability of the people to amend the document.

  • 1.4. Benchmark:

    The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

    • 1.4.1. Indicator / Proficiency Level:

      (A) The student examines the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders.

    • 1.4.2. Indicator / Proficiency Level:

      (K) The student explains how public policy is formed and carried out at local, state, and national levels and what roles individuals and groups can play in the process.

    • 1.4.3. Indicator / Proficiency Level:

      (A) The student analyzes policies, actions, and issues regarding the rights of individuals to equal protection under the law.

    • 1.4.4. Indicator / Proficiency Level:

      (A) The student examines issues regarding political rights (e.g., to be an informed voter, participate in the political process, assume leadership roles).

    • 1.4.5. Indicator / Proficiency Level:

      (K) The student understands that civil disobedience is a form of protest and if taken to extreme, punishable by law.

    • 1.4.6. Indicator / Proficiency Level:

      (A) The student analyzes issues regarding economic freedoms within the United States (e.g., free enterprise, rights of individual choice, government regulation).

    • 1.4.7. Indicator / Proficiency Level:

      (K) The student explores issues regarding civic responsibilities of American citizens (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, providing leadership, involvement in the political process).

    • 1.4.8. Indicator / Proficiency Level:

      (A) The student examines the role of interest groups and their impact on governmental policy.

  • 1.5. Benchmark:

    The student understands various systems of governments and how nations and international organizations interact.

    • 1.5.1. Indicator / Proficiency Level: (A) The student compares various governmental systems with that of the United States government in terms of sovereignty, structure, function, decision-making processes, citizenship roles, and political culture and ideology (e.g., systems

      constitutional monarchy, parliamentary democracy, dictatorship, totalitarianism; ideology: fascism, socialism, communism).

    • 1.5.2. Indicator / Proficiency Level:

      (K) The student discusses the structure of international relations both regional and world-wide (e.g., trade, economic and defense alliances, regional security).

    • 1.5.3. Indicator / Proficiency Level:

      (A) The student examines the purpose and functions of multi-national organizations (e.g., United Nations, NATO, International Red Cross).

    • 1.5.4. Indicator / Proficiency Level:

      (A) The student explains the changing roles of the United States Government in the international community (e.g., treaties, NATO, UN, exploitative, altruistic, benign).

    • 1.5.5. Indicator / Proficiency Level:

      (A) The student examines a position concerning the use of various tools in carrying out United States foreign policy (e.g., trade sanctions, extension of the 'most favored nation' status, military interventions).

    • 1.5.6. Indicator / Proficiency Level:

      (A) The student examines the issues of social justice and human rights as expressed in the United Nations Declaration of Human Rights.

• KS.2. Standard: Economics

  The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

  • 2.1. Benchmark:

    The student understands how limited resources require choices.

    • 2.1.1. Indicator / Proficiency Level:

      (A) The student explains how economic systems affect the allocation of scarce resources (e.g., monarchies, financing explorers, mercantilism, rise of capitalism).

    • 2.1.2. Indicator / Proficiency Level:

      (K) The student explains how economic choices made by societies have intended and unintended consequences. (e.g., mercantilism, 'planned economy' under Soviet Union, Adam Smith-Invisible hand/Laissez Faire).

    • 2.1.3. Indicator / Proficiency Level:

      (K) The student explains how people respond to incentives in order to allocate scarce resources (e.g., government subsidies/farm production, rationing coupons/WWII, emission regulations, profits/war production, women/WWII workforce).

    • 2.1.4. Indicator / Proficiency Level: (K) The student explains how economic choices made by individuals, businesses, or governments often have intended and unintended consequences (e.g., individual

      build a house in a flood plain; business: car, need for roads, railroads, ecosystems; government: isolationism at beginning of WWI, Prohibition Act, Space Race, building of atomic bomb).

  • 2.2. Benchmark:

    The student understands how the market economy works in the United States.

    • 2.2.1. Indicator / Proficiency Level:

      (K) The student defines Gross Domestic Product (GDP) and indicates the components that make up our nation's GDP (e.g., consumption, investment, government, and net exports).

    • 2.2.2. Indicator / Proficiency Level:

      (K) The student explains the factors that have contributed to United States economic growth (e.g., increasing education and literacy, health care advances, technology developments).

    • 2.2.3. Indicator / Proficiency Level:

      (K) The student explains the principles of demand and supply (e.g., laws, equilibrium, change in quantity vs. change in demand and supply).

    • 2.2.4. Indicator / Proficiency Level: (K) The student explains the factors that could change supply of or demand for a product (e.g., societal values

      prohibition of alcohol; scarcity of resources: war; technology: assembly line production).

    • 2.2.5. Indicator / Proficiency Level:

      (A) The student analyzes how changes in prices affect consumer behavior and sometimes result in government actions (e.g., WWII-rationing, fuel, metals, nylon; Arab oil embargo of 1974; droughts (Ag products), changes in consumer preferences - fads, health information).

    • 2.2.6. Indicator / Proficiency Level:

      (K) The student describes what happens to the product price and output of businesses when the degree of competition changes in an industry (e.g., oil, steel, automobiles (1970s), railroads in late 1800's and early 1900's, AT&T, Microsoft, Trusts of 1920's & 1930's).

    • 2.2.7. Indicator / Proficiency Level:

      (A) The student analyzes the role of central banks and the Federal Reserve System in the economy of the United States (e.g., interest rates, monetary policy, government bonds).

  • 2.3. Benchmark:

    The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

    • 2.3.1. Indicator / Proficiency Level:

      (A) The student compares the benefits and costs of different allocation methods (e.g., first come, first serve; prices, contests, lottery, majority rule).

    • 2.3.2. Indicator / Proficiency Level:

      (A) The student compares characteristics of traditional command, market, and mixed economies on the basis of property rights, factors of production and locus of economic decision making (e.g., what, how, for whom).

    • 2.3.3. Indicator / Proficiency Level:

      (A) The student uses comparative advantage to explain the benefits of trade among nations (e.g., nations can benefit from free trade while reducing or eliminating production of a good in which it is technologically superior at producing; to benefit from specialization and free trade, one nation should specialize and trade the good in which it is 'most best' at producing, while the other nation should specialize and trade the good in which it is 'least best' at producing; benefits include more product selection, lower prices, higher wages in both nations).

    • 2.3.4. Indicator / Proficiency Level:

      (A) The student outlines the cost and benefits of free trade or restricted trade policies in world history (e.g., restrictions of trade under mercantilism, regional trade agreements, Smoot-Hawley Tariff Act of 1930, General Agreement on Tariffs & Trade (GATT), World Trade Organization (WTO)).

    • 2.3.5. Indicator / Proficiency Level:

      (K) The student explains how a change in exchange rates affects the flow of trade between nations and a nation's domestic economy (e.g., using historical examples such as development of the Euro, devaluation of the United States dollar in the early 1970s, & currency boards in the transitional economies of Eastern Europe).

  • 2.4. Benchmark:

    The student analyzes the role of the government in the economy.

    • 2.4.1. Indicator / Proficiency Level:

      (A) The student explains why certain goods and services are provided by the government (e.g., infrastructure, schools, waste management, national defense, parks, environmental protection).

    • 2.4.2. Indicator / Proficiency Level:

      (A) The student explains the advantages and disadvantages of the use of fiscal policy by the Federal Government to influence the United States economy (e.g., change in taxes & spending to expand or contract the economy, such as Franklin D. Roosevelt's New Deal, George W. Bush's tax cuts, Gerald Ford's WIN program).

    • 2.4.3. Indicator / Proficiency Level:

      (K) The student distinguishes between government debt and government budget deficit.

    • 2.4.4. Indicator / Proficiency Level:

      (A) The student evaluates the costs and benefits of governmental economic and social policies on society (e.g., minimum wage laws, anti-trust laws, EPA Regulations, Social Security, farm subsidies, international sanctions on agriculture, Medicare, unemployment insurance, corporate tax credits, public work projects).

  • 2.5. Benchmark:

    The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

    • 2.5.1. Indicator / Proficiency Level:

      (K) The student describes how various jobs and employment are impacted by changes in the economy.

    • 2.5.2. Indicator / Proficiency Level:

      (K) The student illustrates how the demand for labor is influenced by productivity of labor and explains the factors that influence labor productivity (e.g., education, experience, health, nutrition, technology).

    • 2.5.3. Indicator / Proficiency Level:

      (A) The student explains how the demand for and supply of labor are influenced by productivity, education, skills, retraining, and wage rates (e.g., spinning mills and the beginning of the modern factory system, the increased use of machinery throughout the Industrial Revolution, assembly lines).

    • 2.5.4. Indicator / Proficiency Level:

      (A) The student develops a personal budget that identifies sources of income and expenditures (e.g., wages, rent payments, savings, taxes, insurance).

    • 2.5.5. Indicator / Proficiency Level:

      (K) The student determines the costs and benefits of using credit.

    • 2.5.6. Indicator / Proficiency Level:

      (A) The student analyzes the costs and benefits of investment alternatives (e.g., stock market, bonds, real estate).

• KS.3. Standard: Geography

  The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

  • 3.1. Benchmark: Geographic Tools and Location

    The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

    • 3.1.1. Indicator / Proficiency Level:

      (K) The student locates major political and physical features of Earth from memory and compares the relative locations of those features. Locations will be included in indicator at each grade level (e.g., Beijing, English Channel, India, Iraq, Moscow, Sahara Desert, South Africa, Venezuela, Balkan Peninsula, Berlin, Black Sea, Bosporus Strait, Euphrates River, Geneva, Hong Kong, Israel, Libya, North Korea, Pakistan, Saudi Arabia, Singapore, South Korea, Suez Canal, Tigris River, Tokyo, Yangtze River).

    • 3.1.2. Indicator / Proficiency Level:

      (A) The student interprets maps and other graphic representations to analyze United States and world issues (e.g., urban vs. urban areas, development vs. conservation, land use in the world vs. local community, nuclear waste disposal, relocation of refugees).

    • 3.1.3. Indicator / Proficiency Level:

      (A) The student analyzes ways in which mental maps influence past, present, and future decisions about location, settlement, and public policy (e.g., building sites, planned communities, settlement sites).

    • 3.1.4. Indicator / Proficiency Level:

      (A) The student produces maps and other geographic representations, using data from a variety of sources to answer questions and solve problems (e.g., census data, interviews, geographic information system (GIS) and other databases, questionnaires).

  • 3.2. Benchmark: Places and Regions

    The student analyzes the human and physical features that give places and regions their distinctive character.

    • 3.2.1. Indicator / Proficiency Level:

      (A) The student demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

    • 3.2.2. Indicator / Proficiency Level:

      (A) The student analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes in cultural characteristics, political factors).

    • 3.2.3. Indicator / Proficiency Level:

      (K) The student recognizes how regional identity both unifies and delineates groups of people (e.g., being from the Midwest both connects a person to others from that region and defines them to others as Midwesterners with particular characteristics and values).

    • 3.2.4. Indicator / Proficiency Level:

      (A) The student uses regions to analyze past and present issues to answer questions (e.g., conflicts caused by overlapping regional identities, causes and impacts of regional alliances, changing regional identities).

    • 3.2.5. Indicator / Proficiency Level:

      (A) The student analyzes the ways in which people's perception of places and regions affect their decisions (e.g., land use, property value, settlement patterns, job opportunities).

  • 3.3. Benchmark: Physical Systems

    The student understands Earth's physical systems and how physical processes shape Earth's surface.

    • 3.3.1. Indicator / Proficiency Level:

      (A) The student analyzes the patterns of physical processes and their effect on humans (e.g., weather patterns, earthquakes, drought, desertification).

    • 3.3.2. Indicator / Proficiency Level:

      (A) The student analyzes the distribution of ecosystems by examining relationships between soil, climate, plant, and animal life.

    • 3.3.3. Indicator / Proficiency Level:

      (K) The student describes the ways in which Earth's physical processes are dynamic and interactive (e.g., rising ocean levels, sea floor spreading, wind and water deposition, climatic changes).

    • 3.3.4. Indicator / Proficiency Level:

      (A) The student analyzes an ecosystem to understand and solve problems regarding environmental issues (e.g., carrying capacity, biological magnification, reduction of species diversity, acid rain, ozone depletion, contamination).

  • 3.4. Benchmark: Human Systems

    The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

    • 3.4.1. Indicator / Proficiency Level:

      (A) The student identifies trends of population growth and migration in response to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socio-economic changes and pressures).

    • 3.4.2. Indicator / Proficiency Level:

      (A) The student analyzes how communication and transportation facilitate cultural interchange (e.g., nationalism, ethnic pride, cross-cultural adaptation, popularity of ethnic foods).

    • 3.4.3. Indicator / Proficiency Level:

      (A) The student evaluates market areas to determine reasons for success or failure (e.g., advantages of location, trade partnerships, land value, wars, labor supply and cost, resource availability, transportation access, government structure, political cooperation).

    • 3.4.4. Indicator / Proficiency Level:

      (A) The student analyzes the purpose and characteristics of settlements (e.g., village vs. town vs. city, cities in development vs. developed countries, rise of megalopolis edge cities and metropolitan corridors, regional characteristics of cities, impact of transportation technology, increasing number of ethnic enclaves).

    • 3.4.5. Indicator / Proficiency Level: (K) The student gives examples of how cultural cooperation and conflict are involved in shaping the distribution of and connections between cultural, political, and economic spaces on Earth (e.g., cultural

      Hindu vs. Muslims in India; political: International Court of Justice and Hong Kong; economic: World Trade Organization).

  • 3.5. Benchmark: Human-Environment Interactions

    The student understands the effects of interactions between human and physical systems.

    • 3.5.1. Indicator / Proficiency Level:

      (A) The student examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine, toxic waste).

    • 3.5.2. Indicator / Proficiency Level:

      (A) The student examines alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural disaster-resistant construction).

    • 3.5.3. Indicator / Proficiency Level:

      (A) The student discusses the pros and cons of specific policies and programs for resource use and management (e.g., EPA, building restrictions, mandated recycling, grazing).

• KS.4. Standard: History (Kansas embedded with United States History Course)

  The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

  • 4.1. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 -1930).

    • 4.1.1. Indicator / Proficiency Level:

      (A) The student analyzes the ways the People's Party Platform of 1892 addressed the social and economic issues facing Kansas and the nation.

    • 4.1.2. Indicator / Proficiency Level:

      (A) The student analyzes the text of William Allen White's essay 'What's the Matter with Kansas' to understand his opposition to Populism.

    • 4.1.3. Indicator / Proficiency Level:

      (A) The student explains the significance of the Girard newspaper Appeal to Reason to the Socialist movement in the United States.

    • 4.1.4. Indicator / Proficiency Level:

      (K) The student discusses the child labor laws enacted by the Kansas legislature during the Progressive period (e.g., 1905, 1909, 1917).

    • 4.1.5. Indicator / Proficiency Level:

      (K) The student understands the role of the Court of Industrial Relations in solving labor disputes in the 1920s.

    • 4.1.6. Indicator / Proficiency Level:

      (K) The student explains the influence of Kansas writers and artists on the Harlem Renaissance (e.g., Langston Hughes, Frank Marshall Davis, Aaron Douglas, Coleman Hawkins).

    • 4.1.7. Indicator / Proficiency Level:

      (K) The student explains the challenges German Americans faced in Kansas during World War I (e.g., discrimination, movement against German languages).

  • 4.2. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).

    • 4.2.1. Indicator / Proficiency Level:

      (A) The student uses primary source materials to explore individual experiences in the Dust Bowl in Kansas (e.g., diaries, oral histories, letters).

    • 4.2.2. Indicator / Proficiency Level:

      (A) The student researches how the WPA altered the Kansas landscape. (e.g., public art, bridges, parks, swimming pools, libraries).

    • 4.2.3. Indicator / Proficiency Level:

      (A) The student analyzes Alf Landon's 1936 speech accepting the Republican nomination for President in terms of the debate over the role of government in the United States recovery.

    • 4.2.4. Indicator / Proficiency Level:

      (K) The student understands the role of Kansas aviation companies in World War II.

    • 4.2.5. Indicator / Proficiency Level:

      (K) The student understands how conscientious objectors in Kansas participated in alternative service to the country during World War II.

  • 4.3. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).

    • 4.3.1. Indicator / Proficiency Level:

      (A) The student analyzes Brown vs. Board of Education of Topeka as it relates to Kansas segregation laws and why it takes the lead in the Supreme Court case.

    • 4.3.2. Indicator / Proficiency Level:

      (K) The student explains how Kansans have responded to increasing urbanization and industrialization.

    • 4.3.3. Indicator / Proficiency Level:

      (A) The student traces the history of women in political life in Kansas from Susanna Salter to Nancy Landon Kassebaum to understand issues and accomplishments.

    • 4.3.4. Indicator / Proficiency Level:

      (A) The student debates the ways state government has tried to balance the needs of farmers, industries, environmentalists, and consumers in regards to water protection and regulation.

  • 4.4. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990).

    • 4.4.1. Indicator / Proficiency Level:

      (A) The student researches a contemporary issue in Kansas and constructs a well developed argument in support or opposition of position.

    • 4.4.2. Indicator / Proficiency Level:

      (A) The student examines the history of racial and ethnic relations in Kansas and applies this knowledge to current events.

  • 4.5. Benchmark:

    The student engages in historical thinking skills.

    • 4.5.1. Indicator / Proficiency Level:

      (A) The student analyzes a theme in Kansas history to explain patterns of continuity and change over time.

    • 4.5.2. Indicator / Proficiency Level:

      (A) The student develops historical questions on a specific topic in Kansas history and analyzes the evidence in primary source documents to speculate on the answers.

    • 4.5.3. Indicator / Proficiency Level:

      (A) The student investigates an event in Kansas history using primary and secondary sources and develops a credible interpretation of the event, speculating on its meaning.

    • 4.5.4. Indicator / Proficiency Level:

      (A) The student compares competing historical narratives in Kansas history by contrasting different historians' choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

• KS.5. Standard: History (United States)

  The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

  • 5.1. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890 - 1930).

    • 5.1.1. Indicator / Proficiency Level:

      (A) The student examines topics in the transformation of American society in the rise of big business, heavy industry, and mechanized farming in the late 19th century (e.g., Social Darwinism, Gospel of Wealth, 'Robber Barons' or 'Captains of Industry', Sherman Antitrust Act, muckrakers).

    • 5.1.2. Indicator / Proficiency Level:

      (A) The student explains the rise of the American labor movement (e.g., Samuel Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes).

    • 5.1.3. Indicator / Proficiency Level:

      (A) The student analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform).

    • 5.1.4. Indicator / Proficiency Level:

      (A) The student examines the emergence of the United States in international affairs at the turn of the 20thh century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy).

    • 5.1.5. Indicator / Proficiency Level:

      (K) The student explains the spread of Progressive ideas (e.g., political influence on elections, desire to have government regulation of private business and industries, child labor laws, muckrakers, Theodore Roosevelt, Woodrow Wilson).

    • 5.1.6. Indicator / Proficiency Level:

      (A) The student analyzes the reasons for and impact of the United States' entrance into World War I.

    • 5.1.7. Indicator / Proficiency Level:

      (A) The student analyzes how the home front was influenced by United States involvement in World War I (e.g., Food Administration, Espionage Act, Red Scare, influenza, Creel Committee).

    • 5.1.8. Indicator / Proficiency Level:

      (K) The student retraces the progress of the women's suffrage movement from the state to the national arena (e.g., Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, states granting voting rights in the 19th Amendment).

    • 5.1.9. Indicator / Proficiency Level:

      (A) The student analyzes factors that contributed to changes in work, production and the rise of a consumer culture during the 1920's (e.g., leisure time, technology, communication, travel, assembly line, credit buying).

    • 5.1.10. Indicator / Proficiency Level:

      (A) The student evaluates various social conflicts in the early 1920's (e.g., rural vs. urban, fundamentalism vs. modernism, prohibition, nativism, flapper vs. traditional woman's role).

    • 5.1.11. Indicator / Proficiency Level:

      (A) The student analyzes significant developments in race relations (e.g., rise of Ku Klux Klan, the Great Migration, race riots, NAACP, Tuskegee).

    • 5.1.12. Indicator / Proficiency Level:

      (A) The student interprets how the arts, music, and literature reflected social change during the Jazz Age (e.g., Harlem Renaissance, F. Scott Fitzgerald, development of blues and jazz culture).

  • 5.2. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).

    • 5.2.1. Indicator / Proficiency Level:

      (A) The student analyzes the causes and impact of the Great Depression (e.g., overproduction, consumer debt, banking regulation, unequal distribution of wealth).

    • 5.2.2. Indicator / Proficiency Level: (A) The student analyzes the costs and benefits of New Deal programs. (e.g., budget deficits vs. creating employment, expanding government

      CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsides).

    • 5.2.3. Indicator / Proficiency Level:

      (A) The student analyzes the debate over expansion of federal government programs during the Depression (e.g., Herbert Hoover, Franklin Delano Roosevelt, Alf Landon, Huey Long, Father Charles Coughlin).

    • 5.2.4. Indicator / Proficiency Level:

      (A) The student analyzes the human cost of the Dust Bowl through art and literature (e.g., Dorothea Lange, Woody Guthrie, John Steinbeck).

    • 5.2.5. Indicator / Proficiency Level:

      (A) The student analyzes the debate over and reasons for United States entry into World War II (e.g., growth of totalitarianism, America First Committee, neutrality, isolationism, Pearl Harbor).

    • 5.2.6. Indicator / Proficiency Level:

      (K) The student discusses how World War II influenced the home front (e.g., women in the work place, rationing, role of the radio in communicating news from the war front, victory gardens, conscientious objectors).

    • 5.2.7. Indicator / Proficiency Level:

      (K) The student examines the complexity of race and ethnic relations (e.g., Zoot Suit Riots, Japanese internment camps, American reaction to atrocities of Holocaust and unwillingness to accept Jewish refugees).

    • 5.2.8. Indicator / Proficiency Level:

      (A) The student examines the entry of the United States into the nuclear age (e.g., Manhattan Project, Truman's decision to use the atomic bombs, opposition to nuclear weapons).

  • 5.3. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).

    • 5.3.1. Indicator / Proficiency Level:

      (K) The student explains why the United States emerged as a superpower as the result of World War II.

    • 5.3.2. Indicator / Proficiency Level:

      (A) The student analyzes the origins of the Cold War (e.g., establishment of the Soviet Bloc, Mao's victory in China, Marshall Plan, Berlin Blockade, Iron Curtain).

    • 5.3.3. Indicator / Proficiency Level:

      (A) The student evaluates the foreign policies of Truman and Eisenhower during the Cold War (e.g., establishment of the United Nations, containment, NATO, Truman Doctrine, Berlin Blockade, Korean War, Iron Curtain, U-2 incident).

    • 5.3.4. Indicator / Proficiency Level:

      (A) The student evaluates the foreign policies of Kennedy and Johnson during the Cold War (e.g., Cuban Missile Crisis, Berlin Wall, Vietnam War, Peace Corp).

    • 5.3.5. Indicator / Proficiency Level:

      (A) The student analyzes domestic life in the United States during the Cold War era (e.g., McCarthyism, federal aid to education, interstate highway system, space as the New Frontier, Johnson's Great Society).

    • 5.3.6. Indicator / Proficiency Level:

      (A) The student analyzes the cause and effect of the counterculture in the United States (e.g., Sputnik, reaction to the Military Industrial Complex, assassinations of Kennedy and King, draft, Vietnam War, Watergate Scandal).

    • 5.3.7. Indicator / Proficiency Level:

      (K) The student examines the struggle for racial and gender equality and for the extension of civil rights (e.g., Brown vs. Board of Education of Topeka, Little Rock Nine, Martin Luther King, Jr., Montgomery Bus Boycott, Voting Rights Act of 1965, Betty Friedan, NOW, ERA, Title IX).

    • 5.3.8. Indicator / Proficiency Level:

      (K) The student discusses events that contributed to the end of the Cold War (e.g., Detente, Nixon's visit to China, SALT talks, expansion of the military-arms race, relationship between Ronald Reagan and Mikhail Gorbachev).

    • 5.3.9. Indicator / Proficiency Level:

      (A) The student evaluates the causes and effects of the reform movements of the 1960s and 1970s (e.g., environmentalism - Rachel Carson, EPA; consumer protection - Ralph Nader; changes in the American labor movement - Cesar Chavez).

  • 5.4. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in contemporary United States history (since 1990).

    • 5.4.1. Indicator / Proficiency Level:

      (K) The student examines the relationship of the United States to the rest of the world in the post Cold War era (e.g., domestic and international terrorism, United States as the single superpower, United States involvement in the Middle East conflict, spread and resistance to United States popular culture).

    • 5.4.2. Indicator / Proficiency Level:

      (A) The student describes the impact of developments in technology, global communication, and transportation.

    • 5.4.3. Indicator / Proficiency Level:

      (A) The student researches major contemporary social issues.

    • 5.4.4. Indicator / Proficiency Level:

      (A) The student describes how changes in the national and global economy have influenced the work place.

    • 5.4.5. Indicator / Proficiency Level:

      (A) The student examines United States immigration policy to understand the affects of legal and illegal immigration (e.g., political, social, economic).

  • 5.5. Benchmark:

    The student engages in historical thinking skills.

    • 5.5.1. Indicator / Proficiency Level:

      (A) The student analyzes a theme in United States history to explain patterns of continuity and change over time.

    • 5.5.2. Indicator / Proficiency Level:

      (A) The student develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.

    • 5.5.3. Indicator / Proficiency Level:

      (A) The student uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).

    • 5.5.4. Indicator / Proficiency Level:

      (A) The student compares competing historical narratives in United States history by contrasting different historians' choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

• KS.6. Standard: History (World)

  The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

  • 6.1. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Global Age of Exploration (1400-1750).

    • 6.1.1. Indicator / Proficiency Level: (A) The student analyzes the changes in European thought and culture resulting from the Renaissance (e.g., more secular worldview; Machiavelli, Shakespeare; humanism; innovations in art

      Michelangelo, Da Vinci; architecture: St. Peters Dome).

    • 6.1.2. Indicator / Proficiency Level:

      (A) The student investigates the changes in European thought and culture resulting from the Reformation (e.g., establishment of Protestant faiths, Counter reformation, Gutenberg Press, Catholic vs. Protestant wars of religion).

    • 6.1.3. Indicator / Proficiency Level:

      (K) The student examines the economic and social consequences of European exploration and expansion (e.g., rise of European power, mercantilism, Columbian Exchange, impact on indigenous people in North and South America, trans-Atlantic slave trade).

    • 6.1.4. Indicator / Proficiency Level: (A) The student compares and contrasts the rise of constitutionalism in Britain with political structures in France. (e.g., changes resulting from the English Civil War and Glorious Revolution

      English Bill of Rights, establishment of Parliament, French Absolutism).

    • 6.1.5. Indicator / Proficiency Level:

      (K) The student explores the growth of Russian Absolutism (e.g., Ivan the Terrible, Peter the Great, Catherine the Great).

    • 6.1.6. Indicator / Proficiency Level:

      (K) The student explains the significance of the Ottoman, Safavid, and Mogul Empires (e.g., the Fall of Constantinople and the establishment of Ottoman dominance in the Balkans and Southwest Asia; The spread of Shi'ism in Persia, the establishment of Islamic rule in India).

    • 6.1.7. Indicator / Proficiency Level:

      (K) The student describes why East Asia withdrew into isolationalism during a time of European expansion (e.g., Tokugawa Shogunate, end of Great Ming Naval Expeditions).

  • 6.2. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Age of Revolutions (1650-1920).

    • 6.2.1. Indicator / Proficiency Level:

      (K) The student explains essential concepts from the Scientific Revolution (e.g., the Heliocentric Theory; Natural Law; scientific method).

    • 6.2.2. Indicator / Proficiency Level:

      (K) The student explains essential concepts from the Enlightenment that represented a turning point in intellectual history (e.g., ideas of Thomas Hobbes, John Locke, Voltaire, Montesquieu, Mary Wollstonecraft, Jean Jacques Rousseau, Enlightened despotism, salons).

    • 6.2.3. Indicator / Proficiency Level:

      (A) The student analyzes outcomes of the American and French Revolutions (e.g., the establishment of republican government grounded in Enlightenment thought, the deterioration of the French Republic into the reign of terror; the spread of revolutionary ideas and nationalism with the growth of Napoleonic France).

    • 6.2.4. Indicator / Proficiency Level:

      (A) The student explores industrialization and its consequences in Britain (e.g., the rise of laissez-faire economics in Britain, Adam Smith, Chartists, development of the middle class).

    • 6.2.5. Indicator / Proficiency Level:

      (A) The student compares and contrasts German unification with the Meiji Restoration (e.g., nationalism, militarism, modernization, industrialization).

    • 6.2.6. Indicator / Proficiency Level: (K) The student describes the motives and impact of imperialism (e.g., motives

      economic-natural resources and expansion of trade, the competition for colonies in Africa and Asia and the Berlin Conference; humanitarian- missionaries and the ideology of Social Darwinism, political- naval bases and expansion of political control; restriction of human rights in King Leopold's Congo; development of infrastructure; roads, schools, hospitals, railroads; assimilation and loss of indigenous culture).

    • 6.2.7. Indicator / Proficiency Level:

      (A) The student analyzes the causes and impact of the Russian Revolution (e.g., the idea of communism as an economic alternative to capitalism; Vladimir Lenin, Karl Marx, Communist Manifesto, failure of tsarist regime, economic instability; beginnings of totalitarianism).

    • 6.2.8. Indicator / Proficiency Level:

      (A) The student examines causes of anti-colonial movements in Latin America, Asia, and Africa (e.g., Haitian Revolution; Bolivar; San Martin; Hidalgo and Morelos; Taiping Rebellion; Boxer Rebellion; Sepoy Rebellion; Zulu Wars).

    • 6.2.9. Indicator / Proficiency Level:

      (K) The student describes the impact of cross-cultural exchange on artistic developments of the late 19th century (e.g., romanticism; impressionism, impact of Asian culture on western culture).

  • 6.3. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the Era of World War (1914-1945).

    • 6.3.1. Indicator / Proficiency Level: (A) The student analyzes the causes and immediate consequences of WWI (e.g., imperialism rivalries

      Triple Entente, Triple Alliance, nationalism, arms race in England, France, and Germany; Treaty of Versailles, reparations, War Guilt Clause).

    • 6.3.2. Indicator / Proficiency Level:

      (K) The student describes the emergence of contemporary Middle East (e.g., petroleum society, Zionism, Arab nationalism, Balfour Declaration, dissolution of the Ottoman Empire, Armenian Genocide, Ataturk's modernization of Turkey).

    • 6.3.3. Indicator / Proficiency Level:

      (A) The student examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of private property, class structure).

    • 6.3.4. Indicator / Proficiency Level:

      (A) The student analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet alliance; Holocaust; Nanjing; introduction of nuclear weapons; war crime trials).

    • 6.3.5. Indicator / Proficiency Level:

      (A) The student analyzes the independence movement in India (e.g., Gandhi, non-violence, Salt March, boycotts, creation of Pakistan).

    • 6.3.6. Indicator / Proficiency Level:

      (K) The student describes major intellectual, social, and artistic developments (e.g., surrealism, mural art of Mexico, Bauhaus, emergence of film and radio, rise of psychology, antibiotics, cubism).

  • 6.4. Benchmark:

    The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points of the World Since 1945.

    • 6.4.1. Indicator / Proficiency Level:

      (A) The student analyzes the Cold War as the competition between two competing ideologies or world views and its impact on various regions of the world. (e.g., roots in WWII, Mao's China; the Cold War in Europe; NATO, Warsaw Pact, and the competition for non-aligned nations; collapse of Communism in Europe).

    • 6.4.2. Indicator / Proficiency Level:

      (A) The student examines issues of social justice and human rights as expressed in the United Nations Universal Declaration of Human Rights.

    • 6.4.3. Indicator / Proficiency Level: (K) The student describes the emergence of the Middle East as an influential region in world politics (e.g., creation of the state of Israel, emerging Middle Eastern post WWII nationalism

      Suez Crisis, petroleum based interdependence).

    • 6.4.4. Indicator / Proficiency Level:

      (A) The student analyzes the impact of international organizations on global interaction (e.g., the United Nations; Organization of American States, NATO, non-governmental organizations such as the International Red Cross, European Union).

    • 6.4.5. Indicator / Proficiency Level:

      (A) The student examines the trade-offs made by societies between economic growth and environmental protection in a world of limited resources. (e.g., the Green Revolution, population pressure, water, pollution, natural resource degradation).

    • 6.4.6. Indicator / Proficiency Level:

      (K) The student describes major intellectual, social and artistic developments (e.g., decoding DNA, space technology, consumerism, post-modernism, responses to globalization, feminism, fundamentalism, telecommunications).

  • 6.5. Benchmark:

    The student engages in historical thinking skills.

    • 6.5.1. Indicator / Proficiency Level:

      (A) The student analyzes a theme in world history to explain patterns of continuity and change over time.

    • 6.5.2. Indicator / Proficiency Level:

      (A) The student develops historical questions on a specific topic in world history and analyzes the evidence in primary source documents to speculate on the answers.

    • 6.5.3. Indicator / Proficiency Level:

      (A) The student uses primary and secondary sources about an event in world history to develop a credible interpretation of the event, forming conclusions about its meaning (e.g., use provided primary and secondary sources to interpret a historical-based conclusion).

    • 6.5.4. Indicator / Proficiency Level:

      (A) The student compares competing historical narratives in world history by contrasting different historians' choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.

• IL.14. State Goal / Strand: Political Systems

  Understand political systems, with an emphasis on the United States.

  • 14.A. State Goal / Learning Standard:

    Understand and explain basic principles of the United States government.

    • 14.A.4. Learning Standard / Performance Descriptor:

      Analyze how local, state and national governments serve the purposes for which they were created.

  • 14.B. State Goal / Learning Standard:

    Understand the structures and functions of the political systems of Illinois, the United States and other nations.

    • 14.B.4. Learning Standard / Performance Descriptor:

      Compare the political systems of the United States to other nations.

  • 14.C. State Goal / Learning Standard:

    Understand election processes and responsibilities of citizens.

    • 14.C.4. Learning Standard / Performance Descriptor:

      Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States.

  • 14.D. State Goal / Learning Standard:

    Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.

    • 14.D.4. Learning Standard / Performance Descriptor:

      Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

  • 14.E. State Goal / Learning Standard:

    Understand United States foreign policy as it relates to other nations and international issues.

    • 14.E.4. Learning Standard / Performance Descriptor:

      Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial).

  • 14.F. State Goal / Learning Standard:

    Understand the development of United States political ideas and traditions.

    • 14.F.4a. Learning Standard / Performance Descriptor:

      Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).

    • 14.F.4b. Learning Standard / Performance Descriptor:

      Describe how United States' political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration).

• IL.15. State Goal / Strand: Economics

  Understand economic systems, with an emphasis on the United States.

  • 15.A. State Goal / Learning Standard:

    Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

    • 15.A.4a. Learning Standard / Performance Descriptor:

      Explain how national economies vary in the extent that government and private markets help allocate goods, services and resources.

    • 15.A.4b. Learning Standard / Performance Descriptor:

      Describe Gross Domestic Product (GDP).

    • 15.A.4c. Learning Standard / Performance Descriptor:

      Analyze the impact of inflation on an individual and the economy as a whole.

    • 15.A.4d. Learning Standard / Performance Descriptor:

      Explain the effects of unemployment on the economy.

  • 15.B. State Goal / Learning Standard:

    Understand that scarcity necessitates choices by consumers.

    • 15.B.4a. Learning Standard / Performance Descriptor:

      Explain the costs and benefits of making consumer purchases through differing means (e.g., credit, cash).

    • 15.B.4b. Learning Standard / Performance Descriptor:

      Analyze the impact of current events (e.g., weather/natural disasters, wars) on consumer prices.

  • 15.C. State Goal / Learning Standard:

    Understand that scarcity necessitates choices by producers.

    • 15.C.4a. Learning Standard / Performance Descriptor:

      Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions.

    • 15.C.4b. Learning Standard / Performance Descriptor:

      Explain the importance of research, development, invention, technology and entrepreneurship to the United States economy.

  • 15.D. State Goal / Learning Standard:

    Understand trade as an exchange of goods or services.

    • 15.D.4a. Learning Standard / Performance Descriptor:

      Explain the meaning and importance of balance of trade and how trade surpluses and deficits between nations are determined.

    • 15.D.4b. Learning Standard / Performance Descriptor:

      Describe the relationships between the availability and price of a nation's resources and its comparative advantage in relation to other nations.

    • 15.D.4c. Learning Standard / Performance Descriptor:

      Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.

  • 15.E. State Goal / Learning Standard:

    Understand the impact of government policies and decisions on production and consumption in the economy.

    • 15.E.4a. Learning Standard / Performance Descriptor:

      Explain why government may intervene in a market economy.

    • 15.E.4b. Learning Standard / Performance Descriptor:

      Describe social and environmental benefits and consequences of production and consumption.

    • 15.E.4c. Learning Standard / Performance Descriptor:

      Analyze the relationship between a country's science/technology policies and its level and balance of trade.

• IL.16. State Goal / Strand: History

  Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

  • 16.A. State Goal / Learning Standard:

    Apply the skills of historical analysis and interpretation.

    • 16.A.4a. Learning Standard / Performance Descriptor:

      Analyze and report historical events to determine cause-and-effect relationships.

    • 16.A.4b. Learning Standard / Performance Descriptor:

      Compare competing historical interpretations of an event.

  • 16.B. State Goal / Learning Standard:

    Understand the development of significant political events.

    • 16.B.4a. Learning Standard / Performance Descriptor: Local, State, and United States History

      Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).

    • 16.B.4b. Learning Standard / Performance Descriptor: World History

      Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships).

    • 16.B.4c. Learning Standard / Performance Descriptor: World History

      Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta).

  • 16.C. State Goal / Learning Standard:

    Understand the development of economic systems.

    • 16.C.4a. Learning Standard / Performance Descriptor: Local, State, and United States History

      Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840.

    • 16.C.4b. Learning Standard / Performance Descriptor: Local, State, and United States History

      Analyze the impact of westward expansion on the United States economy.

    • 16.C.4c. Learning Standard / Performance Descriptor: Local, State, and United States History

      Describe how American economic institutions were shaped by industrialists, union leaders and groups including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and female workers since 1914.

    • 16.C.4d. Learning Standard / Performance Descriptor: World History

      Describe the growing dominance of American and European capitalism and their institutions after 1500.

    • 16.C.4e. Learning Standard / Performance Descriptor: World History

      Compare socialism and communism in Europe, America, Asia and Africa after 1815 CE.

    • 16.C.4f. Learning Standard / Performance Descriptor: World History

      Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes.

    • 16.C.4g. Learning Standard / Performance Descriptor: World History

      Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism.

  • 16.D. State Goal / Learning Standard:

    Understand Illinois, United States and world social history.

    • 16.D.4a. Learning Standard / Performance Descriptor: Local, State, and United States History

      Describe the immediate and long-range social impacts of slavery.

    • 16.D.4b. Learning Standard / Performance Descriptor: Local, State, and United States History

      Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).

    • 16.D.4c. Learning Standard / Performance Descriptor: World History

      Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements.

  • 16.E. State Goal / Learning Standard:

    Understand Illinois, United States and world environmental history.

    • 16.E.4a. Learning Standard / Performance Descriptor: Local, State, and United States History

      Describe the causes and effects of conservation and environmental movements in the United States, 1900 - present.

    • 16.E.4b. Learning Standard / Performance Descriptor: Local, State, and United States History

      Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation).

    • 16.E.4c. Learning Standard / Performance Descriptor: World History

      Describe how cultural encounters among peoples of the world (e.g., Colombian exchange, opening of China and Japan to external trade, building of Suez canal) affected the environment, 1500 - present.

    • 16.E.4d. Learning Standard / Performance Descriptor: World History

      Describe how migration has altered the world's environment since 1450.

• IL.17. State Goal / Strand: Geography

  Understand world geography and the effects of geography on society, with an emphasis on the United States.

  • 17.A. State Goal / Learning Standard:

    Locate, describe and explain places, regions and features on the Earth.

    • 17.A.4a. Learning Standard / Performance Descriptor:

      Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration).

    • 17.A.4b. Learning Standard / Performance Descriptor:

      Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.

  • 17.B. State Goal / Learning Standard:

    Analyze and explain characteristics and interactions on the Earth's physical systems.

    • 17.B.4a. Learning Standard / Performance Descriptor:

      Explain the dynamic interactions within and among the Earth's physical systems including variation, productivity and constructive and destructive processes.

    • 17.B.4b. Learning Standard / Performance Descriptor:

      Analyze trends in world demographics as they relate to physical systems.

  • 17.C. State Goal / Learning Standard:

    Understand relationships between geographic factors and society.

    • 17.C.4a. Learning Standard / Performance Descriptor:

      Explain the ability of modern technology to alter geographic features and the impacts of these modifications on human activities.

    • 17.C.4b. Learning Standard / Performance Descriptor:

      Analyze growth trends in selected urban areas as they relate to geographic factors.

    • 17.C.4c. Learning Standard / Performance Descriptor:

      Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).

  • 17.D. State Goal / Learning Standard:

    Understand the historical significance of geography.

    • 17.D.4. Learning Standard / Performance Descriptor:

      Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters).

• IL.18. State Goal / Strand: Social Systems

  Understand social systems, with an emphasis on the United States.

  • 18.A. State Goal / Learning Standard:

    Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

    • 18.A.4. Learning Standard / Performance Descriptor:

      Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

  • 18.B. State Goal / Learning Standard:

    Understand the roles and interactions of individuals and groups in society.

    • 18.B.4. Learning Standard / Performance Descriptor:

      Analyze various forms of institutions (e.g., educational, military, charitable, governmental).

  • 18.C. State Goal / Learning Standard:

    Understand how social systems form and develop over time.

    • 18.C.4a. Learning Standard / Performance Descriptor:

      Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades).

    • 18.C.4b. Learning Standard / Performance Descriptor:

      Analyze major contemporary cultural exchanges as influenced by worldwide communications.

• GA.SSCG. Strand/topic: American Government/Civics

  • SSCG1. Standard:

    The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government.

    • SSCG1.a. Element:

      Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights.

    • SSCG1.b. Element:

      Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), and Montesquieu (The Spirit of Laws) as they affect our concept of government.

  • SSCG2. Standard:

    The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence.

    • SSCG2.a. Element:

      Compare and contrast the Declaration of Independence and the Social Contract Theory.

    • SSCG2.b. Element:

      Evaluate the Declaration of Independence as a persuasive argument.

  • SSCG3. Standard:

    The student will demonstrate knowledge of the United States Constitution.

    • SSCG3.a. Element:

      Explain the main ideas in debate over ratification; include those in The Federalist.

    • SSCG3.b. Element:

      Analyze the purpose of government stated in the Preamble of the United States Constitution.

    • SSCG3.c. Element:

      Explain the fundamental principles upon which the United States Constitution is based; include the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism.

  • SSCG4. Standard:

    The student will demonstrate knowledge of the organization and powers of the national government.

    • SSCG4.a. Element:

      Describe the structure and powers of the legislative, executive, and judicial branches.

    • SSCG4.b. Element:

      Analyze the relationship between the three branches in a system of checks and balances and separation of powers.

  • SSCG5. Standard:

    The student will demonstrate knowledge of the federal system of government described in the United States Constitution.

    • SSCG5.a. Element:

      Explain the relationship of state governments to the national government.

    • SSCG5.b. Element:

      Define the difference between enumerated and implied powers.

    • SSCG5.c. Element:

      Describe the extent to which power is shared.

    • SSCG5.d. Element:

      Identify powers denied to state and national governments.

    • SSCG5.e. Element:

      Analyze the ongoing debate that focuses on the balance of power between state and national governments.

    • SSCG5.f. Element:

      Analyze the supremacy clause found in Article IV and the role of the U.S. Constitution as the 'supreme law of the land.'

  • SSCG6. Standard:

    The student will demonstrate knowledge of civil liberties and civil rights.

    • SSCG6.a. Element:

      Examine the Bill of Rights with emphasis on First Amendment freedoms.

    • SSCG6.b. Element:

      Analyze due process law expressed in the 5th and 14th Amendments.

    • SSCG6.c. Element:

      Explain selective incorporation of the Bill of Rights.

    • SSCG6.d. Element:

      Explain how government seeks to maintain the balance between individual liberties and the public interest.

    • SSCG6.e. Element:

      Explain every citizen's right to be treated equally under the law.

  • SSCG7. Standard:

    The student will describe how thoughtful and effective participation in civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the political process, performing public service, registering for military duty, being informed about current issues, and respecting differing opinions.

  • SSCG8. Standard:

    The student will demonstrate knowledge of local, state, and national elections.

    • SSCG8.a. Element:

      Describe the organization, role, and constituencies of political parties.

    • SSCG8.b. Element:

      Describe the nomination and election process.

    • SSCG8.c. Element:

      Examine campaign funding and spending.

    • SSCG8.d. Element:

      Analyze the influence of media coverage, campaign advertising, and public opinion polls.

    • SSCG8.e. Element:

      Identify how amendments extend the right to vote.

  • SSCG9. Standard:

    The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house.

  • SSCG10. Standard:

    The student will describe the legislative process including the roles played by committees and leadership.

    • SSCG10.a. Element:

      Explain the steps in the legislative process.

    • SSCG10.b. Element:

      Explain the function of various leadership positions within the legislature.

  • SSCG11. Standard:

    The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process.

    • SSCG11.a. Element:

      Explain the function of lobbyists.

    • SSCG11.b. Element:

      Describe the laws and rules that govern lobbyists.

    • SSCG11.c. Element:

      Explain the function of special interest groups.

  • SSCG12. Standard:

    The student will analyze the various roles played by the President of the United States; include Commander-in-Chief of the Armed Forces, chief executive, chief agenda setter, representative of the nation, chief of state, foreign policy leader, and party leader.

  • SSCG13. Standard:

    The student will describe the qualifications for becoming President of the United States.

    • SSCG13.a. Element:

      Explain the written qualifications for President of the United States.

    • SSCG13.b. Element:

      Describe unwritten qualifications common to past presidents.

  • SSCG14. Standard:

    The student will explain the impeachment process and its usage for elected officials.

    • SSCG14.a. Element:

      Explain the impeachment process as defined in the U.S. Constitution.

    • SSCG14.b. Element:

      Describe the impeachment proceedings of Andrew Johnson and Bill Clinton.

  • SSCG15. Standard:

    The student will explain the functions of the departments and agencies of the federal bureaucracy.

    • SSCG15.a. Element:

      Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies.

    • SSCG15.b. Element:

      Explain the functions of the Cabinet.

  • SSCG16. Standard:

    The student will demonstrate knowledge of the operation of the federal judiciary.

    • SSCG16.a. Element:

      Explain the jurisdiction of the federal courts and the state courts.

    • SSCG16.b. Element:

      Examine how John Marshall established the Supreme Court as an independent, coequal branch of government through his opinions in Marbury v. Madison.

    • SSCG16.c. Element:

      Describe how the Supreme Court decides cases.

    • SSCG16.d. Element:

      Compare the philosophies of judicial activism and judicial restraint.

  • SSCG17. Standard:

    The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution.

    • SSCG17.a. Element:

      Examine the legislative, executive, and judicial branches.

    • SSCG17.b. Element:

      Examine the structure of local governments with emphasis on county, city, and town.

    • SSCG17.c. Element:

      Identify current state and local officials.

    • SSCG17.d. Element:

      Analyze the relationship among state and local governments.

    • SSCG17.e. Element:

      Evaluate direct democracy by the initiative, referendum, and recall processes.

  • SSCG18. Standard:

    The student will demonstrate knowledge of the powers of Georgia's state and local governments.

    • SSCG18.a. Element:

      Examine the powers of state and local government.

    • SSCG18.b. Element:

      Examine sources of revenue received by each level of government.

    • SSCG18.c. Element:

      Analyze the services provided by state and local government.

  • SSCG19. Standard:

    The student will compare and contrast governments that are unitary, conferral, and federal; unitary, oligarchic and democratic; and presidential and parliamentary.

  • SSCG20. Standard:

    The student will describe the tools used to carry out United States foreign policy (diplomacy; economic, military, and humanitarian aid; treaties; sanctions; and military intervention).

  • SSCG21. Standard:

    The student will demonstrate knowledge of criminal activity.

    • SSCG21.a. Element:

      Examine the nature and causes of crimes.

    • SSCG21.b. Element:

      Explain the effects criminal acts have on their intended victims.

    • SSCG21.c. Element:

      Categorize different types of crimes.

    • SSCG21.d. Element:

      Explain the different types of defenses used by perpetrators of crime.

  • SSCG22. Standard:

    The student will demonstrate knowledge of the criminal justice process.

    • SSCG22.a. Element:

      Analyze the steps in the criminal justice process.

    • SSCG22.b. Element:

      Explain an individual's due process rights.

    • SSCG22.c. Element:

      Describe the steps in a criminal trial or civil suit.

    • SSCG22.d. Element:

      Examine the different types of sentences a convicted person can receive.

• GA.SSEF. Strand/topic: Economics

  Fundamental Economic Concepts

  • SSEF1. Standard:

    The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and trade offs for individuals, businesses, and governments.

    • SSEF1.a. Element:

      Define scarcity as a basic condition that exists when unlimited wants exceed limited productive resources.

    • SSEF1.b. Element:

      Define and give examples of productive resources (e.g., land (natural), labor (human), capital (capital goods), entrepreneurship).

    • SSEF1.c. Element:

      List a variety of strategies for allocating scarce resources.

    • SSEF1.d. Element:

      Define opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices.

  • SSEF2. Standard:

    The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.

    • SSEF2.a. Element:

      Illustrate by means of a production possibilities curve the trade offs between two options.

    • SSEF2.b. Element:

      Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs.

  • SSEF3. Standard:

    The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties.

    • SSEF3.a. Element:

      Give examples of how individuals and businesses specialize.

    • SSEF3.b. Element:

      Explain that both parties gain as a result of voluntary, non-fraudulent exchange.

  • SSEF4. Standard:

    The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

    • SSEF4.a. Element:

      Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation.

    • SSEF4.b. Element:

      Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.

  • SSEF5. Standard:

    The student will describe the roles of government in a market economy.

    • SSEF5.a. Element:

      Explain why government provides public goods and services, redistributes income, protects property rights, and resolves market failures.

    • SSEF5.b. Element:

      Give examples of government regulation and deregulation and their effects on consumers and producers.

  • SSEF6. Standard:

    The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people.

    • SSEF6.a. Element:

      Define productivity as the relationship of inputs to outputs.

    • SSEF6.b. Element:

      Give illustrations of investment in equipment and technology and explain their relationship to economic growth.

    • SSEF6.c. Element:

      Give examples of how investment in education can lead to a higher standard of living.

• GA.SSEM. Strand/topic: Economics

  Microeconomic Concepts

  • SSEMI1. Standard:

    The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money.

    • SSEMI1.a. Element:

      Illustrate by means of a circular flow diagram, the Product market; the Resource market; the real flow of goods and services between and among businesses, households, and government; and the flow of money.

    • SSEMI1.b. Element:

      Explain the role of money and how it facilitates exchange.

  • SSEMI2. Standard:

    The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy.

    • SSEMI2.a. Element:

      Define the Law of Supply and the Law of Demand.

    • SSEMI2.b. Element:

      Describe the role of buyers and sellers in determining market clearing price.

    • SSEMI2.c. Element:

      Illustrate on a graph how supply and demand determine equilibrium price and quantity.

    • SSEMI2.d. Element:

      Explain how prices serve as incentives in a market economy.

  • SSEMI3. Standard:

    The student will explain how markets, prices, and competition influence economic behavior.

    • SSEMI3.a. Element:

      Identify and illustrate on a graph factors that cause changes in market supply and demand.

    • SSEMI3.b. Element:

      Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages.

    • SSEMI3.c. Element:

      Define price elasticity of demand and supply.

  • SSEMI4. Standard:

    The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy.

    • SSEMI4.a. Element:

      Compare and contrast three forms of business organization-sole proprietorship, partnership, and corporation.

    • SSEMI4.b. Element:

      Explain the role of profit as an incentive for entrepreneurs.

    • SSEMI4.c. Element:

      Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition.

• GA.SSEMA. Strand/topic: Economics

  Macroeconomic Concepts

  • SSEMA1. Standard:

    The student will illustrate the means by which economic activity is measured.

    • SSEMA1.a. Element:

      Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports.

    • SSEMA1.b. Element:

      Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand.

    • SSEMA1.c. Element:

      Explain how economic growth, inflation, and unemployment are calculated.

    • SSEMA1.d. Element:

      Identify structural, cyclical, and frictional unemployment.

    • SSEMA1.e. Element:

      Define the stages of the business cycle, as well as recession and depression.

    • SSEMA1.f. Element:

      Describe the difference between the national debt and government deficits.

  • SSEMA2. Standard:

    The student will explain the role and functions of the Federal Reserve System.

    • SSEMA2.a. Element:

      Describe the organization of the Federal Reserve System.

    • SSEMA2.b. Element:

      Define monetary policy.

    • SSEMA2.c. Element:

      Describe how the Federal Reserve uses the tools of monetary policy to promote price stability, full employment, and economic growth.

  • SSEMA3. Standard:

    The student will explain how the government uses fiscal policy to promote price stability, full employment, and economic growth.

    • SSEMA3.a. Element:

      Define fiscal policy.

    • SSEMA3.b. Element:

      Explain the government's taxing and spending decisions.

• GA.SSEIN. Strand/topic: Economics

  International Economics

  • SSEIN1. Standard:

    The student will explain why individuals, businesses, and governments trade goods and services.

    • SSEIN1.a. Element:

      Define and distinguish between absolute advantage and comparative advantage.

    • SSEIN1.b. Element:

      Explain that most trade takes place because of comparative advantage in the production of a good or service.

    • SSEIN1.c. Element:

      Explain the difference between balance of trade and balance of payments.

  • SSEIN2. Standard:

    The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.

    • SSEIN2.a. Element:

      Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies.

    • SSEIN2.b. Element:

      Identify costs and benefits of trade barriers over time.

    • SSEIN2.c. Element:

      List specific examples of trade barriers.

    • SSEIN2.d. Element:

      List specific examples of trading blocks such as the EU, NAFTA, and ASEAN.

    • SSEIN2.e. Element:

      Evaluate arguments for and against free trade.

  • SSEIN3. Standard:

    The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries.

    • SSEIN3.a. Element:

      Define exchange rate as the price of one nation's currency in terms of another nation's currency.

    • SSEIN3.b. Element:

      Locate information on exchange rates.

    • SSEIN3.c. Element:

      Interpret exchange rate tables.

    • SSEIN3.d. Element:

      Explain why, when exchange rates change, some groups benefit and others lose.

• GA.SSEPF. Strand/topic: Economics

  Personal Finance Economics

  • SSEPF1. Standard:

    The student will apply rational decision making to personal spending and saving choices.

    • SSEPF1.a. Element:

      Explain that people respond to positive and negative incentives in predictable ways.

    • SSEPF1.b. Element:

      Use a rational decision making model to select one option over another.

    • SSEPF1.c. Element:

      Create a savings or financial investment plan for a future goal.

  • SSEPF2. Standard:

    The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors.

    • SSEPF2.a. Element:

      Compare services offered by different financial institutions.

    • SSEPF2.b. Element:

      Explain reasons for the spread between interest charged and interest earned.

    • SSEPF2.c. Element:

      Give examples of the direct relationship between risk and return.

    • SSEPF2.d. Element:

      Evaluate a variety of savings and investment options; include stocks, bonds, and mutual funds.

  • SSEPF3. Standard:

    The student will explain how changes in monetary and fiscal policy can have an impact on an individual's spending and saving choices.

    • SSEPF3.a. Element:

      Give examples of who benefits and who loses from inflation.

    • SSEPF3.b. Element:

      Define progressive, regressive, and proportional taxes.

    • SSEPF3.c. Element:

      Explain how an increase in sales tax affects different income groups.

  • SSEPF4. Standard:

    The student will evaluate the costs and benefits of using credit.

    • SSEPF4.a. Element:

      List factors that affect credit worthiness.

    • SSEPF4.b. Element:

      Compare interest rates on loans and credit cards from different institutions.

    • SSEPF4.c. Element:

      Explain the difference between simple and compound interest rates.

  • SSEPF5. Standard:

    The student will describe how insurance and other risk-management strategies protect against financial loss.

    • SSEPF5.a. Element:

      List various types of insurance such as automobile, health, life, disability, and property.

    • SSEPF5.b. Element:

      Explain the costs and benefits associated with different types of insurance.

  • SSEPF6. Standard:

    The student will describe how the earnings of workers are determined in the marketplace.

    • SSEPF6.a. Element:

      Identify skills that are required to be successful in the workplace.

    • SSEPF6.b. Element:

      Explain the significance of investment in education, training, and skill development.

• GA.SSUSH. Strand/topic: United States History

  • SSUSH1. Standard:

    The student will describe European settlement in North America during the 17th century.

    • SSUSH1.a. Element:

      Explain Virginia's development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon's Rebellion, and the development of slavery.

    • SSUSH1.b. Element:

      Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip's War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter.

    • SSUSH1.c. Element:

      Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania.

    • SSUSH1.d. Element:

      Explain the reasons for French settlement of Quebec.

  • SSUSH2. Standard:

    The student will trace the ways that the economy and society of British North America developed.

    • SSUSH2.a. Element:

      Explain the development of mercantilism and the trans-Atlantic trade.

    • SSUSH2.b. Element:

      Describe the Middle Passage, growth of the African population, and African- American culture.

    • SSUSH2.c. Element:

      Identify Benjamin Franklin as a symbol of social mobility and individualism.

    • SSUSH2.d. Element:

      Explain the significance of the Great Awakening.

  • SSUSH3. Standard:

    The student will explain the primary causes of the American Revolution.

    • SSUSH3.a. Element:

      Explain how the end of Anglo-French imperial competition as seen in the French-Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

    • SSUSH3.b. Element:

      Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence.

    • SSUSH3.c. Element:

      Explain the importance of Thomas Paine's Common Sense to the movement for independence.

  • SSUSH4. Standard:

    The student will identify the ideological, military, and diplomatic aspects of the American Revolution.

    • SSUSH4.a. Element:

      Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.

    • SSUSH4.b. Element:

      Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.

    • SSUSH4.c. Element:

      Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge.

    • SSUSH4.d. Element:

      Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

  • SSUSH5. Standard:

    The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.

    • SSUSH5.a. Element:

      Explain how weaknesses in the Articles of Confederation and Daniel Shays' Rebellion led to a call for a stronger central government.

    • SSUSH5.b. Element:

      Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James Madison.

    • SSUSH5.c. Element:

      Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery.

    • SSUSH5.d. Element:

      Analyze how the Bill of Rights serves as a protector of individual and states' rights.

    • SSUSH5.e. Element:

      Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton).

  • SSUSH6. Standard:

    The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation.

    • SSUSH6.a. Element:

      Explain the Northwest Ordinance's importance in the westward migration of Americans, and on slavery, public education, and the addition of new states.

    • SSUSH6.b. Element:

      Describe Jefferson's diplomacy in obtaining the Louisiana Purchase from France and the territory's exploration by Lewis and Clark.

    • SSUSH6.c. Element:

      Explain major reasons for the War of 1812 and the war's significance on the development of a national identity.

    • SSUSH6.d. Element:

      Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation's infrastructure.

    • SSUSH6.e. Element:

      Describe the reasons for and importance of the Monroe Doctrine.

  • SSUSH7. Standard:

    The student will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

    • SSUSH7.a. Element:

      Explain the impact of the Industrial Revolution as seen in Eli Whitney's invention of the cotton gin and his development of interchangeable parts for muskets.

    • SSUSH7.b. Element:

      Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

    • SSUSH7.c. Element:

      Describe reform movements, specifically temperance, abolitionism, and public school.

    • SSUSH7.d. Element:

      Explain women's efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.

    • SSUSH7.e. Element:

      Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

  • SSUSH8. Standard:

    The student will explain the relationship between growing north-south divisions and westward expansion.

    • SSUSH8.a. Element:

      Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters).

    • SSUSH8.b. Element:

      Explain the Missouri Compromise and the issue of slavery in western states and territories.

    • SSUSH8.c. Element:

      Describe the Nullification Crisis and the emergence of states' rights ideology; include the role of John C. Calhoun and development of sectionalism.

    • SSUSH8.d. Element:

      Describe the war with Mexico and the Wilmot Proviso.

    • SSUSH8.e. Element:

      Explain the Compromise of 1850.

  • SSUSH9. Standard:

    The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

    • SSUSH9.a. Element:

      Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown's Raid.

    • SSUSH9.b. Element:

      Describe President Lincoln's efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus.

    • SSUSH9.c. Element:

      Describe the roles of Ulysses Grant, Robert E. Lee, 'Stonewall' Jackson, William T. Sherman, and Jefferson Davis.

    • SSUSH9.d. Element:

      Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta.

    • SSUSH9.e. Element:

      Describe the significance of the Emancipation Proclamation.

    • SSUSH9.f. Element:

      Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output.

  • SSUSH10. Standard:

    The student will identify legal, political, and social dimensions of Reconstruction.

    • SSUSH10.a. Element:

      Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.

    • SSUSH10.b. Element:

      Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen's Bureau.

    • SSUSH10.c. Element:

      Describe the significance of the 13th, 14th, and 15th amendments.

    • SSUSH10.d. Element:

      Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.

    • SSUSH10.e. Element:

      Explain the impeachment of Andrew Johnson in relationship to Reconstruction.

  • SSUSH11. Standard:

    The student will describe the growth of big business and technological innovations after Reconstruction.

    • SSUSH11.a. Element:

      Explain the impact of the railroads on other industries, such as steel, and on the organization of big business.

    • SSUSH11.b. Element:

      Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor.

    • SSUSH11.c. Element:

      Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies

    • SSUSH11.d. Element:

      Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life

  • SSUSH12. Standard:

    The student will analyze important consequences of American industrial growth.

    • SSUSH12.a. Element:

      Describe Ellis Island, the change in immigrants' origins to southern and eastern Europe and the impact of this change on urban America.

    • SSUSH12.b. Element:

      Identify the American Federation of Labor and Samuel Gompers.

    • SSUSH12.c. Element:

      Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee.

    • SSUSH12.d. Element:

      Describe the 1894 Pullman strike as an example of industrial unrest.

  • SSUSH13. Standard:

    The student will identify major efforts to reform American society and politics in the Progressive Era.

    • SSUSH13.a. Element:

      Explain Upton Sinclair's The Jungle and federal oversight of the meatpacking industry.

    • SSUSH13.b. Element:

      Identify Jane Addams and Hull House and describe the role of women in reform movements.

    • SSUSH13.c. Element:

      Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.

    • SSUSH13.d. Element:

      Explain Ida Tarbell's role as a muckraker.

    • SSUSH13.e. Element:

      Describe the significance of progressive reforms such as the initiative, recall, and referendum; direct election of senators; reform of labor laws; and efforts to improve living conditions for the poor in cities.

  • SSUSH14. Standard:

    The student will explain America's evolving relationship with the world at the turn of the twentieth century.

    • SSUSH14.a. Element:

      Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast.

    • SSUSH14.b. Element:

      Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism.

    • SSUSH14.c. Element:

      Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal.

  • SSUSH15. Standard:

    The student will analyze the origins and impact of U.S. involvement in World War I.

    • SSUSH15.a. Element:

      Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare.

    • SSUSH15.b. Element:

      Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist Eugene Debs.

    • SSUSH15.c. Element:

      Explain Wilson's Fourteen Points and the proposed League of Nations.

    • SSUSH15.d. Element:

      Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman suffrage.

  • SSUSH16. Standard:

    The student will identify key developments in the aftermath of WW I.

    • SSUSH16.a. Element:

      Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.

    • SSUSH16.b. Element:

      Identify Henry Ford, mass production, and the automobile.

    • SSUSH16.c. Element:

      Describe the impact of radio and the movies.

    • SSUSH16.d. Element:

      Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.

  • SSUSH17. Standard:

    The student will analyze the causes and consequences of the Great Depression.

    • SSUSH17.a. Element:

      Describe the causes, including overproduction, underconsumption, and stock market speculation that led to the stock market crash of 1929 and the Great Depression.

    • SSUSH17.b. Element:

      Explain the impact of the drought in the creation of the Dust Bowl.

    • SSUSH17.c. Element:

      Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles.

  • SSUSH18. Standard:

    The student will describe Franklin Roosevelt's New Deal as a response to the depression and compare the ways governmental programs aided those in need.

    • SSUSH18.a. Element:

      Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment.

    • SSUSH18.b. Element:

      Explain the Wagner Act and the rise of industrial unionism.

    • SSUSH18.c. Element:

      Explain the passage of the Social Security Act as a part of the second New Deal.

    • SSUSH18.d. Element:

      Identify Eleanor Roosevelt as a symbol of social progress and women's activism.

    • SSUSH18.e. Element:

      Identify the political challenges to Roosevelt's domestic and international leadership; include the role of Huey Long, the 'court packing bill,' and the Neutrality Act.

  • SSUSH19. Standard:

    The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.

    • SSUSH19.a. Element:

      Explain A. Philip Randolph's proposed march on Washington, D.C., and President Franklin D. Roosevelt's response.

    • SSUSH19.b. Element:

      Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German-Americans, and Italian-Americans.

    • SSUSH19.c. Element:

      Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin.

    • SSUSH19.d. Element:

      Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

    • SSUSH19.e. Element:

      Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb.

  • SSUSH20. Standard:

    The student will analyze the domestic and international impact of the Cold War on the United States.

    • SSUSH20.a. Element:

      Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy.

    • SSUSH20.b. Element:

      Explain the impact of the new communist regime in China and the outbreak of the Korean War and how these events contributed to the rise of Senator Joseph McCarthy.

    • SSUSH20.c. Element:

      Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.

    • SSUSH20.d. Element:

      Describe the Vietnam War, the Tet offensive, and growing opposition to the war.

  • SSUSH21. Standard:

    The student will explain economic growth and its impact on the United States, 1945-1970.

    • SSUSH21.a. Element:

      Describe the baby boom and its impact as shown by Levittown and the Interstate Highway Act.

    • SSUSH21.b. Element:

      Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon,1960) and news coverage of the Civil Rights Movement.

    • SSUSH21.c. Element:

      Analyze the impact of technology on American life; include the development of the personal computer and the cellular telephone.

    • SSUSH21.d. Element:

      Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower's actions.

  • SSUSH22. Standard:

    The student will identify dimensions of the Civil Rights Movement, 1945-1970.

    • SSUSH22.a. Element:

      Explain the importance of President Truman's order to integrate the U.S. military and the federal government.

    • SSUSH22.b. Element:

      Identify Jackie Robinson and the integration of baseball.

    • SSUSH22.c. Element:

      Explain Brown v. Board of Education and efforts to resist the decision.

    • SSUSH22.d. Element:

      Describe the significance of Martin Luther King, Jr.'s Letter from a Birmingham Jail and his I have a dream speech.

    • SSUSH22.e. Element:

      Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

  • SSUSH23. Standard:

    The student will describe and assess the impact of political developments between 1945 and 1970.

    • SSUSH23.a. Element:

      Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision.

    • SSUSH23.b. Element:

      Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation.

    • SSUSH23.c. Element:

      Explain Lyndon Johnson's Great Society; include the establishment of Medicare.

    • SSUSH23.d. Element:

      Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention.

  • SSUSH24. Standard:

    The student will analyze the impact of social change movements and organizations of the 1960s.

    • SSUSH24.a. Element:

      Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition.

    • SSUSH24.b. Element:

      Describe the National Organization of Women and the origins and goals of the modern women's movement.

    • SSUSH24.c. Element:

      Analyze the anti-Vietnam War movement.

    • SSUSH24.d. Element:

      Analyze Cesar Chavez and the United Farm Workers' movement.

    • SSUSH24.e. Element:

      Explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement.

    • SSUSH24.f. Element:

      Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968).

  • SSUSH25. Standard:

    The student will describe changes in national politics since 1968.

    • SSUSH25.a. Element:

      Describe President Richard M. Nixon's opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford.

    • SSUSH25.b. Element:

      Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights; include such decisions as Roe v. Wade (1973) and the Bakke decision on affirmative action.

    • SSUSH25.c. Element:

      Explain the Carter administration's efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis.

    • SSUSH25.d. Element:

      Describe domestic and international events of Ronald Reagan's presidency; include Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union.

    • SSUSH25.e. Element:

      Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his impeachment and acquittal.

    • SSUSH25.f. Element:

      Analyze the 2000 presidential election and its outcome, emphasizing the role of the electoral college.

    • SSUSH25.g. Element:

      Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq.

• GA.SSWG. Strand/topic: World Geography

  • SSWG1. Standard:

    The student will explain the physical aspects of geography.

    • SSWG1.a. Element:

      Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

    • SSWG1.b. Element:

      Explain how human characteristics, such as population settlement patterns, and human activities, such as agriculture and industry, can describe a place.

    • SSWG1.c. Element:

      Analyze the interrelationship between physical and human characteristics of a place.

  • SSWG2. Standard:

    The student will explain the cultural aspects of geography.

    • SSWG2.a. Element:

      Describe the concept of place by explaining how the culture of a region is a product of the region's physical characteristics.

    • SSWG2.b. Element:

      Explain how cultural characteristics of a place can be used to describe a place.

    • SSWG2.c. Element:

      Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture.

    • SSWG2.d. Element:

      Explain how the development of customs and traditions help to define a culture and a people.

  • SSWG3. Standard:

    The student will describe the interaction of physical and human systems that have shaped contemporary North Africa/Southwest Asia.

    • SSWG3.a. Element:

      Describe the location of major physical features and their impact on North Africa/Southwest Asia.

    • SSWG3.b. Element:

      Describe the major climates of North Africa/Southwest Asia and how they have affected the development of North Africa/Southwest Asia.

    • SSWG3.c. Element:

      Analyze the impact natural resources, especially oil, have on North Africa/Southwest Asia.

    • SSWG3.d. Element:

      Analyze the impact of water supplies on the growth of population centers.

    • SSWG3.e. Element:

      Explain the impact of Judaism, Christianity, and Islam on the development of the region's culture.

    • SSWG3.f. Element:

      Explain why this region contains areas on two different continents.

    • SSWG3.g. Element:

      Describe the major ethnic and cultural groups in North Africa/Southwest Asia; include major customs and traditions.

  • SSWG4. Standard:

    The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa.

    • SSWG4.a. Element:

      Describe the location of major physical features and their impact on Sub- Saharan Africa.

    • SSWG4.b. Element:

      Describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa.

    • SSWG4.c. Element:

      Describe the pattern of population distribution in the countries of Sub- Saharan Africa in relation to urbanization and modernization.

    • SSWG4.d. Element:

      Explain how Sub-Saharan Africa's physical features have had an impact on the distribution of its population.

    • SSWG4.e. Element:

      Analyze how the migration of people such as the Bantu and Zulu has had an impact on the economic, cultural, and political aspects of Sub-Saharan Africa.

    • SSWG4.f. Element:

      Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors such as linguistic, tribal, and religious diversity; literacy levels; and the colonial legacy.

    • SSWG4.g. Element:

      Describe the ethnic and religious groups in Sub-Saharan Africa; include major customs and traditions.

    • SSWG4.h. Element:

      Analyze the impact of drought and desertification on Sub-Saharan Africa.

  • SSWG5. Standard:

    The student will describe the interaction of physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia.

    • SSWG5.a. Element:

      Describe the location of major physical features and their impact on the regions of Asia.

    • SSWG5.b. Element:

      Describe the major climates of each region and how they have affected each region's development.

    • SSWG5.c. Element:

      Analyze the impact of the topography and climate on population distribution in the regions.

    • SSWG5.d. Element:

      Describe the various ethnic and religious groups in the region and the effect of geography on their development and their major customs and traditions.

    • SSWG5.e. Element:

      Analyze the impact of population growth in the region on both the region and on other regions of the world; include China, India, and Japan.

    • SSWG5.f. Element:

      Explain the division of the Indian subcontinent into India and Pakistan and the eventual creation of Bangladesh.

    • SSWG5.g. Element:

      Describe the Pacific Rim and its cultural, political, and economic significance.

  • SSWG6. Standard:

    The student will describe the interaction of physical and human systems that have shaped contemporary Europe.

    • SSWG6.a. Element:

      Describe the location of major physical features and their impact on Europe.

    • SSWG6.b. Element:

      Describe the major climates of Europe and how they have affected Europe.

    • SSWG6.c. Element:

      Analyze the importance of Europe's coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence.

    • SSWG6.d. Element:

      Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions.

    • SSWG6.e. Element:

      Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages.

    • SSWG6.f. Element:

      Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs.

    • SSWG6.g. Element:

      Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia.

  • SSWG7. Standard:

    The student will describe the interaction of physical and human systems that have shaped contemporary Latin America.

    • SSWG7.a. Element:

      Explain why the region is known as Latin America; include cultural reasons.

    • SSWG7.b. Element:

      Describe the location of major physical features and their impact on Latin America.

    • SSWG7.c. Element:

      Describe the major climates of Latin America and how they have affected Latin America.

    • SSWG7.d. Element:

      Explain how geographic features and climatic patterns affect population distribution.

    • SSWG7.e. Element:

      Analyze the impact of natural disasters and political instability on economic activity in Latin America.

    • SSWG7.f. Element:

      Describe the various ethnic and religious groups in Latin America; include South America, Central America and the Caribbean, as well as major customs and traditions.

    • SSWG7.g. Element:

      Analyze the impact of deforestation on Latin America and explain actions being taken.

    • SSWG7.h. Element:

      Explain how Latin American countries such as Brazil are developing their resources to compete in the global market and to improve industrial productivity.

    • SSWG7.i. Element:

      Analyze the impact illegal drug production and trade have on Latin America.

  • SSWG8. Standard:

    The student will describe the interaction of physical and human systems that have shaped contemporary Canada and the United States.

    • SSWG8.a. Element:

      Describe the location of major physical features and their impact on Canada and the United States.

    • SSWG8.b. Element:

      Describe the major climates of Canada and the United States and how they affect Canada and the United States.

    • SSWG8.c. Element:

      Explain the reasons for the population distribution in Canada and the United States.

    • SSWG8.d. Element:

      Explain how the physical geography of Canada and the United States contributed to regional growth and development.

    • SSWG8.e. Element:

      Describe the ethnic and religious groups in Canada and the United States; include major customs and traditions.

    • SSWG8.f. Element:

      Analyze how transportation and communications improvements led to the growth of industry in the United States and the consequences of such growth, especially environmentally, for both Canada and the United States.

  • SSWG9. Standard:

    The student will describe the interaction of physical and human systems that have shaped contemporary Oceania, including Australia, New Zealand, and Antarctica.

    • SSWG9.a. Element:

      Describe the location of major physical features and their impact on the region.

    • SSWG9.b. Element:

      Describe the major climates and their impact on the region.

    • SSWG9.c. Element:

      Analyze the impact isolation has had on the cultural and biological development of the region.

    • SSWG9.d. Element:

      Describe the various ethnic and religious groups; include major customs and traditions.

    • SSWG9.e. Element:

      Explain how the migration of diverse ethnic groups and available natural resources have affected the economic and political development.

    • SSWG9.f. Element:

      Explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of 1961.

• GA.SSWH. Strand/topic: World History

  • SSWH1. Standard:

    The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.

    • SSWH1.a. Element:

      Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi's law code.

    • SSWH1.b. Element:

      Describe the relationship of religion and political authority in Ancient Egypt.

    • SSWH1.c. Element:

      Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.

    • SSWH1.d. Element:

      Identify early trading networks and writing systems existent in the Eastern Mediterranean, including those of the Phoenicians.

    • SSWH1.e. Element:

      Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.

  • SSWH2. Standard:

    The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

    • SSWH2.a. Element:

      Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the 'Golden Age' under Gupta, and the emperor Ashoka.

    • SSWH2.b. Element:

      Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.

    • SSWH2.c. Element:

      Describe the development of Chinese civilization under the Zhou and Qin.

    • SSWH2.d. Element:

      Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia Japan, and Korea.

  • SSWH3. Standard:

    The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.

    • SSWH3.a. Element:

      Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.

    • SSWH3.b. Element:

      Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle's pupil Alexander the Great and the impact of Julius and Augustus Caesar.

    • SSWH3.c. Element:

      Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.

    • SSWH3.d. Element:

      Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.

    • SSWH3.e. Element:

      Analyze the factors that led to the collapse of the western Roman Empire.

  • SSWH4. Standard:

    The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.

    • SSWH4.a. Element:

      Explain the relationship of the Byzantine Empire to the Roman Empire.

    • SSWH4.b. Element:

      Describe the significance of Justinian's law code, Theodora and the role of women, and Byzantine art and architecture.

    • SSWH4.c. Element:

      Analyze the establishment of Christianity as the official religion of the Byzantine Empire.

    • SSWH4.d. Element:

      Analyze the role of Constantinople as a trading and religious center.

    • SSWH4.e. Element:

      Explain the influence of the Byzantine Empire on Russia, with particular attention to its impact on Tsar Ivan III and Kiev.

    • SSWH4.f. Element:

      Define the role of Orthodox Christianity and the Schism.

  • SSWH5. Standard:

    The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.

    • SSWH5.a. Element:

      Explain the origins of Islam and the growth of the Islamic Empire.

    • SSWH5.b. Element:

      Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.

    • SSWH5.c. Element:

      Explain the reasons for the split between Sunni and Shia Muslims.

    • SSWH5.d. Element:

      Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).

    • SSWH5.e. Element:

      Describe the impact of the Crusades on both the Islamic World and Europe.

    • SSWH5.f. Element:

      Analyze the impact of the expansion of the Mongol Empire; include the stabilization of trading networks from China to the Mediterranean world.

    • SSWH5.g. Element:

      Analyze the relationship between Judaism, Christianity, and Islam.

  • SSWH6. Standard:

    The student will describe the diverse characteristics of early African societies before 1800.

    • SSWH6.a. Element:

      Identify the Bantu migration patterns and contribution to settled agriculture.

    • SSWH6.b. Element:

      Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

    • SSWH6.c. Element:

      Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities.

    • SSWH6.d. Element:

      Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity.

  • SSWH7. Standard:

    The student will analyze European medieval society with regard to culture, politics, society, and economics.

    • SSWH7.a. Element:

      Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.

    • SSWH7.b. Element:

      Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV.

    • SSWH7.c. Element:

      Explain the role of the church in medieval society.

    • SSWH7.d. Element:

      Describe how increasing trade led to the growth of towns and cities.

  • SSWH8. Standard:

    The student will demonstrate an understanding of the development of societies in Central and South America.

    • SSWH8.a. Element:

      Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.

    • SSWH8.b. Element:

      Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

  • SSWH9. Standard:

    The student will analyze change and continuity in the Renaissance and Reformation.

    • SSWH9.a. Element:

      Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.

    • SSWH9.b. Element:

      Identify artistic and scientific achievements of Leonardo da Vinci, the 'Renaissance man,' and Michelangelo.

    • SSWH9.c. Element:

      Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.

    • SSWH9.d. Element:

      Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.

    • SSWH9.e. Element:

      Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.

    • SSWH9.f. Element:

      Describe the English Reformation and the role of Henry VIII and Elizabeth I.

    • SSWH9.g. Element:

      Explain the importance of Gutenberg and the invention of the printing press.

  • SSWH10. Standard:

    The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.

    • SSWH10.a. Element:

      Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

    • SSWH10.b. Element:

      Define the Columbian Exchange and its global economic and cultural impact.

    • SSWH10.c. Element:

      Explain the role of improved technology in European exploration; include the astrolabe.

  • SSWH11. Standard:

    The student will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.

    • SSWH11.a. Element:

      Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga and Kangxi.

    • SSWH11.b. Element:

      Analyze the impact of population growth and its impact on the social structure.

  • SSWH12. Standard:

    The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.

    • SSWH12.a. Element:

      Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.

    • SSWH12.b. Element:

      Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

  • SSWH13. Standard:

    The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.

    • SSWH13.a. Element:

      Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.

    • SSWH13.b. Element:

      Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.

  • SSWH14. Standard:

    The student will analyze the Age of Revolutions and Rebellions.

    • SSWH14.a. Element:

      Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.

    • SSWH14.b. Element:

      Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).

    • SSWH14.c. Element:

      Explain Napoleon's rise to power, and his defeat; and explain the consequences for Europe.

    • SSWH14.d. Element:

      Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.

  • SSWH15. Standard:

    The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.

    • SSWH15.a. Element:

      Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.

    • SSWH15.b. Element:

      Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.

    • SSWH15.c. Element:

      Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks.

    • SSWH15.d. Element:

      Describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies in Indochina, and Japanese policies in Asia.

  • SSWH16. Standard:

    The student will demonstrate an understanding of long-term causes of World War I and its global impact.

    • SSWH16.a. Element:

      Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.

    • SSWH16.b. Element:

      Describe conditions on the war front for soldiers; include the Battle of Verdun.

    • SSWH16.c. Element:

      Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.

    • SSWH16.d. Element:

      Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

  • SSWH17. Standard:

    The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II.

    • SSWH17.a. Element:

      Examine the impact of the war on science, art, and social thinking by identifying the cultural significance of Sigmund Freud, Albert Einstein, and Picasso.

    • SSWH17.b. Element:

      Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin's first Five Year Plan.

    • SSWH17.c. Element:

      Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan.

    • SSWH17.d. Element:

      Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Attaturk, and Mohandas Ghandi.

    • SSWH17.e. Element:

      Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments.

    • SSWH17.f. Element:

      Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German annexation of the Sudentenland.

  • SSWH18. Standard:

    The student will demonstrate an understanding of the global political, economic, and social impact of World War II.

    • SSWH18.a. Element:

      Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.

    • SSWH18.b. Element:

      Identify Nazi ideology, policies, and consequences that led to the Holocaust.

    • SSWH18.c. Element:

      Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe.

    • SSWH18.d. Element:

      Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and McArthur's plan for Japan.

  • SSWH19. Standard:

    The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989.

    • SSWH19.a. Element:

      Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana.

    • SSWH19.b. Element:

      Describe the formation of the state of Israel.

    • SSWH19.c. Element:

      Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972).

    • SSWH19.d. Element:

      Compare and contrast the reforms of Khrushchev and Gorbachev.

    • SSWH19.e. Element:

      Analyze efforts in the pursuit of freedom; include anti-apartheid, Tianamen Square, and the fall of the Berlin Wall.

  • SSWH20. Standard:

    The student will examine change and continuity in the world since the 1960s.

    • SSWH20.a. Element:

      Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda.

    • SSWH20.b. Element:

      Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States.

    • SSWH20.c. Element:

      Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets.

    • SSWH20.d. Element:

      Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher.

  • SSWH21. Standard:

    The student will analyze globalization in the contemporary world.

    • SSWH21.a. Element:

      Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers.

    • SSWH21.b. Element:

      Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization.

• GA.SSRC. Strand/topic: Reading Across the Curriculum

  • SSRC1. Standard: Students will enhance reading in all curriculum areas by

    • SSRC1.a. Element: Reading in All Curriculum Areas

      Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas; Read both informational and fictional texts in a variety of genres and modes of discourse; Read technical texts related to various subject areas.

    • SSRC1.b. Element: Discussing books

      Discuss messages and themes from books in all subject areas; Respond to a variety of texts in multiple modes of discourse; Relate messages and themes from one subject area to messages and themes in another area; Evaluate the merit of texts in every subject discipline; Examine author's purpose in writing; Recognize the features of disciplinary texts.

    • SSRC1.c. Element: Building vocabulary knowledge

      Demonstrate an understanding of contextual vocabulary in various subjects; Use content vocabulary in writing and speaking; Explore understanding of new words found in subject area texts.

    • SSRC1.d. Element: Establishing context

      Explore life experiences related to subject area content; Discuss in both writing and speaking how certain words are subject area related; Determine strategies for finding content and contextual meaning for unknown words.

• FL.SS.A.1. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands historical chronology and the historical perspective.

  • SS.A.1.4.1 Benchmark / Big Idea:

    The student understands how ideas and beliefs, decisions, and chance events have been used in the process of writing and interpreting history.

  • SS.A.1.4.2 Benchmark / Big Idea:

    The student identifies and understands themes in history that cross scientific, economic, and cultural boundaries.

  • SS.A.1.4.3 Benchmark / Big Idea:

    The student evaluates conflicting sources and materials in the interpretation of a historical event or episode.

  • SS.A.1.4.4 Benchmark / Big Idea:

    The student uses chronology, sequencing, patterns, and periodization to examine interpretations of an event.

• FL.SS.A.2. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands the world from its beginnings to the time of the Renaissance.

  • SS.A.2.4.1 Benchmark / Big Idea:

    The student understands the early physical and cultural development of humans.

  • SS.A.2.4.2 Benchmark / Big Idea:

    The student understands the rise of early civilizations and the spread of agriculture in Mesopotamia, Egypt, and the Indus Valley.

  • SS.A.2.4.3 Benchmark / Big Idea:

    The student understands the emergence of civilization in China, southwest Asia, and the Mediterranean basin.

  • SS.A.2.4.4 Benchmark / Big Idea:

    The student understands significant aspects of the economic, political, and social systems of ancient Greece and the cultural contributions of that civilization.

  • SS.A.2.4.5 Benchmark / Big Idea:

    The student understands the significant features of the political, economic, and social systems of ancient Rome and the cultural legacy of that civilization.

  • SS.A.2.4.6 Benchmark / Big Idea:

    The student understands features of the theological and cultural conflict between the Muslim world and Christendom and the resulting religious, political, and economic competition in the Mediterranean region.

  • SS.A.2.4.7 Benchmark / Big Idea:

    The student understands the development of the political, social, economic, and religious systems of European civilization during the Middle Ages.

  • SS.A.2.4.8 Benchmark / Big Idea:

    The student understands cultural, religious, political, and technological developments of civilizations in Asia and Africa.

  • SS.A.2.4.9 Benchmark / Big Idea:

    The student understands significant social, cultural, and religious features of India, and India's conflict with the Moslem Turks.

  • SS.A.2.4.1 Benchmark / Big Idea:

    The student understands significant cultural, religious, and economic features of civilizations in Mesoamerica and Andean South America.

  • SS.A.2.4.1 Benchmark / Big Idea:

    The student understands political and cultural features of the Mongol Empire and the Empire's impact on Eurasian peoples.

• FL.SS.A.3. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands Western and Eastern civilization since the Renaissance.

  • SS.A.3.4.1 Benchmark / Big Idea:

    The student understands the significant political and economic transformations and significant cultural and scientific events in Europe during the Renaissance.

  • SS.A.3.4.2 Benchmark / Big Idea:

    The student understands significant religious and societal issues from the Renaissance through the Reformation.

  • SS.A.3.4.3 Benchmark / Big Idea:

    The student understands the significant economic, political, and cultural interactions among the peoples of Africa, Europe, Asia, and the Americas during the Age of Discovery and the European expansion.

  • SS.A.3.4.4 Benchmark / Big Idea:

    The student knows the significant ideas and texts of Buddhism, Christianity, Hinduism, Islam, and Judaism, their spheres of influence in the age of expansion, and their reforms in the 19th century.

  • SS.A.3.4.5 Benchmark / Big Idea:

    The student understands the significant scientific and social changes from the Age of Reason through the Age of Enlightenment.

  • SS.A.3.4.6 Benchmark / Big Idea:

    The student understands transformations in the political and social realms from the Age of Absolutism through the Glorious Revolution to the French Revolution.

  • SS.A.3.4.7 Benchmark / Big Idea:

    The student understands significant political developments in Europe in the 19th century.

  • SS.A.3.4.8 Benchmark / Big Idea:

    The student understands the effects of the Industrial Revolution.

  • SS.A.3.4.9 Benchmark / Big Idea:

    The student analyzes major historical events of the first half of the 20th century.

  • SS.A.3.4.1 Benchmark / Big Idea:

    The student understands the political, military, and economic events since the 1950s that have had a significant impact on international relations.

• FL.SS.A.4. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands United States history to 1880.

  • SS.A.4.4.1 Benchmark / Big Idea:

    The student understands the economic, social, and political interactions between Native American tribes and European settlers during the Age of Discovery.

  • SS.A.4.4.2 Benchmark / Big Idea:

    The student understands how religious, social, political, and economic developments shaped the settlement patterns of the North American colonies.

  • SS.A.4.4.3 Benchmark / Big Idea:

    The student understands the significant military and political events that took place during the American Revolution.

  • SS.A.4.4.4 Benchmark / Big Idea:

    The student understands the political events that defined the Constitutional period.

  • SS.A.4.4.5 Benchmark / Big Idea:

    The student understands the significant political events that took place during the early national period.

  • SS.A.4.4.6 Benchmark / Big Idea:

    The student understands the military and economic events of the Civil War and Reconstruction.

• FL.SS.A.5. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands United States history from 1880 to the present day.

  • SS.A.5.4.1 Benchmark / Big Idea:

    The student knows the causes of the Industrial Revolution and its economic, political, and cultural effects on American society.

  • SS.A.5.4.2 Benchmark / Big Idea:

    The student understands the social and cultural impact of immigrant groups and individuals on American society after 1880.

  • SS.A.5.4.3 Benchmark / Big Idea:

    The student understands significant events leading up to the United States involvement in World War I and the political, social, and economic results of that conflict in Europe and the United States.

  • SS.A.5.4.4 Benchmark / Big Idea:

    The student understands social transformations that took place in the 1920s and 1930s, the principal political and economic factors that led to the Great Depression, and the legacy of the Depression in American society.

  • SS.A.5.4.5 Benchmark / Big Idea:

    The student knows the origins and effects of the involvement of the United States in World War II.

  • SS.A.5.4.6 Benchmark / Big Idea:

    The student understands the political events that shaped the development of United States foreign policy since World War II and knows the characteristics of that policy.

  • SS.A.5.4.7 Benchmark / Big Idea:

    The student understands the development of federal civil rights and voting rights since the 1950s and the social and political implications of these events.

  • SS.A.5.4.8 Benchmark / Big Idea:

    The student knows significant political events and issues that have shaped domestic policy decisions in contemporary America.

• FL.SS.B.1. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

  The student understands the world in spatial terms.

  • SS.B.1.4.1 Benchmark / Big Idea:

    The student uses a variety of maps, geographic technologies including geographic information systems (GIS) and satellite-produced imagery, and other advanced graphic representations to depict geographic problems.

  • SS.B.1.4.2 Benchmark / Big Idea:

    The student understands the advantages and disadvantages of using maps from different sources and different points of view.

  • SS.B.1.4.3 Benchmark / Big Idea:

    The student uses mental maps of physical and human features of the world to answer complex geographic questions.

  • SS.B.1.4.4 Benchmark / Big Idea:

    The student understands how cultural and technological characteristics can link or divide regions.

  • SS.B.1.4.5 Benchmark / Big Idea:

    The student understands how various factors affect people's mental maps.

• FL.SS.B.2. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

  The student understands the interactions of people and the physical environment.

  • SS.B.2.4.1 Benchmark / Big Idea:

    The student understands how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions.

  • SS.B.2.4.2 Benchmark / Big Idea:

    The student understands past and present trends in human migration and cultural interaction and their impact on physical and human systems.

  • SS.B.2.4.3 Benchmark / Big Idea:

    The student understands how the allocation of control of the Earth's surface affects interactions between people in different regions.

  • SS.B.2.4.4 Benchmark / Big Idea:

    The student understands the global impact of human changes in the physical environment.

  • SS.B.2.4.5 Benchmark / Big Idea:

    The student knows how humans overcome 'limits to growth' imposed by physical systems.

  • SS.B.2.4.6 Benchmark / Big Idea:

    The student understands the relationships between resources and the exploration, colonization, and settlement of different regions of the world.

  • SS.B.2.4.7 Benchmark / Big Idea:

    The student understands the concept of sustainable development.

• FL.SS.C.1. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

  The student understands the structure, functions, and purpose of government and how the principles and values of American democracy are reflected in American constitutional government.

  • SS.C.1.4.1 Benchmark / Big Idea:

    The student understands the nature of political authority and the nature of the relationship between government and civil society in limited governments (e.g. constitutional democracies) and unlimited governments (e.g. totalitarian regimes).

  • SS.C.1.4.2 Benchmark / Big Idea:

    The student understands the ideas that led to the creation of limited government in the United States (e.g., ideas of natural rights philosophy, and the concept of popular sovereignty).

  • SS.C.1.4.3 Benchmark / Big Idea:

    The student understands how the overall design and specific features of the Constitution prevent the abuse of power by aggregating power at the national, state, and local levels; dispersing power among different levels of government; and using a system of checks and balances (e.g., federalism).

  • SS.C.1.4.4 Benchmark / Big Idea:

    The student understands the role of special interest groups, political parties, the media, public opinion, and majority/minority conflicts on the development of public policy and the political process.

• FL.SS.C.2. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

  The student understands the role of the citizen in American democracy.

  • SS.C.2.4.1 Benchmark / Big Idea:

    The student develops and defines his or her own political beliefs and tendencies.

  • SS.C.2.4.2 Benchmark / Big Idea:

    The student assesses the role that his or her own political behavior plays in determining the flow of power through our political system and for resolving conflicts in a pluralistic society.

  • SS.C.2.4.3 Benchmark / Big Idea: The student understands issues of personal concern

    the rights and responsibilities of the individual under the U.S. Constitution, the importance of civil liberties, the role of conflict resolution and compromise, and issues involving ethical behavior in politics.

  • SS.C.2.4.4 Benchmark / Big Idea:

    The student understands the distinction between citizens and non-citizens (aliens) and the process by which aliens may become citizens.

  • SS.C.2.4.5 Benchmark / Big Idea:

    The student understands how personal, political, and economic rights are secured by constitutional government and by such means as the rule of law, checks and balances, an independent judiciary, and a vigilant citizenry.

  • SS.C.2.4.6 Benchmark / Big Idea:

    The student understands the argument that personal, political, and economic rights reinforce each other.

  • SS.C.2.4.7 Benchmark / Big Idea:

    The student knows the points at which citizens can monitor or influence the process of public policy formation.

• FL.SS.D.1. Standard / Body Of Knowledge: Economics

  The student understands how scarcity requires individuals and institutions to make choices about how to use resources.

  • SS.D.1.4.1 Benchmark / Big Idea:

    The student understands how many financial and non-financial factors (e.g., cultural traditions, profit, and risk) motivate consumers, producers, workers, savers, and investors to allocate their scarce resources differently.

  • SS.D.1.4.2 Benchmark / Big Idea:

    The student understands credit history and the positive and negative impacts that credit can have on an individual's financial life.

• FL.SS.D.2. Standard / Body Of Knowledge: Economics

  The student understands the characteristics of different economic systems and institutions.

  • SS.D.2.4.1 Benchmark / Big Idea:

    The student understands how wages and prices are deter-mined in market, command, tradition-based, and mixed economic systems and how economic systems can be evaluated by their ability to achieve broad social goals such as freedom, efficiency, equity, security, and growth.

  • SS.D.2.4.2 Benchmark / Big Idea:

    The student understands how price and quantity demanded relate, how price and quantity supplied relate, and how price changes or controls affect distribution and allocation in the economy.

  • SS.D.2.4.3 Benchmark / Big Idea:

    The student understands how government taxes, policies, and programs affect individuals, groups, businesses, and regions.

  • SS.D.2.4.4 Benchmark / Big Idea:

    The student understands how United States fiscal policies and monetary policies reinforce or offset each other and how they affect levels of economic activity, the money supply of the country, and the well being of individuals, businesses, regions and the nation.

  • SS.D.2.4.5 Benchmark / Big Idea:

    The student understands basic terms and indicators associated with levels of economic performance and the state of the economy.

  • SS.D.2.4.6 Benchmark / Big Idea:

    The student understands factors that have led to increased international interdependence and basic concepts associated with trade between nations.

• DE.10.C1. Content Standard: Civics

  Students will examine the structure and purposes of governments with specific emphasis on constitutional democracy.

  • 10.C1.1. Performance Indicator / Gle:

    Students identify differences in structure and purpose of a government from analyzing its culture or history.

  • 10.C1.2. Performance Indicator / Gle:

    Students analyze the structure of different governments to explain why they differ.

  • 10.C1.3. Performance Indicator / Gle:

    Students analyze the ways in which the structure and purposes of different governments around the world reflect differing ideologies, cultures, values, and histories.

• DE.10.C2. Content Standard: Civics

  Students will understand the principles and ideals underlying the American political system.

  • 10.C2.1. Performance Indicator / Gle:

    Students explain why political parties exist in a democracy.

  • 10.C2.2. Performance Indicator / Gle:

    Students explain how political parties contribute to democratic government.

  • 10.C2.3. Performance Indicator / Gle:

    Students examine and analyze the extra-Constitutional role that political parties play in American politics.

  • 10.C2.4. Performance Indicator / Gle:

    Students explain how the structures of government have adapted over time to reflect changes in American society and culture.

  • 10.C2.5. Performance Indicator / Gle:

    Students understand that the functioning of the government is a dynamic process which combines the formal balances of power incorporated in the Constitution with traditions, precedents, and interpretations which have evolved over the past 200 years.

• DE.10.C3. Content Standard: Civics

  Students will understand the responsibilities, rights, and privileges of United States citizens.

  • 10.C3.1. Performance Indicator / Gle:

    Students explain why citizens need to participate in a democratic society.

  • 10.C3.2. Performance Indicator / Gle:

    Students explain ways in which citizens can participate in a democratic society.

  • 10.C3.3. Performance Indicator / Gle:

    Students understand that citizens are individually responsible for keeping themselves informed about public policy issues on the local, state, and federal levels; participating in the civic process; and upholding the laws of the land.

• DE.10.C4. Content Standard: Civics

  Students will develop and employ the civic skills necessary for effective, participatory citizenship.

  • 10.C4.1. Performance Indicator / Gle:

    Students identify situations in which communicating with government agencies would benefit citizens.

  • 10.C4.2. Performance Indicator / Gle:

    Students explain how to communicate with government agencies.

  • 10.C4.3. Performance Indicator / Gle:

    Students develop and employ the skills necessary to work with government programs and agencies.

  • 10.C4.4. Performance Indicator / Gle:

    Students explain how to organize or work within a political party to elect a candidate.

  • 10.C4.5. Performance Indicator / Gle:

    Students explain how different citizen's groups have engaged in protest against a government or other official group.

  • 10.C4.6. Performance Indicator / Gle:

    Students argue for or against a proposed policy to an appropriate commission or task-force.

  • 10.C4.7. Performance Indicator / Gle:

    Students understand the process of working within a political party, a commission engaged in examining public policy, or a citizen's group.

• DE.10.E1. Content Standard: Economics

  Students will analyze the potential costs and benefits of personal economic choices in a market economy.

  • 10.E1.1. Performance Indicator / Gle:

    Students explain how markets create incentives that impact decisions of individual consumers, producers, and government.

  • 10.E1.2. Performance Indicator / Gle:

    Students explain how competition creates efficiency in markets.

  • 10.E1.3. Performance Indicator / Gle:

    Students explain how government policies can impact economic choices.

  • 10.E1.4. Performance Indicator / Gle:

    Students demonstrate how individual economic choices are made within the context of a market economy in which markets influence the production and distribution of goods and services.

• DE.10.E2. Content Standard: Economics

  Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy.

  • 10.E2.1. Performance Indicator / Gle:

    Students explain why an economy is interdependent.

  • 10.E2.2. Performance Indicator / Gle:

    Students explain how government policies can impact economic stability.

  • 10.E2.3. Performance Indicator / Gle:

    Students develop an understanding of how economies function as a whole, including the causes and effect of inflation, unemployment, business cycles, and monetary and fiscal policies.

• DE.10.E3. Content Standard: Economics

  Students will understand different types of economic systems and how they change.

  • 10.E3.1. Performance Indicator / Gle:

    Students identify challenges faced by a country transitioning from a command to a market economy, and explain why the economic goals will change in that country.

  • 10.E3.2. Performance Indicator / Gle:

    Students explain how emphasizing specific economic goals will affect a country's economy, and analyze a country's effectiveness in achieving its economic goals.

  • 10.E3.3. Performance Indicator / Gle:

    Students explain how emphasizing specific economic goals in a country will change incentives for producers and consumers.

  • 10.E3.4. Performance Indicator / Gle:

    Students analyze the wide range of opportunities and consequences resulting from the current transitions from command to market economies in many countries.

• DE.10.E4. Content Standard: Economics

  Students will examine the patterns and results of international trade.

  • 10.E4.1. Performance Indicator / Gle:

    Students explain why producers and consumers in different nations choose to trade.

  • 10.E4.2. Performance Indicator / Gle:

    Students explain how international trade will affect a nation's standard of living.

  • 10.E4.3. Performance Indicator / Gle:

    Students explain how governments impact the economic decisions of producers and consumers engaging in international trade.

  • 10.E4.4. Performance Indicator / Gle:

    Students analyze and interpret the influence of the distribution of the world's resources, political stability, national efforts to encourage or discourage trade, and the flow of investment on patterns of international trade.

• DE.10.G1. Content Standard: Geography

  Students will develop a personal geographic framework, or 'mental map,' and understand the uses of maps and other geo-graphics.

  • 10.G1.1. Performance Indicator / Gle:

    Students identify the geographic principles of 'hierarchy,' 'accessibility,' 'diffusion,' and 'complementarity' found in mapped patterns.

  • 10.G1.2. Performance Indicator / Gle:

    Students identify geographic patterns which emerge when data is mapped, and analyze mapped patterns through the application of such common geographic principles as 'hierarchy,' 'accessibility,' 'diffusion' and 'complementarity.'

  • 10.G1.3. Performance Indicator / Gle:

    Students identify the correct data to apply to a geographic problem.

  • 10.G1.4. Performance Indicator / Gle:

    Students explain how a societal problem can be solved through geographic analysis of mapped patterns.

  • 10.G1.5. Performance Indicator / Gle:

    Students explain how technology can be used to create and analyze mapped patterns.

  • 10.G1.6. Performance Indicator / Gle:

    Students apply the analysis of mapped patterns to the solution of problems.

• DE.10.G2. Content Standard: Geography

  Students will develop a knowledge of the ways humans modify and respond to the natural environment.

  • 10.G2.1. Performance Indicator / Gle:

    Students explain how a human change to the environment alters the way energy is used in natural ecosystems.

  • 10.G2.2. Performance Indicator / Gle:

    Students predict the consequences of human alterations to the natural environment.

  • 10.G2.3. Performance Indicator / Gle:

    Students explain how understanding the ways in which people perceive the natural environment will help to understand their behavior.

  • 10.G2.4. Performance Indicator / Gle:

    Students understand the Earth's physical environment as a set of interconnected systems (ecosystems) and the ways humans have perceived, reacted to, and changed environments at local to global scales.

• DE.10.G3. Content Standard: Geography

  Students will develop an understanding of the diversity of human culture and the unique nature of places.

  • 10.G3.1. Performance Indicator / Gle:

    Students explain how different cultural values shape the character of places.

  • 10.G3.2. Performance Indicator / Gle:

    Students explain how the geographic convergence and divergence of cultures will affect changes in the character of places.

  • 10.G3.3. Performance Indicator / Gle:

    Students explain how places are globally interdependent.

  • 10.G3.4. Performance Indicator / Gle:

    Students understand the processes which result in distinctive cultures, economic activity and settlement form in particular locations across the world.

• DE.10.G4. Content Standard: Geography

  Students will develop an understanding of the character and use of regions and the connections between and among them.

  • 10.G4.1. Performance Indicator / Gle:

    Students explain the advantages and disadvantages of using human and physical features as boundaries for regions.

  • 10.G4.2. Performance Indicator / Gle:

    Students demonstrate an ability to construct a region from a given data set.

  • 10.G4.3. Performance Indicator / Gle:

    Students explain how and why regions change over time in order to analyze and solve problems.

  • 10.G4.4. Performance Indicator / Gle:

    Students apply knowledge of the types of regions and methods of drawing boundaries to interpret the Earth's changing complexity.

• DE.10.H1. Content Standard: History

  Students will employ chronological concepts in analyzing historical phenomena.

  • 10.H1.1. Performance Indicator / Gle:

    Students explain the causes and effects of historical ideas or trends.

  • 10.H1.2. Performance Indicator / Gle:

    Students apply the interpretation of historical materials, ideas, and trends to contemporary issues.

  • 10.H1.3. Performance Indicator / Gle:

    Students analyze historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to explain patterns of historical continuity and change.

• DE.10.H2. Content Standard: History

  Students will gather, examine, and analyze historical data.

  • 10.H2.1. Performance Indicator / Gle:

    Students explain how to identify the differences between historical facts and historical interpretations.

  • 10.H2.2. Performance Indicator / Gle:

    Students explain how to use documents and artifacts to conduct research and draw conclusions.

  • 10.H2.3. Performance Indicator / Gle:

    Students analyze a given historical problem, explain how to research solutions, and identify difficulties encountered during research.

  • 10.H2.4. Performance Indicator / Gle:

    Students develop and implement effective research strategies for investigating a given historical topic.

  • 10.H2.5. Performance Indicator / Gle:

    Students examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.

• DE.10.H3. Content Standard: History

  Students will interpret historical data.

  • 10.H3.1. Performance Indicator / Gle:

    Students explain how the way that historical research is conducted will affect the conclusions drawn from that research.

  • 10.H3.2. Performance Indicator / Gle:

    Students analyze a historian's personal background to explain how it will affect the historian's conclusions.

  • 10.H3.3. Performance Indicator / Gle:

    Students compare competing historical narratives, by contrasting different historian's choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations.

• CA.10.1. Content Standard: World History, Culture, and Geography

  The Modern World: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

  • 10.1.1. Performance Standard:

    Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.

  • 10.1.2. Performance Standard:

    Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.

  • 10.1.3. Performance Standard:

    Consider the influence of the U.S. Constitution on political systems in the contemporary world.

• CA.10.2. Content Standard: World History, Culture, and Geography

  Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

  • 10.2.1. Performance Standard:

    Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).

  • 10.2.2. Performance Standard:

    List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

  • 10.2.3. Performance Standard:

    Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

  • 10.2.4. Performance Standard:

    Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.

  • 10.2.5. Performance Standard:

    Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

• CA.10.3. Content Standard: World History, Culture, and Geography

  Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

  • 10.3.1. Performance Standard:

    Analyze why England was the first country to industrialize.

  • 10.3.2. Performance Standard:

    Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

  • 10.3.3. Performance Standard:

    Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

  • 10.3.4. Performance Standard:

    Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

  • 10.3.5. Performance Standard:

    Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

  • 10.3.6. Performance Standard:

    Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

  • 10.3.7. Performance Standard:

    Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

• CA.10.4. Content Standard: World History, Culture, and Geography

  Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

  • 10.4.1. Performance Standard:

    Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

  • 10.4.2. Performance Standard:

    Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

  • 10.4.3. Performance Standard:

    Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

  • 10.4.4. Performance Standard:

    Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

• CA.10.5. Content Standard: World History, Culture, and Geography

  Students analyze the causes and course of the First World War.

  • 10.5.1. Performance Standard:

    Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of 'total war.'

  • 10.5.2. Performance Standard:

    Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

  • 10.5.3. Performance Standard:

    Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

  • 10.5.4. Performance Standard:

    Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.

  • 10.5.5. Performance Standard:

    Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.

• CA.10.6. Content Standard: World History, Culture, and Geography

  Students analyze the effects of the First World War.

  • 10.6.1. Performance Standard:

    Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics.

  • 10.6.2. Performance Standard:

    Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

  • 10.6.3. Performance Standard:

    Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

  • 10.6.4. Performance Standard:

    Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the 'lost generation' of Gertrude Stein, Ernest Hemingway).

• CA.10.7. Content Standard: World History, Culture, and Geography

  Students analyze the rise of totalitarian governments after World War I.

  • 10.7.1. Performance Standard:

    Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).

  • 10.7.2. Performance Standard:

    Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).

  • 10.7.3. Performance Standard:

    Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.

• CA.10.8. Content Standard: World History, Culture, and Geography

  Students analyze the causes and consequences of World War II.

  • 10.8.1. Performance Standard:

    Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.

  • 10.8.2. Performance Standard:

    Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

  • 10.8.3. Performance Standard:

    Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

  • 10.8.4. Performance Standard:

    Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

  • 10.8.5. Performance Standard:

    Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

  • 10.8.6. Performance Standard:

    Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

• CA.10.9. Content Standard: World History, Culture, and Geography

  Students analyze the international developments in the post-World World War II world.

  • 10.9.1. Performance Standard:

    Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.

  • 10.9.2. Performance Standard:

    Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.

  • 10.9.3. Performance Standard:

    Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.

  • 10.9.4. Performance Standard:

    Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).

  • 10.9.5. Performance Standard:

    Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.

  • 10.9.6. Performance Standard:

    Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.

  • 10.9.7. Performance Standard:

    Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.

  • 10.9.8. Performance Standard:

    Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.

• CA.10.10. Content Standard: World History, Culture, and Geography

  Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

  • 10.10.1. Performance Standard:

    Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.

  • 10.10.2. Performance Standard:

    Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

  • 10.10.3. Performance Standard:

    Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

• CA.10.11. Content Standard: World History, Culture, and Geography

  Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).

• CA.9-12.HS Content Standard: Historical and Social Sciences Analysis Skills

  The intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine through twelve.

  • 9-12.CST. Performance Standard:

    Chronological and Spatial Thinking

    • 9-12.1. Grade Level Expectation:

      Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

    • 9-12.2. Grade Level Expectation:

      Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

    • 9-12.3. Grade Level Expectation:

      Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

    • 9-12.4. Grade Level Expectation:

      Students relate current events to the physical and human characteristics of places and regions.

  • 9-12.HREP. Performance Standard:

    Historical Research, Evidence, and Point of View

    • 9-12.1. Grade Level Expectation:

      Students distinguish valid arguments from fallacious arguments in historical interpretations.

    • 9-12.2. Grade Level Expectation:

      Students identify bias and prejudice in historical interpretations.

    • 9-12.3. Grade Level Expectation:

      Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinctions between sound generalizations and misleading oversimplifications.

    • 9-12.4. Grade Level Expectation:

      Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

  • 9-12.HI. Performance Standard:

    Historical Interpretation

    • 9-12.1. Grade Level Expectation:

      Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

    • 9-12.2. Grade Level Expectation:

      Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

    • 9-12.3. Grade Level Expectation:

      Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.

    • 9-12.4. Grade Level Expectation:

      Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.

    • 9-12.5. Grade Level Expectation:

      Students analyze human modifications of landscapes and examine the resulting environmental policy issues.

    • 9-12.6. Grade Level Expectation:

      Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.

• AR.AG. Strand / Content Standard: American Government

  • PP.1.AG. Standard / Student Learning Expectation: Political Philosophy

    Students shall examine the political philosophies and the documents that shaped United States Constitutional government.

    • PP.1.AG.1. Student Learning Expectation / Benchmark:

      Investigate the contributions of ancient Greece and Rome to United States' government

    • PP.1.AG.2. Student Learning Expectation / Benchmark: Analyze ideas of limited government and the rule of law

      Magna Carta; Petition of Rights; English Bill of Rights; Mayflower Compact

    • PP.1.AG.3. Student Learning Expectation / Benchmark: Discuss the contributions of the Enlightenment philosophers

      Baron de Montesquieu; Voltaire

    • PP.1.AG.4. Student Learning Expectation / Benchmark: Discuss the Social Contract Theory

      Thomas Hobbes; John Locke; Jean-Jacques Rousseau

  • PP.2.AG. Standard / Student Learning Expectation: Political Philosophy

    Students shall examine the Declaration of Independence.

    • PP.2.AG.1. Student Learning Expectation / Benchmark:

      Investigate the grievances listed in the Declaration of Independence

    • PP.2.AG.2. Student Learning Expectation / Benchmark:

      Compare and contrast the Declaration of Independence and Social Contract Theory

    • PP.2.AG.3. Student Learning Expectation / Benchmark:

      Evaluate the Declaration of Independence as a persuasive argument justifying revolution

  • USC.3.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the United States Constitution.

    • USC.3.AG.1 Student Learning Expectation / Benchmark:

      Examine the purpose of constitutions

    • USC.3.AG.2 Student Learning Expectation / Benchmark:

      Analyze the purpose of government stated in the Preamble to the United States Constitution

    • USC.3.AG.3 Student Learning Expectation / Benchmark: Analyze the effect the following fundamental principles have upon the United States government

      popular sovereignty; separation of powers; checks and balances; Federalism

    • USC.3.AG.4 Student Learning Expectation / Benchmark:

      Contrast the arguments expressed in the debate over ratification of the United States Constitution

    • USC.3.AG.5 Student Learning Expectation / Benchmark:

      Investigate the amendment process (e.g., role of states legislatures, role of conventions, role of public opinion)

    • USC.3.AG.6 Student Learning Expectation / Benchmark:

      Examine the purpose of each of the constitutional amendments

  • USC.4.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall explore the federal system of government defined by the United States Constitution.

    • USC.4.AG.1 Student Learning Expectation / Benchmark:

      Examine the relationship between federal and state government

    • USC.4.AG.2 Student Learning Expectation / Benchmark:

      Research the key powers granted to Congress by the United States Constitution

    • USC.4.AG.3 Student Learning Expectation / Benchmark:

      Compare and contrast enumerated and implied powers

    • USC.4.AG.4 Student Learning Expectation / Benchmark:

      Compare and contrast delegated, concurrent, and reserved powers

    • USC.4.AG.5 Student Learning Expectation / Benchmark:

      Analyze Article IV which established the United States Constitution as the Supreme Law of the Land

  • USC.5.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze civil liberties and civil rights.

    • USC.5.AG.1 Student Learning Expectation / Benchmark: Compare and contrast the Federalist and Anti-Federalist arguments over ratification of the United States Constitution

      Bill of Rights; state's rights

    • USC.5.AG.2 Student Learning Expectation / Benchmark: Analyze fundamental rights of individuals

      civil liberties; due process; equal protection

  • USC.6.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall investigate the structure, organization, and process of the legislative branch.

    • USC.6.AG.1 Student Learning Expectation / Benchmark: Compare and contrast the House of Representatives and the Senate

      organization; terms of office; qualifications; powers

    • USC.6.AG.2 Student Learning Expectation / Benchmark:

      Describe the role of committees in the legislative process (e.g., standing, special, joint)

    • USC.6.AG.3 Student Learning Expectation / Benchmark:

      Examine the importance of the seniority system and political parties in the legislative process

    • USC.6.AG.4 Student Learning Expectation / Benchmark:

      Explain the influence of lobbyists and special interest groups on the legislative process

    • USC.6.AG.5 Student Learning Expectation / Benchmark:

      Research the development and passage of a bill using available technology

  • USC.7.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall examine the role, organization, and function of the executive branch.

    • USC.7.AG.1 Student Learning Expectation / Benchmark:

      Explain the qualifications for becoming President of the United States

    • USC.7.AG.2 Student Learning Expectation / Benchmark:

      Analyze the roles of the presidency

    • USC.7.AG.3 Student Learning Expectation / Benchmark:

      Explain the justification and function of executive orders

    • USC.7.AG.4 Student Learning Expectation / Benchmark:

      Explain the function of departments and agencies within the bureaucracy of the federal government

    • USC.7.AG.5 Student Learning Expectation / Benchmark:

      Investigate regulatory agencies, government corporations, and independent agencies

  • USC.8.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall investigate the organization, process, and role of the judicial branch.

    • USC.8.AG.1 Student Learning Expectation / Benchmark:

      Compare and contrast the jurisdiction of federal courts and state courts

    • USC.8.AG.2 Student Learning Expectation / Benchmark:

      Compare and contrast the process of selecting and confirming federal and state judges

    • USC.8.AG.3 Student Learning Expectation / Benchmark:

      Explain the process by which the Supreme Court selects and decides cases

    • USC.8.AG.4 Student Learning Expectation / Benchmark:

      Analyze the concept of judicial review as established by Marbury v. Madison

    • USC.8.AG.5 Student Learning Expectation / Benchmark: Examine Supreme Court cases which have altered the interpretation of the United States Constitution

      Roe v. Wade; Dred Scott v. Sanford; Brown v. Board of Education; Plessy v. Ferguson; Miranda v. Arizona; New York Times v. Sullivan; Wisconsin v. Yoder; Tinker v. Des Moines; Texas v. Johnson; Furman v. Georgia

  • E.9.AG. Standard / Student Learning Expectation: Elections

    Students shall evaluate the election process in federal, state, and local elections.

    • E.9.AG.1. Student Learning Expectation / Benchmark: Analyze the election process in the federal, state, and local governments

      campaign finance; campaign strategies; voter registration; factors affecting election turn-out

    • E.9.AG.2. Student Learning Expectation / Benchmark:

      Compare and contrast arguments for and against the electoral college

    • E.9.AG.3. Student Learning Expectation / Benchmark:

      Describe the role of political parties in federal, state, and local elections

    • E.9.AG.4. Student Learning Expectation / Benchmark: Describe components of campaigns for federal, state, and local elective offices

      nomination process; campaign funding and spending; influence of media; polling; reappointment; redistricting

    • E.9.AG.5. Student Learning Expectation / Benchmark:

      Examine the complexities of vote tabulation and certifying elections

  • SLG.10.AG. Standard / Student Learning Expectation: State and Local Government

    Students shall examine state and local government in Arkansas.

    • SLG.10.AG. Student Learning Expectation / Benchmark:

      Explain the powers of state and local governments in Arkansas

    • SLG.10.AG. Student Learning Expectation / Benchmark:

      Discuss the sources of revenue received by each level of government in Arkansas

    • SLG.10.AG. Student Learning Expectation / Benchmark:

      Examine the services provided by state and local government in Arkansas

• AR.AH. Strand / Content Standard: American History (United States History)

  • EUS.1.AH. Standard / Student Learning Expectation: Early United States

    Students shall examine the causes and effects of migration patterns in the early history of North America.

    • EUS.1.AH.1 Student Learning Expectation / Benchmark:

      Evaluate the motivations for the exploration of the New World

    • EUS.1.AH.2 Student Learning Expectation / Benchmark:

      Compare and contrast the political, social, economic, and geographic motives for migration to the three colonial regions (e.g., New England, Middle, Southern)

    • EUS.1.AH.3 Student Learning Expectation / Benchmark:

      Trace the routes of early exploration in what was to become the United States

    • EUS.1.AH.4 Student Learning Expectation / Benchmark:

      Research economic development in the three colonial regions using primary and secondary sources

    • EUS.1.AH.5 Student Learning Expectation / Benchmark:

      Map the geographic similarities and differences among the three colonial regions

    • EUS.1.AH.6 Student Learning Expectation / Benchmark:

      Compare and contrast economic development in the three colonial regions

    • EUS.1.AH.7 Student Learning Expectation / Benchmark:

      Analyze different points of view regarding society, customs, and traditions in the three colonial regions

    • EUS.1.AH.8 Student Learning Expectation / Benchmark:

      Compare changes which occurred over time in the three colonial regions

    • EUS.1.AH.9 Student Learning Expectation / Benchmark: Explain how the concept of Manifest Destiny led to westward expansion

      Louisiana Purchase; War of 1812; territorial expansion; annexation of Texas; impact on American Indians

  • EUS.2.AH. Standard / Student Learning Expectation: Early United States

    Students shall investigate the historical foundations of the United States government.

    • EUS.2.AH.1 Student Learning Expectation / Benchmark: Discuss the creation of the new national government

      Articles of Confederation; Constitutional Convention; Bill of Rights

    • EUS.2.AH.2 Student Learning Expectation / Benchmark: Investigate the major governmental ideas established in the colonial and early national periods using primary and secondary source documents

      Declaration of Independence; Northwest Ordinances; Federalist Papers; United States Constitution; Washington's Farewell Address

  • EUS.3.AH. Standard / Student Learning Expectation: Early United States

    Students shall investigate the causes and effects of war in the early history of the United States.

    • EUS.3.AH.1 Student Learning Expectation / Benchmark: Analyze the causes and effects of the American Revolution

      political; social; economic; geographic

    • EUS.3.AH.2 Student Learning Expectation / Benchmark: Discuss the causes and effects of the Mexican-American War

      political; social; economic; geographic

    • EUS.3.AH.3 Student Learning Expectation / Benchmark: Analyze the causes and effects of the Civil War

      political; social; economic; geographic

  • R.4.AH. Standard / Student Learning Expectation: Reconstruction

    Students shall analyze westward expansion in the United States since Reconstruction.

    • R.4.AH.1. Student Learning Expectation / Benchmark:

      Examine the effect of the Homestead Act and the Morrill Land Grant Act on westward expansion

    • R.4.AH.2. Student Learning Expectation / Benchmark:

      Discuss the impact of the transcontinental railroad on the development of the West

    • R.4.AH.3. Student Learning Expectation / Benchmark: Compare and contrast competition between the farmers of the Great Plains and cattle ranchers

      technology (e.g., John Deere, Cyrus McCormick, Joseph Glidden, dry farming); cow towns; railheads; cowboys; range wars

    • R.4.AH.4. Student Learning Expectation / Benchmark: Analyze the advantages and disadvantages of the mining boom

      impact on American Indians (e.g., work of Helen Hunt Jackson, Dawes Act, Indian Wars); environmental impact; economic impact

  • R.5.AH. Standard / Student Learning Expectation: Reconstruction

    Students shall evaluate the impact of social movements and reforms during Reconstruction.

    • R.5.AH.1. Student Learning Expectation / Benchmark:

      Chart the strengths and weaknesses of the various plans for Reconstruction (e.g., Ten-percent plan, Freedman's Bureau, Wade-Davis Bill)

    • R.5.AH.2. Student Learning Expectation / Benchmark: Identify the significance of the Civil War Amendments

      Thirteenth Amendment; Fourteenth Amendment; Fifteenth Amendment

    • R.5.AH.3. Student Learning Expectation / Benchmark:

      Research the effects of the Civil War Amendments during Reconstruction using primary source documents

    • R.5.AH.4. Student Learning Expectation / Benchmark:

      Examine the reasons for the impeachment of President Andrew Johnson

    • R.5.AH.5. Student Learning Expectation / Benchmark:

      Examine the reaction of United States citizens to civil rights in the late 1800s (e.g., sharecropping, the black codes, Jim Crow, de facto versus de jure segregation, Plessy v. Ferguson -1896, New South - Henry Grady)

    • R.5.AH.6. Student Learning Expectation / Benchmark:

      Explain how the election of 1876 and the Compromise of 1877 led to the end of Reconstruction

    • R.5.AH.7. Student Learning Expectation / Benchmark:

      Outline the successes and failures of Reconstruction

  • IN.6.AH. Standard / Student Learning Expectation: Industrialization

    Students shall investigate the impact of changing technology on economic development.

    • IN.6.AH.1. Student Learning Expectation / Benchmark:

      Investigate the impact of emerging communication technology on economic development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film)

    • IN.6.AH.2. Student Learning Expectation / Benchmark:

      Investigate the impact of emerging transportation technology on economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production of the automobile)

    • IN.6.AH.3. Student Learning Expectation / Benchmark:

      Investigate the impact of emerging technology on urban development using primary and secondary source documents (e.g., steel, elevator, skyscraper, suspension bridges, mass transit)

    • IN.6.AH.4. Student Learning Expectation / Benchmark:

      Investigate the impact of emerging technology on industrial growth using primary and secondary source documents (e.g., electrification, refrigeration, hydraulic brakes, steel and oil industries)

  • IN.7.AH. Standard / Student Learning Expectation: Industrialization

    Students shall evaluate the impact of immigration on society in the United States.

    • IN.7AH.1. Student Learning Expectation / Benchmark:

      Describe the purpose of Angel Island and Ellis Island

    • IN.7AH.2. Student Learning Expectation / Benchmark:

      Map the changing immigration patterns of the late 19th and early 20th centuries

    • IN.7.AH.3. Student Learning Expectation / Benchmark: Categorize the rise of nativism as a reaction to the changing immigration patterns of the late 19th and early 20th centuries

      assimilation; public education; Chinese Exclusion Act; Gentlemen's Agreement; Immigration Restriction League

    • IN.7.AH.4. Student Learning Expectation / Benchmark:

      Illustrate the changing immigration patterns from rural areas to urban areas in the late 19th and early 20th centuries

    • IN.7.AH.5. Student Learning Expectation / Benchmark:

      Research solutions to the problems that resulted from urban migration (e.g., housing, transportation, water, sanitation, crime, fire, poor working conditions)

    • IN.7.AH.6. Student Learning Expectation / Benchmark:

      Examine the role that immigrants played in the emergence of political machines (e.g., Tammany Hall)

  • IN.8.AH. Standard / Student Learning Expectation: Industrialization

    Students shall analyze the rise of big business in the United States.

    • IN.8.AH.1. Student Learning Expectation / Benchmark:

      Compare and contrast the terms 'captains of industry' and 'robber barons'

    • IN.8.AH.2. Student Learning Expectation / Benchmark: Identify and analyze the contributions of important industrialists in the Post-Reconstruction era

      Andrew Carnegie; George Pullman; John D. Rockefeller; J.P. Morgan; Cornelius Vanderbilt

    • IN.8.AH.3. Student Learning Expectation / Benchmark:

      Compare and contrast vertical integration and horizontal integration

    • IN.8.AH.4. Student Learning Expectation / Benchmark: Analyze new forms of business organization

      trusts; monopolies; pools; holding companies

    • IN.8.AH.5. Student Learning Expectation / Benchmark:

      Describe the political and economic philosophy of Social Darwinism (e.g., Herbert Spencer, laissez-faire economics)

    • IN.8.AH.6. Student Learning Expectation / Benchmark: Compare and contrast the reaction of labor to the rise of big business

      Knights of Labor; American Federation of Labor; International Workers of the World; American Railway Union; United Mine Workers

  • PO.9.AH. Standard / Student Learning Expectation: Populism

    Students shall examine the impact of westward migration during the Gilded Age.

    • PO.9.AH.1. Student Learning Expectation / Benchmark:

      Identify the significance of the Exodusters

    • PO.9.AH.2. Student Learning Expectation / Benchmark:

      Analyze life on the Great Plains using primary and secondary sources (e.g., soddies/dugouts, weather, gender roles, medical care, education)

    • PO.9.AH.3. Student Learning Expectation / Benchmark:

      Discuss how frontier life altered the American image

    • PO.9.AH.4. Student Learning Expectation / Benchmark:

      Chart the transition of Oklahoma from Indian Territory to statehood

    • PO.9.AH.5. Student Learning Expectation / Benchmark:

      Discuss problems faced by farmers (e.g., bonanza farms, railroads, economic depression, overproduction)

  • PO.10.AH. Standard / Student Learning Expectation: Populism

    Students shall survey the impact of reform movements on social problems in the United States.

    • PO.10.AH.1 Student Learning Expectation / Benchmark: Summarize the cooperative efforts of farmers in solving agricultural issues

      grange; alliances

    • PO.10.AH.2 Student Learning Expectation / Benchmark: Discuss the rise and fall of the Populist Party

      graduated income tax; Panic of 1893; election of 1896; free silver; railroad regulation

  • PO.11.AH. Standard / Student Learning Expectation: Populism

    Students shall examine the political ideas of the Gilded Age.

    • PO.11.AH.1 Student Learning Expectation / Benchmark: Describe the rulings in the Supreme Court cases regulating industry

      Munn v. Illinois; Wabash v. Illinois; E.C. Knight Co. v. United States; slaughterhouse cases

    • PO.11.AH.2 Student Learning Expectation / Benchmark:

      Discuss the merits of civil service reforms that resulted from the political corruption of the Gilded Age (e.g., spoils system, Pendleton Act, assassination of James Garfield)

  • IM.12.AH. Standard / Student Learning Expectation: Imperialism

    Students shall evaluate the territorial expansion of the United States during the late 19th and early 20th centuries.

    • IM.12.AH.1 Student Learning Expectation / Benchmark:

      Identify the steps leading to the acquisition of Alaska and Hawaii

    • IM.12.AH.2 Student Learning Expectation / Benchmark: Describe the participation of the United States in the Spanish-American War leading to the creation of the United States as an imperial power

      Jingoism; USS Maine; yellow journalism; Joseph Pulitzer; Teller Amendment; Cuba/Platt Amendment; Philippines; William McKinley

    • IM.12.AH.3 Student Learning Expectation / Benchmark:

      Describe the creation of the United States as an imperial power as viewed from multiple perspectives (e.g., Emilio Aquinaldo, Cuba, the Philippines, Queen Liliuokalani)

    • IM.12.AH.4 Student Learning Expectation / Benchmark:

      Analyze the steps which led to the construction of the Panama Canal (e.g., gunboat diplomacy, Panamanian Revolution)

  • IM.13.AH. Standard / Student Learning Expectation: Imperialism

    Students shall analyze the foreign policy of the United States during the early 20th century.

    • IM.13.AH.1 Student Learning Expectation / Benchmark: Describe President Theodore Roosevelt's foreign policy

      Big Stick Diplomacy; Great White Fleet; Roosevelt Corollary

    • IM.13.AH.2 Student Learning Expectation / Benchmark:

      Compare and contrast the Dollar Diplomacy of President William Howard Taft and the Moral Diplomacy of President Woodrow Wilson

    • IM.13.AH.3 Student Learning Expectation / Benchmark: Analyze the effects of the Open Door Policy on the relationship between the United States and China

      Boxer Rebellion; John Hay; spheres of influence

    • IM.13.AH.4 Student Learning Expectation / Benchmark:

      Evaluate the social, political, economic, and geographic impact of the Open Door Policy

    • IM.13.AH.5 Student Learning Expectation / Benchmark:

      Examine the relationship between the United States and its Latin-American neighbors (e.g., Pancho Villa, John Pershing, ABC Conference)

  • PR.14.AH. Standard / Student Learning Expectation: Progressivism

    Students shall evaluate the reforms of progressivism.

    • PR.14.AH.1 Student Learning Expectation / Benchmark: Analyze the effectiveness of the muckrakers on reforming American society

      social reform; educational reform; political reform; economic reform

    • PR.14.AH.2 Student Learning Expectation / Benchmark:

      Examine the Social Gospel Movement and its influence on society (e.g., settlement house, Jane Addams, William Glidden)

    • PR.14.AH.3 Student Learning Expectation / Benchmark:

      Evaluate the use of photo-journalism in affecting urban social reform (e.g., Lewis Hine, Jacob Riis, Keating Owen Act of 1916, Fair Labor Standards Act of 1938)

    • PR.14.AH.4 Student Learning Expectation / Benchmark: Research the women's rights struggle from the 1840s through the Progressive Era

      Seneca Falls Convention; National American Women Suffrage Association; National Association of Colored Women; Nineteenth Amendment

    • PR.14.AH.5 Student Learning Expectation / Benchmark: Investigate the contributions of Theodore Roosevelt's administration in establishing conservation of natural resources

      John Muir; Gifford Pinchot

    • PR.14.AH.6 Student Learning Expectation / Benchmark: Discuss Woodrow Wilson's New Freedom in regard to monetary and fiscal change

      Underwood Tariff of 1913; Federal Reserve Act of 1913

    • PR.14.AH.7 Student Learning Expectation / Benchmark: Evaluate Robert La Follette's Wisconsin Idea in regard to political reform

      initiative; referendum; recall; direct primary

    • PR.14.AH.8 Student Learning Expectation / Benchmark: Compare and contrast the political views of Booker T. Washington and W.E.B. Du Bois

      Atlanta Compromise; Niagara Movement; Tuskegee Institute; National Association for the Advancement of Colored People

    • PR.14.AH.9 Student Learning Expectation / Benchmark: Analyze the progression of government regulation of business

      Interstate Commerce Act; Sherman Anti-trust Act; Clayton Anti-trust Act; Federal Trade Commission Act

    • PR.14.AH.1 Student Learning Expectation / Benchmark:

      Investigate Theodore Roosevelt's Square Deal policies which increased presidential powers [e.g., trust busting, 1902 coal strike, railroad regulation (Elkins Act/Hepburn Act), Meat Inspection Act, Pure Food and Drug Act, conservation]

    • PR.14.AH.1 Student Learning Expectation / Benchmark:

      Analyze the effects of the Sixteenth, Seventeenth, and Eighteenth Amendments

    • PR.14.AH.1 Student Learning Expectation / Benchmark:

      Examine the effects of the 1912 presidential election

  • WC.15.AH. Standard / Student Learning Expectation: World in Conflict

    Students shall examine social, political, and economic changes during World War I.

    • WC.15.AH.1 Student Learning Expectation / Benchmark: Analyze the causes of World War I

      imperialism; nationalism; militarism; alliances

    • WC.15.AH.2 Student Learning Expectation / Benchmark:

      Identify the steps leading to the entrance of the United States into World War I (e.g., Lusitania, Sussex Pledge, Zimmerman Telegram)

    • WC.15.AH.3 Student Learning Expectation / Benchmark:

      Discuss the contributions of the United States to the Allies in World War I

    • WC.15.AH.4 Student Learning Expectation / Benchmark: Investigate mobilization on the home front during World War I

      Selective Service Act; Food Administration; Fuel Administration; War Industries Board; Committee on Public Information

    • WC.15.AH.5 Student Learning Expectation / Benchmark:

      Debate freedom of speech versus national security (e.g., Espionage and Sedition Act , Schenck v. United States, public opposition to the war)

    • WC.15.AH.6 Student Learning Expectation / Benchmark: Examine the Treaty of Versailles

      Wilson's Fourteen Points; ratification debate

  • WC.16.AH. Standard / Student Learning Expectation: World in Conflict

    Students shall examine social, political, and economic changes during the Jazz Age/Roaring Twenties.

    • WC.16.AH.1 Student Learning Expectation / Benchmark:

      Investigate the sources of national fear and violence in post World War I (e.g., Xenophobia/Nativism, Communism, Red Scare/Palmer Raids, Anarchists/Sacco and Vanzetti, Ku Klux Klan, Emergency Quota Act of 1921, labor strikes)

    • WC.16.AH.2 Student Learning Expectation / Benchmark:

      Evaluate the artistic, literary, and social movements of the 1920s, which changed society (e.g., Harlem Renaissance, Lost Generation, jazz culture, Ash Can School, United Negro Improvement Association)

    • WC.16.AH.3 Student Learning Expectation / Benchmark:

      Analyze the domestic policies of Presidents Warren G. Harding, Calvin Coolidge, and Herbert Hoover

  • WC.17.AH. Standard / Student Learning Expectation: World in Conflict

    Students shall examine social, political, and economic changes during the Great Depression.

    • WC.17.AH.1 Student Learning Expectation / Benchmark:

      Examine the causes and effects of the Dust Bowl on agriculture and migration patterns

    • WC.17AH.2. Student Learning Expectation / Benchmark:

      Analyze the national and global causes and effects of the Great Depression

    • WC.17.AH.3 Student Learning Expectation / Benchmark:

      Discuss President Herbert Hoover's policies in dealing with the Great Depression

    • WC.17.AH.4 Student Learning Expectation / Benchmark:

      Evaluate President Franklin D. Roosevelt's New Deal including the long term effects (e.g., growth of federal power/bureaucracy, Tennessee Valley Authority, social security, minimum wage)

  • WC.18.AH. Standard / Student Learning Expectation: World in Conflict

    Students shall examine social, political, and economic changes during World War II.

    • WC.18.AH.1 Student Learning Expectation / Benchmark:

      Discuss the isolationist policies of the United States prior to entry into World War II

    • WC.18.AH.2 Student Learning Expectation / Benchmark:

      Summarize Japanese motives for attacking Pearl Harbor

    • WC.18.AH.3 Student Learning Expectation / Benchmark: Describe the United States' mobilization for war on the home front

      War Production Board; roles of women; war bonds; Selective Service Act; Office of Price Administration; roles of African Americans

    • WC.18.AH.4 Student Learning Expectation / Benchmark: Evaluate the effects of the forced relocation of Japanese Americans including the Arkansas connection

      internment camps (Jerome and Rohwer); Korematsu v. United States

    • WC.18.AH.5 Student Learning Expectation / Benchmark: Evaluate the military contribution of minorities in World War II

      Tuskegee Airmen; Navajo Code Talkers; 442nd Regimental Combat Team

    • WC.18.AH.6 Student Learning Expectation / Benchmark:

      Investigate the contributions of technology and science during World War II (e.g., Office of Scientific Research and Development, Manhattan Project, blood plasma, penicillin, radar, semiconductors, synthetic materials, freeze-dried food)

    • WC.18.AH.7 Student Learning Expectation / Benchmark:

      Analyze President Harry S. Truman's decision to use atomic weapons against Japan

    • WC.18.AH.8 Student Learning Expectation / Benchmark:

      Investigate the effects of World War II on population shifts, economic gains, and social adjustments during the post-war period (e.g., defense industry towns, African American migration, farmer prosperity, employment of women, baby boom, juvenile delinquency, G.I. Bill of Rights)

    • WC.18.AH.9 Student Learning Expectation / Benchmark:

      Examine racial conflicts in the World War II period

  • CUS.19.AH. Standard / Student Learning Expectation: Contemporary United States

    Students shall examine the changes encountered between the Cold War and the present.

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Investigate the origins of the Cold War (e.g., Yalta Conference, division of Europe, United Nations, Truman Doctrine, Marshall Plan, Berlin Crisis)

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Discuss the influence of McCarthyism on American society and politics

    • CUS.19.AH. Student Learning Expectation / Benchmark: Examine the increase in bureaucracy as a result of the Cold War

      National Security Act of 1947; Interstate Highway Act of 1957

    • CUS.19.AH. Student Learning Expectation / Benchmark: Examine the development of international alliances as a result of the Cold War

      North Atlantic Treaty Organization; Warsaw Pact

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Discuss the impact of the space race on relations between the United States and the Soviet Union

    • CUS.19.AH. Student Learning Expectation / Benchmark: Investigate civil rights issues affecting the following groups

      African Americans; American Indians; Asian Americans; Hispanic Americans; women

    • CUS.19.AH. Student Learning Expectation / Benchmark: Investigate the role of the United States in global conflicts

      Korean Conflict; Vietnam Conflict; Operation Desert Shield/Storm

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Examine the cultural and technological changes in American society that began in the 1950s using primary and secondary sources

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Compare and contrast the policies of the New Frontier and the Great Society

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Discuss the political and social results of Watergate

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Compare and contrast the domestic and foreign policies of United States presidents from Richard Nixon to the present

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Recognize current issues in immigration and ethnic diversity

    • CUS.19.AH. Student Learning Expectation / Benchmark: Investigate the effects of the September 11, 2001, terrorist attack on the United States

      Department of Homeland Security; Patriot Act; Transportation Security Act; Operation Enduring Freedom

• AR.AH. Strand / Content Standard: Arkansas History

  • G.1.AH. Standard / Student Learning Expectation: Geography

    Students shall analyze the geographical regions of Arkansas.

    • G.1.AH.9-1 Student Learning Expectation / Benchmark: Investigate the six geographical land regions of Arkansas

      Ozark Mountains (plateau); Ouachita Mountains; Arkansas River Valley; Mississippi Alluvial Plain; Crowley's Ridge; West Gulf Coastal Plain

    • G.1.AH.9-1 Student Learning Expectation / Benchmark:

      Examine the practical uses of the major rivers in Arkansas (e.g., trade, transportation, recreation)

    • G.1.AH.9-1 Student Learning Expectation / Benchmark:

      Analyze factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)

    • G.1.AH.9-1 Student Learning Expectation / Benchmark:

      Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)

    • G.1.AH.9-1 Student Learning Expectation / Benchmark: Examine the economic effect of Arkansas' natural resources

      diamonds; bauxite; forestry products; oil; lignite; novaculite

  • EA.2.AH. Standard / Student Learning Expectation: Early Arkansas

    Students shall analyze Arkansas' pre-territorial periods.

    • EA.2.AH.9- Student Learning Expectation / Benchmark: Research pre-historic cultures in Arkansas

      Archaic; Woodland; Mississippian traditions

    • EA.2.AH.9- Student Learning Expectation / Benchmark: Examine the significant elements in the success of pre-historic cultures in Arkansas

      location; food sources

    • EA.2.AH.9- Student Learning Expectation / Benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas

      Osage; Caddo; Quapaw

    • EA.2.AH.9- Student Learning Expectation / Benchmark:

      Research the reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)

    • EA.2.AH.9- Student Learning Expectation / Benchmark:

      Investigate the Arkansas Post Settlement

    • EA.2.AH.9- Student Learning Expectation / Benchmark: Analyze the changing ownership of Arkansas using primary and secondary sources

      Spain; France; United States

    • EA.2.AH.9- Student Learning Expectation / Benchmark:

      Research the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology

  • EA.3.AH. Standard / Student Learning Expectation: Early Arkansas

    Students shall analyze the significant contributions of early explorers.

    • EA.3.AH.9- Student Learning Expectation / Benchmark: Examine the impact of the first European explorers in Arkansas

      Hernando De Soto; Robert de LaSalle; Jacques Marquette and Louis Joliet

    • EA.3.AH.9- Student Learning Expectation / Benchmark: Research key individuals and groups related to the settlement of Arkansas

      Henri De Tonti; John Law; Thomas Nuttall; William Dunbar; George Hunter; Henry Schoolcraft; G. W. Featherstonhagh; Bernard La Harpe

  • TPS.4.AH. Standard / Student Learning Expectation: Territorial Period to Statehood

    Students shall analyze the factors related to statehood.

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

      Analyze the effects of the Missouri Compromise on Arkansas's settlement patterns

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

      Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

      Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)

    • TPS.4.AH.9 Student Learning Expectation / Benchmark: Discuss the historical importance of Arkansas' territorial officials

      James Miller; Robert Crittenden; Henry Conway; James Conway; Ambrose Sevier; 'The Family'

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

      Research the movement of the territorial capital from Arkansas Post to Little Rock using available technology

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

      Investigate the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas

    • TPS.4.AH.9 Student Learning Expectation / Benchmark: Analyze the process to achieve statehood

      petition for statehood; congressional approval; Michigan/Arkansas

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

      Investigate the decline and removal of American Indian tribes in Arkansas

  • SR.5.AH. Standard / Student Learning Expectation: Secession to Reconstruction

    Students shall analyze the cause and effects of the Civil War on Arkansas.

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Investigate the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Define confederation and describe the weaknesses of the Confederacy

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Analyze how the Union and Confederate governments exerted powers to fight the war (e.g., draft, first income tax, wars recruitment)

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Compare and contrast the Confederacy to the government under the Articles of Confederation

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Analyze the contributions of noteworthy Arkansans during the Civil War period

    • SR.5.AH.9- Student Learning Expectation / Benchmark: Explain the existence of dual governments in wartime Arkansas

      Washington, Arkansas; Little Rock, Arkansas

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Examine the major Civil War battlefields in and near Arkansas

  • RP.6.AH. Standard / Student Learning Expectation: Reconstruction through Progressive Era

    Students shall analyze political, social and economic changes in Arkansas.

    • RP.6.AH.9- Student Learning Expectation / Benchmark: Examine the Reconstruction Era in Arkansas

      Freedmen's Bureau; Brooks-Baxter War; Resurgence of the Democratic Party; approval of the 1874 Constitution

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

      Analyze the effects of sharecropping on society in Arkansas

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

      Examine the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

      Describe the economic challenges Arkansas farmers faced during the post-Reconstruction period

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

      Investigate the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

      Examine the contributions of political leaders in Arkansas during the Progressive Era (e.g., Jeff Davis, Joe T. Robinson, Charles Brough, George Donaghey, Hattie Caraway)

  • W.7.AH. Standard / Student Learning Expectation: World War I through the 1920s

    Students shall analyze the political, social, and economic growth in Arkansas.

    • W.7.AH.9-1 Student Learning Expectation / Benchmark:

      Examine the reactions of Arkansans to World War I (e.g., Cleburne County Draft War, draft)

    • W.7.AH.9-1 Student Learning Expectation / Benchmark:

      Describe the contributions of Arkansans to the early 1900s (e.g., Many troops to World War I, Field Kindley, Louise Thaden, Scott Joplin)

    • W.7.AH.9-1 Student Learning Expectation / Benchmark:

      Examine the economic effects of the oil boom on southern Arkansas

    • W.7.AH.9-1 Student Learning Expectation / Benchmark: Explore the effects of tourism on the economy

      Hot Springs; Ozarks; Murfreesboro diamond mines

  • GD.8.AH. Standard / Student Learning Expectation: Great Depression

    Students shall analyze the effects of the Great Depression on Arkansas.

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

      Investigate the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

      Research the consequences of the 1930 drought on Arkansas using available technology

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

      Analyze the results of bank closures on Arkansas

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

      Analyze the effects New Deal programs had on society in Arkansas during the Great Depression (e.g., Works Progress Administration, Civilian Conservation Corps, Civil Works Administration)

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

      Explore the economic and social consequences of the Great Depression

  • WWP.9.AH. Standard / Student Learning Expectation: World War II to Present

    Students shall analyze the effects of World War II and other events upon the modernization of Arkansas.

    • WWP.9.AH.9 Student Learning Expectation / Benchmark: Examine the contributions of Arkansas during World War II

      military; wartime industry; domestic food production to feed the military

    • WWP.9.AH.9 Student Learning Expectation / Benchmark:

      Investigate the social and economic effects of World War II on Arkansans

    • WWP.9.AH.9 Student Learning Expectation / Benchmark:

      Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology

    • WWP.9.AH.9 Student Learning Expectation / Benchmark:

      Analyze the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)

    • WWP.9.AH.9 Student Learning Expectation / Benchmark:

      Investigate the major contributions of political leaders after World War II (e.g., Sid McMath, Orval Faubus, J. William Fulbright, John McClellan, Winthrop Rockefeller, Wilbur Mills, Dale Bumpers, David Pryor, Mike Huckabee)

    • WWP.9.AH.9 Student Learning Expectation / Benchmark:

      Analyze the political and economic effects of the Clinton presidency

    • WWP.9.AH.9 Student Learning Expectation / Benchmark:

      Analyze the economic development of Arkansas after World War II (e.g., timber industry, catfish farms, poultry industry, agriculture, retail, tourism, labor unions)

    • WWP.9.AH.9 Student Learning Expectation / Benchmark: Research significant contributions made by Arkansans in the following fields

      art; business; culture; medicine; science

• AR.CCC. Strand / Content Standard: Civics for Core Curriculum (1 semester only)

  • C.1.CCC. Standard / Student Learning Expectation: Citizenship

    Students shall examine citizenship.

    • C.1.CCC.1. Student Learning Expectation / Benchmark:

      Discuss the relevance of the study of civics

    • C.1.CCC.2. Student Learning Expectation / Benchmark:

      Explain the role of citizenship

    • C.1.CCC.3. Student Learning Expectation / Benchmark:

      Explain what constitutes a citizen

    • C.1.CCC.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen

      native born (e.g., jus soli, jus sanguinus); naturalization

    • C.1.CCC.5. Student Learning Expectation / Benchmark: Explain and apply citizenship concepts to everyday life

      equality of all citizens under the law; majority rule/minority rights; individual freedoms; individual rights versus public interest; patriotism

  • C.2.CCC. Standard / Student Learning Expectation: Citizenship

    Students shall examine the rights, responsibilities, privileges, and duties of citizens.

    • C.2.CCC.1. Student Learning Expectation / Benchmark: Compare and contrast the responsibilities and duties of citizenship

      being an informed citizen; compulsory education; jury duty; obeying laws; selective service; taxes

    • C.2.CCC.2. Student Learning Expectation / Benchmark:

      Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

  • G.3.CCC. Standard / Student Learning Expectation: Government

    Students shall examine the purposes of government.

    • G.3.CCC.1. Student Learning Expectation / Benchmark:

      Explain the purposes of government

    • G.3.CCC.2. Student Learning Expectation / Benchmark:

      Describe how governments acquire power

    • G.3.CCC.3. Student Learning Expectation / Benchmark:

      Examine the role of government in protecting the rights of the people (e.g., courts)

  • G.4.CCC. Standard / Student Learning Expectation: Government

    Students shall compare the different types of government.

    • G.4.CCC.1. Student Learning Expectation / Benchmark: Compare and contrast the different types of governmental ideology

      dictatorship; direct democracy; indirect democracy

  • USC.5.CCC. Standard / Student Learning Expectation: United States Constitution

    Students shall explain the importance of historical documents, events, and people that led to the development of the United States Constitution

    • USC.5.CCC. Student Learning Expectation / Benchmark:

      Discuss the meaning of constitution and constitutional government

    • USC.5.CCC. Student Learning Expectation / Benchmark: Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution

      Mayflower Compact - 1620; Declaration of Independence - 1776; Articles of Confederation - 1781; Constitutional Convention - 1787

    • USC.5.CCC. Student Learning Expectation / Benchmark: Describe the contributions of the following individuals to the United States Constitution using primary source documents

      John Locke; Jean Jacques Rousseau; Founding Fathers

  • USC.6.CCC. Standard / Student Learning Expectation: United States Constitution

    Students shall describe the organization, authority, and function of the United States government as defined by the United States Constitution.

    • USC.6.CCC. Student Learning Expectation / Benchmark:

      Describe the reason for the organization of government in the United States Constitution

    • USC.6.CCC. Student Learning Expectation / Benchmark:

      Describe the procedures required to amend the United States Constitution

    • USC.6.CCC. Student Learning Expectation / Benchmark:

      Compare delegated, concurrent, and reserved powers

  • USC.7.CCC. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the fundamental rights of individuals.

    • USC.7.CCC. Student Learning Expectation / Benchmark:

      Analyze fundamental rights of individuals as incorporated in the Bill of Rights

    • USC.7.CCC. Student Learning Expectation / Benchmark:

      Identify changes occurring over time in the interpretation of the Bill of Rights

    • USC.7.CCC. Student Learning Expectation / Benchmark:

      Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-65, Voting Rights Act of 1964)

  • SG.8.CCC. Standard / Student Learning Expectation: Structure of Government

    Students shall describe the organization, authority, and function of federal and state government.

    • SG.8.CCC.1 Student Learning Expectation / Benchmark: Discuss the legislative branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CCC.2 Student Learning Expectation / Benchmark: Discuss the executive branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CCC.3 Student Learning Expectation / Benchmark: Discuss the judicial branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CCC.4 Student Learning Expectation / Benchmark:

      Describe the separation of powers in the system of checks and balances

  • L.9.CCC. Standard / Student Learning Expectation: Laws

    Students shall examine federal, state, and local laws.

    • L.9.CCC.1. Student Learning Expectation / Benchmark:

      Examine the source, purpose, and function of laws

    • L.9.CCC.2. Student Learning Expectation / Benchmark:

      Explain the need for active and ongoing change in laws

    • L.9.CCC.3. Student Learning Expectation / Benchmark:

      Distinguish between criminal and civil laws

  • L.10.CCC. Standard / Student Learning Expectation: Laws

    Students shall examine Arkansas laws pertaining to students.

    • L.10.CCC.1 Student Learning Expectation / Benchmark: Discuss Arkansas laws applicable to juveniles

      bullying; Extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

  • PPE.11.CCC Standard / Student Learning Expectation: Political Parties and Elections

    Students shall analyze the development of political parties.

    • PPE.11.CCC Student Learning Expectation / Benchmark: Analyze the development and growth of political parties

      two party system; role of citizens

    • PPE.11.CCC Student Learning Expectation / Benchmark: Analyze various influences on political parties

      interest groups; lobbyists; Political Action Committees (PACs)

  • PPE.12.CCC Standard / Student Learning Expectation: Political Parties and Elections

    Students shall examine the influence of media on politics.

    • PPE.12.CCC Student Learning Expectation / Benchmark: Discuss the influence of media coverage on the political process

      news reports; political cartoons; public opinion polls; use of propaganda techniques; campaign advertising

    • PPE.12.CCC Student Learning Expectation / Benchmark:

      Discuss biases in the formation of public opinion

    • PPE.12.CCC Student Learning Expectation / Benchmark:

      Discuss the influence of the Internet on the political process

  • PPE.13.CCC Standard / Student Learning Expectation: Political Parties and Elections

    Students shall discuss the election process in the federal, state, and local governments.

    • PPE.13.CCC Student Learning Expectation / Benchmark: Describe the election process in the federal, state, and local governments

      voter registration; voter interest or apathy; nominating process (e.g., direct primary, nominating committee, caucus)

    • PPE.13.CCC Student Learning Expectation / Benchmark:

      Discuss the complexities of vote tabulation and certifying elections

• AR.C. Strand / Content Standard: Civics

  • C.1.C. Standard / Student Learning Expectation: Citizenship

    Students shall examine citizenship.

    • C.1.C.1. Student Learning Expectation / Benchmark:

      Discuss the relevance of the study of civics

    • C.1.C.2. Student Learning Expectation / Benchmark:

      Explain the role of citizenship

    • C.1.C.3. Student Learning Expectation / Benchmark:

      Explain what constitutes a citizen

    • C.1.C.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen

      native born (e.g., jus soli, jus sanguinus); naturalization

    • C.1.C.5. Student Learning Expectation / Benchmark: Explain and apply citizenship concepts to everyday life

      equality of all citizens under the law; worth and dignity of individuals in a democratic society; majority rule/minority rights; individual freedoms; individual rights versus public interest; patriotism; volunteerism; civil service

  • C.2.C. Standard / Student Learning Expectation: Citizenship

    Students shall examine the rights, responsibilities, privileges, and duties of citizens.

    • C.2.C.1. Student Learning Expectation / Benchmark: Compare and contrast the responsibilities and duties of citizenship

      jury duty; taxes; selective service; compulsory education; obeying laws; being an informed citizen

    • C.2.C.2. Student Learning Expectation / Benchmark:

      Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

  • G.3.C. Standard / Student Learning Expectation: Government

    Students shall analyze the purposes of government.

    • G.3.C.1. Student Learning Expectation / Benchmark:

      Explain the purposes of government

    • G.3.C.2. Student Learning Expectation / Benchmark:

      Analyze how governments acquire power

    • G.3.C.3. Student Learning Expectation / Benchmark:

      Examine the role of government in protecting the rights of the people (e.g., courts)

    • G.3.C.4. Student Learning Expectation / Benchmark:

      Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)

  • G.4.C. Standard / Student Learning Expectation: Government

    Students shall compare the different types of government.

    • G.4.C.1. Student Learning Expectation / Benchmark: Compare and contrast the different types of governmental ideology

      dictatorship (e.g., totalitarian, military junta, despot); absolute monarchy; direct democracy; indirect democracy; parliamentary democracy

  • USC.5.C. Standard / Student Learning Expectation: United States Constitution

    Students shall explain the importance of historical documents, events, and people that led to the development of the United States Constitution.

    • USC.5.C.1. Student Learning Expectation / Benchmark:

      Discuss the meaning of constitution and constitutional government

    • USC.5.C.2. Student Learning Expectation / Benchmark: Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution

      Mayflower Compact - 1620; Glorious Revolution - 1688; English Bill of Rights - 1689; Declaration of Independence - 1776; Articles of Confederation - 1781; state (colonial) constitutions; Shays' Rebellion - 1786; Constitutional Convention -1787; The Federalist Papers - 1787-1788

    • USC.5.C.3. Student Learning Expectation / Benchmark: Research the contributions by the following individuals to the United States Constitution using primary source documents

      John Locke; Baron de Montesquieu; Jean Jacques Rousseau; Founding Fathers

    • USC.5.C.4. Student Learning Expectation / Benchmark:

      Describe the process of ratifying the United States Constitution

  • USC.6.C. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the organization and structure of the United States government as defined by the United States Constitution.

    • USC.6.C.1. Student Learning Expectation / Benchmark:

      Describe the reason for the organization of government in the United States Constitution (e.g., commerce, defense, judicial, executive, fiscal)

    • USC.6.C.2. Student Learning Expectation / Benchmark:

      Compare delegated, concurrent, and reserved powers

    • USC.6.C.3. Student Learning Expectation / Benchmark: Explain the limitations on the powers of government

      Writ of Habeas Corpus; Bill of Attainder; Ex Post Facto

    • USC.6.C.4. Student Learning Expectation / Benchmark:

      Describe the procedures required to amend the United States Constitution

    • USC.6.C.5. Student Learning Expectation / Benchmark:

      Analyze the consequences of constitutional amendments on citizenship (e.g., voting rights, due process of law, societal changes)

  • USC.7.C. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the fundamental rights of individuals.

    • USC.7.C.1. Student Learning Expectation / Benchmark:

      Analyze rights protected by the Bill of Rights that are not specifically stated in the United States Constitution (e.g., right of privacy)

    • USC.7.C.2. Student Learning Expectation / Benchmark:

      Analyze fundamental rights of individuals as incorporated in the Bill of Rights.

    • USC.7.C.3. Student Learning Expectation / Benchmark:

      Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)

    • USC.7.C.4. Student Learning Expectation / Benchmark:

      Analyze court cases that demonstrate how the United States Constitution protects the rights of individuals (e.g., Brown v. Board of Education, Miranda v. Arizona, Tinker v. Des Moines, Gideon v. Wainwright, Roe v. Wade)

    • USC.7.C.5. Student Learning Expectation / Benchmark:

      Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-1965, Voting Rights Act of 1964)

  • SG.8.C. Standard / Student Learning Expectation: Structure of Government

    Students shall analyze the organization, authority, and function of federal, state, and local government.

    • SG.8.C.1. Student Learning Expectation / Benchmark: Discuss the legislative branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.C.2. Student Learning Expectation / Benchmark: Discuss the executive branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.C.3. Student Learning Expectation / Benchmark: Discuss the judicial branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.C.4. Student Learning Expectation / Benchmark:

      Analyze the separation of powers and the system of checks and balances at the federal and state levels

    • SG.8.C.5. Student Learning Expectation / Benchmark:

      Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)

    • SG.8.C.6. Student Learning Expectation / Benchmark:

      Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)

  • L.9.C. Standard / Student Learning Expectation: Laws

    Students shall evaluate federal, state, and local laws.

    • L.9.C.1. Student Learning Expectation / Benchmark:

      Examine concurrent powers at the federal, state, and local levels

    • L.9.C.2. Student Learning Expectation / Benchmark:

      Describe the supremacy of federal laws

    • L.9.C.3. Student Learning Expectation / Benchmark:

      Discuss the concept of full faith and credit as it applies to the relationship between states

    • L.9.C.4. Student Learning Expectation / Benchmark:

      Discuss the process by which a bill becomes a law at the federal and state levels

    • L.9.C.5. Student Learning Expectation / Benchmark:

      Examine the difference between a statute and an ordinance

    • L.9.C.6. Student Learning Expectation / Benchmark:

      Explain the need for active and ongoing change in laws

    • L.9.C.7. Student Learning Expectation / Benchmark:

      Compare and contrast criminal and civil laws

    • L.9.C.8. Student Learning Expectation / Benchmark:

      Compare and contrast referendum, initiative, and recall

  • L.10.C. Standard / Student Learning Expectation: Laws

    Students shall examine Arkansas laws pertaining to students.

    • L.10.C.1. Student Learning Expectation / Benchmark: Discuss Arkansas laws applicable to juveniles

      bullying; extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

  • PPE.11.C. Standard / Student Learning Expectation: Political Parties and Elections

    Students shall analyze the development of political parties.

    • PPE.11.C.1 Student Learning Expectation / Benchmark: Analyze the development and growth of political parties

      two party system; factions; third parties; role of citizens

    • PPE.11.C.2 Student Learning Expectation / Benchmark: Analyze various influences on political parties

      interest groups; lobbyists; Political Action Committees (PACs)

  • PPE.12.C. Standard / Student Learning Expectation: Political Parties and Elections

    Students shall examine the influence of media on politics.

    • PPE.12.C.1 Student Learning Expectation / Benchmark: Discuss the influence of media coverage on the political process

      news reports; political cartoons; editorials; campaign advertising; public opinion polls; use of propaganda techniques

    • PPE.12.C.2 Student Learning Expectation / Benchmark:

      Examine the influence of the Internet on the political process

    • PPE.12.C.3 Student Learning Expectation / Benchmark:

      Discuss biases in forming public opinion

  • PPE.13.C. Standard / Student Learning Expectation: Political Parties and Elections

    Students shall evaluate the election process in the federal, state, and local governments.

    • PPE.13.C.1 Student Learning Expectation / Benchmark: Describe the election process in the federal, state, and local governments

      campaign finance; campaign strategies; voter registration; factors affecting election turn-out; voter interest; nominating process (e.g., nominating convention, direct primary, caucus)

    • PPE.13.C.2 Student Learning Expectation / Benchmark:

      Discuss the complexities of vote tabulation and certifying elections

    • PPE.13.C.3 Student Learning Expectation / Benchmark:

      Explain the role of the electoral college in the election process

• AR.CAG. Strand / Content Standard: Civics/American Government

  • C.1.CAG. Standard / Student Learning Expectation: Citizenship

    Students shall examine citizenship.

    • C.1.CAG.1. Student Learning Expectation / Benchmark:

      Discuss the relevance of the study of civics

    • C.1.CAG.2. Student Learning Expectation / Benchmark:

      Explain the role of citizenship

    • C.1.CAG.3. Student Learning Expectation / Benchmark:

      Explain what constitutes a citizen

    • C.1.CAG.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen

      native born (e.g., jus soli, jus sanguinus); naturalization

    • C.1.CAG.5. Student Learning Expectation / Benchmark: Explain and apply citizenship concepts to everyday life

      equality of all citizens under the law; worth and dignity of individuals in a democratic society; majority rule/minority rights; individual freedoms; individual rights versus public interest

  • C.2.CAG. Standard / Student Learning Expectation: Citizenship

    Students shall examine rights, responsibilities, privileges, and duties of citizens.

    • C.2.CAG.1. Student Learning Expectation / Benchmark: Compare and contrast responsibilities and duties of citizenship

      jury duty; taxes; selective service; compulsory education; obeying laws; being an informed citizen

    • C.2.CAG.2. Student Learning Expectation / Benchmark:

      Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

  • G.3.CAG. Standard / Student Learning Expectation: Government

    Students shall analyze and evaluate the purposes of government.

    • G.3.CAG.1. Student Learning Expectation / Benchmark:

      Explain the purposes of government

    • G.3.CAG.2. Student Learning Expectation / Benchmark:

      Analyze how government acquires power

    • G.3.CAG.3. Student Learning Expectation / Benchmark:

      Examine the role of government in protecting the rights of the people (e.g., courts)

    • G.3.CAG.4. Student Learning Expectation / Benchmark:

      Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)

  • G.4.CAG. Standard / Student Learning Expectation: Government

    Students shall compare the different types of government.

    • G.4.CAG.1. Student Learning Expectation / Benchmark:

      Categorize the characteristics of limited and unlimited government

    • G.4.CAG.2. Student Learning Expectation / Benchmark: Compare and contrast the different types of governmental ideology

      dictatorship (e.g., totalitarian, military junta, despot); absolute monarchy; direct democracy; indirect democracy; parliamentary democracy

  • USC.5.CAG. Standard / Student Learning Expectation: United States Constitution

    Students shall examine the importance of historical documents, events, and people that led to the development of the United States Constitution

    • USC.5.CAG. Student Learning Expectation / Benchmark: Explain the importance of historical documents and events that influenced the structure and meaning of the United States Constitution

      Magna Carta - 1215; Mayflower Compact - 1620; Glorious Revolution - 1688; English Bill of Rights - 1689; Declaration of Independence - 1776; Articles of Confederation - 1781; state (colonial) Constitutions; Shays' Rebellion - 1786; Constitutional Convention -1787; The Federalist Papers - 1787-1788

    • USC.5.CAG. Student Learning Expectation / Benchmark: Examine the contributions to the United States Constitution by the following individuals using primary source documents

      John Locke; Baron de Montesquieu; Jean-Jacques Rousseau; Founding Fathers

    • USC.5.CAG. Student Learning Expectation / Benchmark:

      Explain the social contract theory of government

    • USC.5.CAG. Student Learning Expectation / Benchmark:

      Describe the process of ratifying the United States Constitution

  • USC.6.CAG. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the organization and structure of the United States government as defined by the United States Constitution.

    • USC.6.CAG. Student Learning Expectation / Benchmark:

      Describe the reason for the organization of government in the United States Constitution

    • USC.6.CAG. Student Learning Expectation / Benchmark:

      Compare delegated, concurrent, and reserved powers

    • USC.6.CAG. Student Learning Expectation / Benchmark: Explain limitations on the powers of government

      Writ of Habeas Corpus; Bill of Attainder; Ex Post Facto

    • USC.6.CAG. Student Learning Expectation / Benchmark:

      Describe the procedures required to amend the United States Constitution

    • USC.6.CAG. Student Learning Expectation / Benchmark:

      Analyze the consequences of constitutional amendments on citizenship, voting rights, due process of law, and societal changes

  • USC.7.CAG. Standard / Student Learning Expectation: United States Constitution

    Students shall examine the fundamental rights of individuals as incorporated in the United States Constitution.

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Examine the rights protected by the Bill of Rights that are not specifically stated in the United States Constitution (e.g., right of privacy)

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Examine the fundamental rights of individuals as incorporated in the Bill of Rights

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Analyze court cases that demonstrate how the United States Constitution protects the rights of individuals (e.g., Brown v. Board of Education, Miranda v. Arizona, Tinker v. Des Moines, Gideon v. Wainwright)

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-1965, Voting Rights Act of 1964)

    • USC.7.CAG. Student Learning Expectation / Benchmark: Identify United States presidents and summarize their roles in the Civil Rights movements

      Harry S. Truman; John F. Kennedy; Lyndon B. Johnson

  • SG.8.CAG. Standard / Student Learning Expectation: Structure of Government

    Students shall examine the purpose, organization, authority, and function of the federal, state, and local government.

    • SG.8.CAG.1 Student Learning Expectation / Benchmark: Discuss the legislative branch of government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CAG.2 Student Learning Expectation / Benchmark: Discuss the executive branch of government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CAG.3 Student Learning Expectation / Benchmark: Discuss the judicial branch of government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CAG.4 Student Learning Expectation / Benchmark:

      Analyze the separation of powers and the system of checks and balances at the federal and state levels

    • SG.8.CAG.5 Student Learning Expectation / Benchmark:

      Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)

    • SG.8.CAG.6 Student Learning Expectation / Benchmark:

      Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)

  • L.9.CAG. Standard / Student Learning Expectation: Laws

    Students shall evaluate federal, state, and local laws.

    • L.9.CAG.1. Student Learning Expectation / Benchmark:

      Compare and contrast concurrent powers and supremacy of laws at the federal, state, and local levels

    • L.9.CAG.2. Student Learning Expectation / Benchmark:

      Describe the supremacy of federal laws

    • L.9.CAG.3. Student Learning Expectation / Benchmark:

      Discuss the process by which a bill becomes a law

    • L.9.CAG.4. Student Learning Expectation / Benchmark:

      Examine the difference between a statute and an ordinance

    • L.9.CAG.5. Student Learning Expectation / Benchmark:

      Define the concept of full faith and credit as it applies to the relationship between states

    • L.9.CAG.6. Student Learning Expectation / Benchmark:

      Identify the source, purpose, and function of laws

    • L.9.CAG.7. Student Learning Expectation / Benchmark:

      Explain the need for active and ongoing change in laws

    • L.9.CAG.8. Student Learning Expectation / Benchmark:

      Distinguish between criminal and civil laws (tort)

    • L.9.CAG.9. Student Learning Expectation / Benchmark: Explain the phases of a criminal case

      hearing; indictment; arraignment; trial; penalty

    • L.9.CAG.10 Student Learning Expectation / Benchmark:

      Compare and contrast referendum, initiative, and recall

  • L.10.CAG. Standard / Student Learning Expectation: Laws

    Students shall examine of Arkansas laws pertaining to students.

    • L.10.CAG.1 Student Learning Expectation / Benchmark: Identify Discuss Arkansas laws applicable to juveniles

      bullying; Extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

  • PPE.11.CAG Standard / Student Learning Expectation: Political Parties and Elections

    Students shall analyze the development of political parties.

    • PPE.11.CAG Student Learning Expectation / Benchmark: Analyze the development and growth of political parties

      two party system; factions; third parties; role of citizens

    • PPE.11.CAG Student Learning Expectation / Benchmark: Analyze various influences on political parties

      interest groups; lobbyists; Political Action Committees (PACs)

  • PPE.12.CAG Standard / Student Learning Expectation: Political Parties and Elections

    Students shall examine the influence of media on politics.

    • PPE.12.CAG Student Learning Expectation / Benchmark: Discuss the influence of media coverage on the political process

      news reports; political cartoons; editorials; campaign advertising; public opinion polls; use of propaganda techniques

    • PPE.12.CAG Student Learning Expectation / Benchmark:

      Examine the influence of the Internet on the political process

    • PPE.12.CAG Student Learning Expectation / Benchmark:

      Discuss biases in forming public opinion

  • PPE.13.CAG Standard / Student Learning Expectation: Political Parties and Elections

    Students shall evaluate the election process in the federal, state, and local governments.

    • PPE.13.CAG Student Learning Expectation / Benchmark: Describe the election process in the federal, state, and local governments

      campaign finance; campaign strategies; voter registration; factors affecting election turn-out; voter interest; nominating process (e.g., direct primary, caucus)

    • PPE.13.CAG Student Learning Expectation / Benchmark:

      Discuss the complexities of vote tabulation and certifying elections

    • PPE.13.CAG Student Learning Expectation / Benchmark:

      Explain the role of the electoral college in the election process

  • GR.14.CAG. Standard / Student Learning Expectation: Global Relations

    Students shall examine the foreign policy of the United States in a global context.

    • GR.14.CAG. Student Learning Expectation / Benchmark:

      Describe the function of the United Nations

    • GR.14.CAG. Student Learning Expectation / Benchmark:

      Describe the relationship between the United States and the United Nations

• AR.CH. Strand / Content Standard: Contemporary United States History

  • CC.1.CH. Standard / Student Learning Expectation: Changing Culture

    Student shall analyze the causes and consequences of cultural changes.

    • CC.1.CH.1. Student Learning Expectation / Benchmark:

      Investigate the origins of the Counter Culture Movement of the mid 20th century (e.g., beat generation, hippies)

    • CC.1.CH.2. Student Learning Expectation / Benchmark:

      Research the trends in popular culture through literature, cinema, music, art, and television (e.g. rock and roll, pop art, sitcoms, MTV, mass media, science fiction, professional sports)

    • CC.1.CH.3. Student Learning Expectation / Benchmark:

      Examine the forces of change on the nuclear family (e.g., divorce rate, planned parenthood, single parents, welfare system, working women, birth control)

    • CC.1.CH.4. Student Learning Expectation / Benchmark:

      Discuss the changing cultural landscape (e.g., fast food, theme parks, family vacation, hotels/motels, automobile)

    • CC.1.CH.5. Student Learning Expectation / Benchmark:

      Examine the changing roles of women in society (e.g., National Organization of Women, Equal Rights Amendment, Title IX, Equal Employment Opportunity Commission, women in corporate America, key female politicians in the United States and the world)

    • CC.1.CH.6. Student Learning Expectation / Benchmark:

      Research the influence of the Baby Boom generation on society

  • RE.2.CH. Standard / Student Learning Expectation: Race and Ethnicity

    Students shall analyze the role which race and ethnicity have played in world affairs.

    • RE.2.CH.1. Student Learning Expectation / Benchmark:

      Research the Civil Rights Movement in the United States (e.g., desegregation of the United States military, Brown v Board of Education, National Association for the Advancement of Colored People, Southern Christian Leadership Conference, Congress of Racial Equality, freedom rides, Black Panthers)

    • RE.2.CH.2. Student Learning Expectation / Benchmark:

      Compare and contrast the views of various civil rights leaders (e.g., Martin Luther King Jr., Malcolm X)

    • RE.2.CH.3. Student Learning Expectation / Benchmark:

      Examine the role of government in securing civil rights (e.g., federal court cases, federal legislation, Twenty-Fourth Amendment)

    • RE.2.CH.4. Student Learning Expectation / Benchmark:

      Examine the role the United States has played in religious conflict in the world (e.g., Northern Ireland, India, Eastern Europe, Pakistan)

  • T.3.CH. Standard / Student Learning Expectation: Technology

    Students shall investigate the role of technology in a changing society.

    • T.3.CH.1. Student Learning Expectation / Benchmark:

      Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation and storage, medical technology, surgical procedures)

    • T.3.CH.2. Student Learning Expectation / Benchmark:

      Analyze technological improvements in communication and information processing (e.g., computers, microchips, Internet, cell phones, email)

    • T.3.CH.3. Student Learning Expectation / Benchmark:

      Analyze technological improvements in transportation (e.g., cars, airplanes, subways, bullet trains, public transit)

    • T.3.CH.4. Student Learning Expectation / Benchmark:

      Analyze technological improvements in energy production (e.g., nuclear power, solar power, wind power, alternate energy sources, biotechnology)

  • CW.4.CH. Standard / Student Learning Expectation: Cold War

    Students shall analyze the events of the Cold War.

    • CW.4.CH.1. Student Learning Expectation / Benchmark:

      Research sources of conflict and confrontation during the Cold War (e.g., atomic/hydrogen bomb, Korea, Vietnam, China, United Nations, Berlin, Afghanistan, Cuba, Truman Doctrine, U2 spy plane, division of Germany, espionage)

    • CW.4.CH.2. Student Learning Expectation / Benchmark:

      Analyze the role of alliances and treaties in shaping the world during the Cold War (e.g., North Atlantic Treaty Organization, Warsaw Pact, Marshall Plan, Molotov Plan, Strategic Arms Limitation Treaties, Intermediate Nuclear Forces Treaty)

    • CW.4.CH.3. Student Learning Expectation / Benchmark:

      Investigate the consequences of the space race on the Cold War (e.g., education, technology, National Aeronautics and Space Administration, satellites, Strategic Defense Initiative)

    • CW.4.CH.4. Student Learning Expectation / Benchmark:

      Analyze the effects of the Red Scare on United States society (e.g., McCarthyism, Hollywood black list, pumpkin papers, Rosenburgs, Federal Bureau of Investigation, Central Intelligence Agency, bomb shelters)

  • GC.5.CH. Standard / Student Learning Expectation: Global Conflicts

    Students shall investigate the role of the United States in global conflict.

    • GC.5.CH.1. Student Learning Expectation / Benchmark:

      Investigate the role of the United States in the United Nations

    • GC.5.CH.2. Student Learning Expectation / Benchmark:

      Investigate the circumstances surrounding the creation of Israel

    • GC.5.CH.3. Student Learning Expectation / Benchmark:

      Research the United States' diplomatic attempts to bring peace to various regions of the world; Middle East; Latin America; Asia; Africa; Eastern Europe

    • GC.5.CH.4. Student Learning Expectation / Benchmark:

      Research the rise of global terrorism

  • WE.6.CH. Standard / Student Learning Expectation: World Economy

    Students shall analyze the role of the United States in a global economy.

    • WE.6.CH.1. Student Learning Expectation / Benchmark:

      Investigate the role of regional trade blocks (e.g., European Union, North American Free Trade Agreement, Association of South East Asian Nations)

    • WE.6.CH.2. Student Learning Expectation / Benchmark:

      Analyze contributions of international organizations (e.g., World Trade Organization, General Agreement on Tariffs and Trade, The Group of 8, International Monetary Funds, World Bank, Organization of Petroleum Exporting Countries)

    • WE.6.CH.3. Student Learning Expectation / Benchmark:

      Discuss the rise of multinational corporations

  • E.7.CH. Standard / Student Learning Expectation: Environment

    Students shall examine the environmental movement from the 1960s to the present.

    • E.7.CH.1. Student Learning Expectation / Benchmark: Examine the influence of the following on the environmental movement

      The novel Silent Spring; Environmental Protection Agency; Green Peace; Earth Day

    • E.7.CH.2. Student Learning Expectation / Benchmark: Investigate the consequences of environmental disasters

      Love Canal; Three Mile Island; Chernobyl; oil spills; Bhopal

    • E.7.CH.3. Student Learning Expectation / Benchmark:

      Discuss contemporary environmental issues

• AR.E. Strand / Content Standard: Economics

  • EF.1.E. Standard / Student Learning Expectation: Economic Fundamentals

    Students shall examine scarcity and choice.

    • EF.1.E.1. Student Learning Expectation / Benchmark: Explain the role scarcity plays in making choices

      individuals; businesses; governments

    • EF.1.E.2. Student Learning Expectation / Benchmark: Describe the use of cost/benefit analysis in making choices

      individuals; businesses; governments

    • EF.1.E.3. Student Learning Expectation / Benchmark:

      Explain the concepts of opportunity costs and tradeoffs using the decision making model

    • EF.1.E.4. Student Learning Expectation / Benchmark:

      Illustrate the tradeoffs between two options using a production possibilities curve

    • EF.1.E.5. Student Learning Expectation / Benchmark:

      Discuss individual or societal economic choices, which are guided by incentives and based on rational self-interest

  • EF.2.E. Standard / Student Learning Expectation: Economic Fundamentals

    Students shall examine the role of economic systems in the use and distribution of resources.

    • EF.2.E.1. Student Learning Expectation / Benchmark: Analyze the four factors of production

      natural resources; human resources; capital resources; entrepreneurship

    • EF.2.E.2. Student Learning Expectation / Benchmark: Evaluate the three basic economic questions that must be answered by every economic system

      What goods and services are to be produced and in what quantities?; How will the goods and services be produced?; How will the goods and services be distributed?

    • EF.2.E.3. Student Learning Expectation / Benchmark: Compare and contrast the three major economic systems

      Command economy; Market economy; Mixed economy

  • EF.3.E. Standard / Student Learning Expectation: Economic Fundamentals

    Students shall analyze the reasons that individuals, businesses, and governments trade.

    • EF.3.E.1. Student Learning Expectation / Benchmark:

      Explain the role of specialization and voluntary exchange in the marketplace

    • EF.3.E.2. Student Learning Expectation / Benchmark:

      Differentiate between absolute advantage and comparative advantage

    • EF.3.E.3. Student Learning Expectation / Benchmark:

      Discuss issues related to free trade

    • EF.3.E.4. Student Learning Expectation / Benchmark: Examine trade barriers

      tariffs; quotas; embargos; preservation of standards (protectionism); export subsidies

    • EF.3.E.5. Student Learning Expectation / Benchmark:

      Explain the effect of exchange rates on the purchasing power of people globally

    • EF.3.E.6. Student Learning Expectation / Benchmark: Summarize global patterns of economic activity

      world trading partners; trading blocs; regional trade agreements; regional trade organizations

  • MI.4.E. Standard / Student Learning Expectation: Microeconomics

    Students shall examine the role of supply and demand.

    • MI.4.E.1. Student Learning Expectation / Benchmark:

      Illustrate the effects of supply and demand in determining equilibrium price and quantity using a supply curve and a demand curve

    • MI.4.E.2. Student Learning Expectation / Benchmark:

      Demonstrate changes in supply and demand, which influence equilibrium price, market-clearing price, and quantity using a supply curve and demand curve

    • MI.4.E.3. Student Learning Expectation / Benchmark:

      Explain the relationship between surpluses, shortages, and equilibrium price

    • MI.4.E.4. Student Learning Expectation / Benchmark:

      Describe the signals sent to buyers and sellers by price

    • MI.4.E.5. Student Learning Expectation / Benchmark:

      Determine how consumers affect production in a market economy

  • MI.5.E. Standard / Student Learning Expectation: Microeconomics

    Students shall analyze the organization and role of business firms in a market economy.

    • MI.5.E.1. Student Learning Expectation / Benchmark: Compare and contrast major forms of business organizations

      sole proprietorship; partnership; corporation

    • MI.5.E.2. Student Learning Expectation / Benchmark: Describe different types of mergers

      vertical; horizontal; conglomerate

  • MI.6.E. Standard / Student Learning Expectation: Microeconomics

    Students shall analyze various types of market structures.

    • MI.6.E.1. Student Learning Expectation / Benchmark: Compare and contrast different models of market structure

      competition; monopolistic competition; oligopoly; monopoly; cartel

    • MI.6.E.2. Student Learning Expectation / Benchmark:

      Describe the role that the stock market plays in the economy of the United States

  • MI.7.E. Standard / Student Learning Expectation: Microeconomics

    Students shall examine the importance of increasing productivity in a market economy.

    • MI.7.E.1. Student Learning Expectation / Benchmark:

      Distinguish between fixed cost and variable cost

    • MI.7.E.2. Student Learning Expectation / Benchmark:

      Discuss the importance of productivity to business growth

    • MI.7.E.3. Student Learning Expectation / Benchmark:

      Analyze the influence improved factors of production have on the productivity of individual industries (e.g., technology, education, training)

  • MA.8.E. Standard / Student Learning Expectation: Macroeconomics

    Students shall examine the role aggregate supply and aggregate demand play in determining price levels and resource allocation.

    • MA.8.E.1. Student Learning Expectation / Benchmark:

      Explain aggregate supply and aggregate demand

    • MA.8.E.2. Student Learning Expectation / Benchmark:

      Demonstrate aggregate supply and aggregate demand in determining price levels and resource allocations, using a graph

  • MA.9.E. Standard / Student Learning Expectation: Macroeconomics

    Students shall analyze the roles that federal, state, and local governments play in the economy.

    • MA.9.E.1. Student Learning Expectation / Benchmark: Discuss the role of government in the economy

      establish and enforce private property rights and the law; deal with external costs and benefits; ensure market competition; protect consumers; stabilize the economy; promote economic security; provide public goods and services

    • MA.9.E.2. Student Learning Expectation / Benchmark: Examine the following by using a circular flow diagram

      the flow of money; the product market; the resource market; the real flow of goods and services

  • MA.10.E. Standard / Student Learning Expectation: Macroeconomics

    Students shall examine the measurements of economic performance.

    • MA.10.E.1. Student Learning Expectation / Benchmark: Explain the following economic indicators used to measure economic performance

      Gross National Product; Gross Domestic Product; Gross Domestic Product per capita; unemployment rates; Consumer Price Index; stock market

    • MA.10.E.2. Student Learning Expectation / Benchmark:

      Differentiate between Gross Domestic Product and Real Gross Domestic Product

    • MA.10.E.3. Student Learning Expectation / Benchmark:

      Explain the importance of adjusting Gross Domestic Product for inflation

    • MA.10.E.4. Student Learning Expectation / Benchmark: Identify different types of unemployment

      cyclical unemployment; structural unemployment; frictional unemployment; seasonal unemployment

    • MA.10.E.5. Student Learning Expectation / Benchmark: Explain stages of the business cycle

      peak; trough; expansion; recession

  • MA.11.E. Standard / Student Learning Expectation: Macroeconomics

    Students shall describe monetary policy and fiscal policy and their relationship to economic stability and growth.

    • MA.11.E.1. Student Learning Expectation / Benchmark:

      Explain the function and characteristics of money in a market economy

    • MA.11.E.2. Student Learning Expectation / Benchmark:

      Describe the role and functions of banks and other financial institutions in the United States

    • MA.11.E.3. Student Learning Expectation / Benchmark:

      Describe the organization and role of the Federal Reserve

    • MA.11.E.4. Student Learning Expectation / Benchmark:

      Discuss the role of fiscal policy in setting and maintaining economic stability and growth

    • MA.11.E.5. Student Learning Expectation / Benchmark:

      Illustrate the major sources of government revenue

    • MA.11.E.6. Student Learning Expectation / Benchmark: Illustrate the major expenditures of tax revenues at the national level

      national security; social programs; education

    • MA.11.E.7. Student Learning Expectation / Benchmark:

      Compare and contrast the ability-to-pay principle of taxation and the benefits-received principle of taxation

    • MA.11.E.8. Student Learning Expectation / Benchmark: Explain different types of taxes

      progressive tax; regressive tax; proportional tax

    • MA.11.E.9. Student Learning Expectation / Benchmark:

      Distinguish between budget deficit and national debt

    • MA.11.E.10 Student Learning Expectation / Benchmark:

      Describe the role of automatic stabilizers in regulating the economy

• AR.P. Strand / Content Standard: Psychology

  • HM.1.P. Standard / Student Learning Expectation: History and Methods

    Students shall examine the development of psychology as an empirical science.

    • HM.1.P.1. Student Learning Expectation / Benchmark:

      Discuss psychology as the scientific study of behavior and mental processes

    • HM.1.P.2. Student Learning Expectation / Benchmark:

      Summarize the development of psychology from a branch of philosophy and biology to an independent empirical discipline

    • HM.1.P.3. Student Learning Expectation / Benchmark: Compare and contrast the contemporary perspectives used by psychologists

      Psychodynamic perspective; Behaviorism; Humanism; Cognitive perspective; Sociocultural perspective; Biological perspective; Evolutionary perspective

    • HM.1.P.4. Student Learning Expectation / Benchmark:

      Identify the major events in the history of psychology from 1879 to present

  • HM.2.P. Standard / Student Learning Expectation: History and Methods

    Students shall investigate major subfields that comprise psychology.

    • HM.2.P.1. Student Learning Expectation / Benchmark:

      Research the research (basic) subfields and applications of contemporary psychology (e.g., university/academic careers)

    • HM.2.P.2. Student Learning Expectation / Benchmark:

      Research the applied subfields and applications of contemporary psychology (e.g., schools, industrial/organizational)

    • HM.2.P.3. Student Learning Expectation / Benchmark:

      Research the clinical/medical subfields and applications of contemporary psychology (e.g., counseling psychologist, clinical psychologist, psychiatrist)

  • HM.3.P. Standard / Student Learning Expectation: History and Methods

    Students shall investigate research strategies and basic statistical concepts employed by psychologists.

    • HM.3.P.1. Student Learning Expectation / Benchmark:

      Examine the scientific method as a tool for determining cause and effect

    • HM.3.P.2. Student Learning Expectation / Benchmark: Critique the research methods and tools psychologists use to gather and interpret data

      experiments versus correlation studies; field experiments versus naturalistic observations; case studies versus surveys; longitudinal studies versus cross-sectional studies

    • HM.3.P.3. Student Learning Expectation / Benchmark:

      Employ the basic concepts of statistical data (e.g., calculation of mean, median, and mode)

    • HM.3.P.4. Student Learning Expectation / Benchmark:

      Explain the manipulation of statistical data

  • BBB.4.P. Standard / Student Learning Expectation: Biological Bases of Behavior

    Students shall investigate the structure and function of the nervous system.

    • BBB.4.P.1. Student Learning Expectation / Benchmark:

      Describe the basic parts of a neuron and the electrochemical process of neural firing

    • BBB.4.P.2. Student Learning Expectation / Benchmark:

      Describe the hierarchy of the nervous system (e.g., central nervous system, peripheral nervous system, and respective components)

    • BBB.4.P.3. Student Learning Expectation / Benchmark:

      Compare and contrast the communication systems of the nervous and endocrine systems

  • BBB.5.P. Standard / Student Learning Expectation: Biological Bases of Behavior

    Students shall describe the basic concepts of sensation and perception.

    • BBB.5.P.1. Student Learning Expectation / Benchmark:

      Distinguish between sensation and perception

    • BBB.5.P.2. Student Learning Expectation / Benchmark:

      Identify the transduction processes of the five basic senses with emphasis on vision

    • BBB.5.P.3. Student Learning Expectation / Benchmark:

      Discuss thresholds, Weber's Law, and signal detection theory

    • BBB.5.P.4. Student Learning Expectation / Benchmark:

      Summarize principles associated with perception (e.g., illusions, constancies, and Gestalt principles)

  • BBB.6.P. Standard / Student Learning Expectation: Biological Bases of Behavior

    Students shall examine the states of consciousness evident in human behavior.

    • BBB.6.P.1. Student Learning Expectation / Benchmark: Compare and contrast the Freudian viewpoints of consciousness

      conscious; nonconscious; preconscious; unconscious

    • BBB.6.P.2. Student Learning Expectation / Benchmark:

      Compare and contrast levels of consciousness other than Freudian viewpoints

    • BBB.6.P.3. Student Learning Expectation / Benchmark:

      Distinguish between the different stages of sleep

    • BBB.6.P.4. Student Learning Expectation / Benchmark: Discuss sleep disorders

      insomnia; sleep apnea; narcolepsy; night terrors

    • BBB.6.P.5. Student Learning Expectation / Benchmark:

      Explain the current theories on the purpose and functions of dreams (e.g., Freudian view, activation-synthesis theory)

    • BBB.6.P.6. Student Learning Expectation / Benchmark:

      Describe the effects of drugs on the states of consciousness

    • BBB.6.P.7. Student Learning Expectation / Benchmark:

      Explain altered states of consciousness and the roles each have played in human culture (e.g., trances, hypnosis, meditation)

  • PA.7.P. Standard / Student Learning Expectation: Personality and Assessment

    Students shall explain the role of personality development and methods of assessment.

    • PA.7.P.1. Student Learning Expectation / Benchmark:

      Describe the various approaches and theories of personality

    • PA.7.P.2. Student Learning Expectation / Benchmark:

      Determine the relationship between personality and behavior in terms of both situation and life span

    • PA.7.P.3. Student Learning Expectation / Benchmark:

      Describe different methods used to assess personality (e.g., Myers-Briggs, Rorschach)

  • HD.8.P. Standard / Student Learning Expectation: Human Development

    Students shall explain the process of how humans grow, learn, and adapt to their environment.

    • HD.8.P.1. Student Learning Expectation / Benchmark: Describe physical human development over the life span

      prenatal; infancy; childhood; adolescence; adulthood; late adulthood

    • HD.8.P.2. Student Learning Expectation / Benchmark:

      Investigate Piaget's theory of cognitive human development

    • HD.8.P.3. Student Learning Expectation / Benchmark:

      Investigate Eriksson's theory of social human development

    • HD.8.P.4. Student Learning Expectation / Benchmark:

      Investigate Kohlberg's theory of moral human development

    • HD.8.P.5. Student Learning Expectation / Benchmark: Examine the origins and roles of language and the resulting effects on thought and behavior

      Chomsky; Skinner

  • LMC.9.P. Standard / Student Learning Expectation: Learning, Memory, and Cognition

    Students shall identify the major theories and approaches to the modern understanding of learning, memory, and cognition.

    • LMC.9.P.1. Student Learning Expectation / Benchmark: Examine the principles and scope associated with learning

      classical conditioning; operant conditioning; observational learning

    • LMC.9.P.2. Student Learning Expectation / Benchmark: Explain the three stage model of memory processing

      sensory memory; short-term (working) memory; long-term memory

    • LMC.9.P.3. Student Learning Expectation / Benchmark:

      Identify strategies for improving memory and study skills (e.g., mnemonic devices, spacing effect, active learning, and test-taking strategies)

  • LMC.10.P. Standard / Student Learning Expectation: Learning, Memory, and Cognition

    Student shall describe the role of motivation and emotion in human behavior.

    • LMC.10.P.1 Student Learning Expectation / Benchmark:

      Discuss the functions and interrelations of motivation and emotion

    • LMC.10.P.2 Student Learning Expectation / Benchmark: Discuss the areas of the brain associated with the activation of motivation and emotion

      limbic system; hypothalamus

    • LMC.10.P.3 Student Learning Expectation / Benchmark:

      Explain Maslow's Hierarchy of Needs

  • SP.11.P. Standard / Student Learning Expectation: Social Psychology

    Students shall describe the underlying social influences that shape human behavior.

    • SP.11.P.1. Student Learning Expectation / Benchmark:

      Describe the effects of social interaction on individual behavior

    • SP.11.P.2. Student Learning Expectation / Benchmark:

      Describe the effects of group interaction on thought and behavior (e.g., conformity, obedience, groupthink, group polarization)

    • SP.11.P.3. Student Learning Expectation / Benchmark:

      Discuss the psychological basis for prejudice and social identity

  • SMH.12.P. Standard / Student Learning Expectation: Stress and Mental Health

    Students shall examine the relationship between stress and health.

    • SMH.12.P.1 Student Learning Expectation / Benchmark:

      Examine the causes of stress

    • SMH.12.P.2 Student Learning Expectation / Benchmark:

      Explain the effects stress has on the body

    • SMH.12.P.3 Student Learning Expectation / Benchmark:

      Explain defensive and active strategies for dealing with stress

  • SMH.13.P. Standard / Student Learning Expectation: Stress and Mental Health

    Students shall describe major psychological disorders and treatments.

    • SMH.13.P.1 Student Learning Expectation / Benchmark: Define the major psychological disorders and diseases

      addiction; anxiety disorders; developmental disorders; dissociative disorders; mood disorders; personality disorders; schizophrenia; somatoform disorders

    • SMH.13.P.2 Student Learning Expectation / Benchmark:

      Investigate the history of the treatment of psychological diseases and disorders through the modern perspective

    • SMH.13.P.3 Student Learning Expectation / Benchmark:

      Discuss popular misconceptions related to those suffering mental disorders

• AR.S. Strand / Content Standard: Sociology

  • FS.1.S. Standard / Student Learning Expectation: Foundations of Sociology

    Students shall describe the development of sociology as a social science.

    • FS.1.S.1. Student Learning Expectation / Benchmark:

      Discuss sociology and the seven social sciences

    • FS.1.S.2. Student Learning Expectation / Benchmark: Investigate the impact, both positive and negative, of early leading theorists within social science

      Auguste Comte; Harriet Martineau; Herbert Spencer; Karl Marx; Emile Durkheim; Max Weber

    • FS.1.S.3. Student Learning Expectation / Benchmark: Analyze the contributions of individuals that contributed to the development of sociology in the United States

      Jane Addams; W.E.B. Du Bois; C. Wright Mills; Herbert Blumer; Charles Horton Cooley; George Herbert Mead

    • FS.1.S.4. Student Learning Expectation / Benchmark: Discuss the three major theoretical perspectives of sociology

      functional perspective; conflict perspective; interaction perspective

    • FS.1.S.5. Student Learning Expectation / Benchmark:

      Examine various types of sociological research methods

  • CS.2.S. Standard / Student Learning Expectation: Culture and Socialization

    Students shall examine the influence of culture on the individual.

    • CS.2.S.1. Student Learning Expectation / Benchmark:

      Discuss key components of culture

    • CS.2.S.2. Student Learning Expectation / Benchmark:

      Examine the effect of diversity and change on a culture

    • CS.2.S.3. Student Learning Expectation / Benchmark:

      Examine the importance of norms and values to a culture

  • CS.3.S. Standard / Student Learning Expectation: Culture and Socialization

    Students shall examine the influence of culture on socialization.

    • CS.3.S.1. Student Learning Expectation / Benchmark:

      Discuss the process of socialization in human development

    • CS.3.S.2. Student Learning Expectation / Benchmark: Analyze the role of socialization agents in human development

      family; school; peer groups; mass media

  • S.4.S. Standard / Student Learning Expectation: Status

    Students shall examine the effects of social status on human behavior.

    • S.4.S.1. Student Learning Expectation / Benchmark: Describe the effect of social status on social order

      upper class; middle class; lower class; professional; nonprofessional; unemployed

    • S.4.S.2. Student Learning Expectation / Benchmark:

      Examine the roles and role expectations which can lead to role conflict

    • S.4.S.3. Student Learning Expectation / Benchmark:

      Analyze various points of view relating to historical and current events

  • G.5.S. Standard / Student Learning Expectation: Groups

    Students shall explore the influence of social groups on behavior.

    • G.5.S.1. Student Learning Expectation / Benchmark:

      Identify students as members of primary groups and secondary groups

    • G.5.S.2. Student Learning Expectation / Benchmark:

      Examine the influence of group membership on student behavior

    • G.5.S.3. Student Learning Expectation / Benchmark:

      Discuss the influence of formal organizations on the behavior of group members

    • G.5.S.4. Student Learning Expectation / Benchmark: Examine social interaction

      coercion; conflict; conformity; cooperation; groupthink; social exchange

  • SI.6.S. Standard / Student Learning Expectation: Social Institutions

    Students shall examine the effects of social institutions on group behavior.

    • SI.6.S.1. Student Learning Expectation / Benchmark: Examine social institutions

      economic; educational; family; political; religious

    • SI.6.S.2. Student Learning Expectation / Benchmark:

      Examine the effect social institutions have on societal values

    • SI.6.S.3. Student Learning Expectation / Benchmark:

      Discuss the influence of popular culture on group behavior (e.g., sports, entertainment, media)

  • SC.7.S. Standard / Student Learning Expectation: Social Change

    Students shall examine the changing nature of society.

    • SC.7.S.1. Student Learning Expectation / Benchmark:

      Describe societal changes over time

    • SC.7.S.2. Student Learning Expectation / Benchmark:

      Examine the factors that influence change in social norms over time

  • SP.8.S. Standard / Student Learning Expectation: Social Problems

    Students shall analyze current social problems.

    • SP.8.S.1. Student Learning Expectation / Benchmark:

      Discuss deviance

    • SP.8.S.2. Student Learning Expectation / Benchmark:

      Describe criminal behavior and the reaction of society to the behavior

    • SP.8.S.3. Student Learning Expectation / Benchmark:

      Examine the effect of race and ethnicity on group behavior

    • SP.8.S.4. Student Learning Expectation / Benchmark:

      Research the influence of world events on group behavior (e.g., terrorism, disease, global economy, natural disasters, changes in technology, migration)

• AR.WG. Strand / Content Standard: World Geography

  • SG.1.WG. Standard / Student Learning Expectation: Spatial Geography

    Students shall analyze information about people, places, and the environment using maps, globes, atlases, and available technology.

    • SG.1.WG.1. Student Learning Expectation / Benchmark:

      Explain the importance of the Earth's grid system

    • SG.1.WG.2. Student Learning Expectation / Benchmark:

      Develop an Earth grid system using major lines of latitude and longitude and the north and south poles

    • SG.1.WG.3. Student Learning Expectation / Benchmark:

      Compute the difference in time around the world using lines of longitude

    • SG.1.WG.4. Student Learning Expectation / Benchmark:

      Interpret a variety of maps and images (e.g., topographical map, physical, climate, political, highway, thematic map)

    • SG.1.WG.5. Student Learning Expectation / Benchmark:

      Evaluate reasons for choosing a specific technology (e.g., aerial photography, satellite-produced imagery, Landsat, Geographic Information System) to analyze selected geographic problems (e.g., pollution, deforestation, overpopulation)

    • SG.1.WG.6. Student Learning Expectation / Benchmark:

      Critique maps that illustrate biased points of view (e.g., political, military, historical)

    • SG.1.WG.7. Student Learning Expectation / Benchmark:

      Analyze factors that shape a person's mental map (e.g., mass media, geographic education, prejudices, travel experience, literature)

    • SG.1.WG.8. Student Learning Expectation / Benchmark:

      Identify ways in which mental maps influence human decisions about location, settlement, and public policy

    • SG.1.WG.9. Student Learning Expectation / Benchmark:

      Create maps, graphs, or charts to illustrate information about people, places, and the environment using data collected from primary and secondary sources

  • PR.2.WG. Standard / Student Learning Expectation: Places and Regions

    Students shall investigate the physical characteristics of places and regions.

    • PR.2.WG.1. Student Learning Expectation / Benchmark:

      Examine the physical characteristics that constitute a region (e.g., desert, rainforest, plateau, savanna, tundra)

    • PR.2.WG.2. Student Learning Expectation / Benchmark: Explain the concept of region as a way of categorizing, interpreting, and ordering complex information about the Earth

      climatic; political; agricultural; economic; perceptual

    • PR.2.WG.3. Student Learning Expectation / Benchmark:

      Analyze physical changes in regions and the factors that lead to those changes (e.g., Aral Sea, Three Gorges Dam, Dust Bowl)

    • PR.2.WG.4. Student Learning Expectation / Benchmark:

      Research the physical characteristics of places/regions which must be considered before developing an area (e.g., floodplain, coastal flood zone, earthquake zone, river crossing, volcanic regions)

    • PR.2.WG.5. Student Learning Expectation / Benchmark:

      Explain physical processes that create specific physical characteristics (e.g., climate, erosion, tectonics)

  • PS.3.WG. Standard / Student Learning Expectation: Physical Systems

    Students shall analyze the physical systems of the Earth.

    • PS.3.WG.1. Student Learning Expectation / Benchmark: Categorize the features of the following physical system

      lithosphere; biosphere; hydrosphere; atmosphere

    • PS.3.WG.2. Student Learning Expectation / Benchmark:

      Describe the effects of the tilt of the Earth's axis on the cycle of the seasons in the northern and southern hemispheres (e.g., equinox, solstice)

    • PS.3.WG.3. Student Learning Expectation / Benchmark:

      Analyze the influence of weather and climate on the geography of a place (e.g., El Nino, Ice Age, tornado, hurricane)

    • PS.3.WG.4. Student Learning Expectation / Benchmark:

      Explain the differences for the distribution pattern of the world's climates (e.g., ocean currents, wind currents, landforms)

    • PS.3.WG.5. Student Learning Expectation / Benchmark:

      Investigate the major physical processes that produce landforms using available technology (e.g., erosion, earthquakes, fold, fault, volcanic eruptions)

  • HS.4.WG. Standard / Student Learning Expectation: Human Systems

    Students shall analyze the influence of cooperation and conflict on the division of the Earth's surface.

    • HS.4.WG.1. Student Learning Expectation / Benchmark:

      Discuss reasons for worldwide population trends (e.g., food supply, health care, disease control, employment)

    • HS.4.WG.2. Student Learning Expectation / Benchmark:

      Analyze the push factors and pull factors that influenced human migration (e.g., political conditions, economic incentives, religion, and family ties)

    • HS.4.WG.3. Student Learning Expectation / Benchmark:

      Analyze the changing structure and functions of population centers over time (e.g., growth of suburbs, lack of housing, loss of farm land, city services)

    • HS.4.WG.4. Student Learning Expectation / Benchmark:

      Describe problems that arose in creating trade routes which were influenced by physical features (e.g., Silk Road, Suez Canal, Panama Canal)

    • HS.4.WG.5. Student Learning Expectation / Benchmark:

      Construct a distribution pattern of the world's races, religions, and languages to determine sources of geographic conflict

    • HS.4.WG.6. Student Learning Expectation / Benchmark:

      Investigate cultural cooperation or conflict which can cause changes in a region (e.g., Crusades, creation of Israel and Pakistan, Balkans, Tibet, European Union)

  • HS.5.WG. Standard / Student Learning Expectation: Human Systems

    Students shall examine the role of culture on human systems.

    • HS.5.WG.1. Student Learning Expectation / Benchmark:

      Examine the cultural changes introduced by various ethnic groups within regions

    • HS.5.WG.2. Student Learning Expectation / Benchmark:

      Compare and contrast cultural differences in religions, languages, gender roles, and political systems

    • HS.5.WG.3. Student Learning Expectation / Benchmark:

      Evaluate the spread of cultural traits, which have contributed to cultural convergence (e.g., fast-food franchises, English language, fashion and music trends)

    • HS.5.WG.4. Student Learning Expectation / Benchmark:

      Describe transportation and communication technologies, which have contributed to cultural convergence (e.g., computers, jet aircraft, electronic media, satellite links)

    • HS.5.WG.5. Student Learning Expectation / Benchmark:

      Examine the cultural characteristics that link regions (e.g., British Commonwealth, Latin America, Southeast Asia)

    • HS.5.WG.6. Student Learning Expectation / Benchmark:

      Examine the cultural factors that have promoted political change (e.g., break up of the Soviet Union, Sub-Saharan Africa, Balkan Crisis, Middle East, Northern Ireland, Asian revolutions)

  • HS.6.WG. Standard / Student Learning Expectation: Human Systems

    Students shall examine the role of geography on economic development.

    • HS.6.WG.1. Student Learning Expectation / Benchmark:

      Compare and contrast the influences of major economic structures on human systems (e.g., barter economy, command economy, market economy, developed countries, developing countries)

    • HS.6.WG.2. Student Learning Expectation / Benchmark:

      Explain economic development in terms of primary economic, secondary economic, and tertiary economic activities as determined by geographic region

    • HS.6.WG.3. Student Learning Expectation / Benchmark:

      Analyze the relationship between a country's infrastructure and its level of development

    • HS.6.WG.4. Student Learning Expectation / Benchmark:

      Examine global trade routes before and after the development of major canals

    • HS.6.WG.5. Student Learning Expectation / Benchmark:

      Develop hypotheses to explain changes that occurred in world trade patterns over time

    • HS.6.WG.6. Student Learning Expectation / Benchmark:

      Investigate the economic interdependence of countries and regions over time (e.g., North American Free Trade Agreement, Organization of Petroleum Exporting Countries, European Union, outsourcing)

  • ES.7.WG. Standard / Student Learning Expectation: Environment and Society

    Students shall analyze human interaction with the physical environment.

    • ES.7.WG.1. Student Learning Expectation / Benchmark:

      Survey ways that people have been influenced by the physical environment

    • ES.7.WG.2. Student Learning Expectation / Benchmark:

      Research naturally occurring, hazardous events and their impact on humans using available technologies (e.g., tornadoes, fire, flood, earthquakes, hurricanes, volcanic eruptions)

    • ES.7.WG.3. Student Learning Expectation / Benchmark:

      Evaluate human activities, which have a negative effect on the environment (e.g., pollution, deforestation, global warming, desertification, depletion of certain plant and animal species)

    • ES.7.WG.4. Student Learning Expectation / Benchmark:

      Investigate ways in which technology has expanded the capacity of humans to modify the physical environment

    • ES.7.WG.5. Student Learning Expectation / Benchmark:

      Analyze the changes in the physical environment that have modified the capacity to support and feed humans

    • ES.7.WG.6. Student Learning Expectation / Benchmark:

      Analyze different points of view on the use of renewable resources and non-renewable resources

    • ES.7.WG.7. Student Learning Expectation / Benchmark:

      Investigate various energy management plans which emphasize conservation

    • ES.7.WG.8. Student Learning Expectation / Benchmark:

      Examine human impact on the depletion of ocean and coastal resources

  • AG.8.WG. Standard / Student Learning Expectation: Application of Geography

    Students shall analyze local, regional, and international policies or phenomenon from a geographic perspective.

    • AG.8.WG.1. Student Learning Expectation / Benchmark:

      Examine the diffusion of a phenomenon and the impact on regions of contact (e.g., spread of bubonic plague, use of tobacco, AIDS)

    • AG.8.WG.2. Student Learning Expectation / Benchmark:

      Discuss different points of view on a particular geographic issue

    • AG.8.WG.3. Student Learning Expectation / Benchmark:

      Research various special interest groups and their environmental policies

    • AG.8.WG.4. Student Learning Expectation / Benchmark:

      Evaluate the impact of tourism on developing countries

    • AG.8.WG.5. Student Learning Expectation / Benchmark:

      Explore the role of international political organizations in protecting the environment (e.g., United Nations, European Union, Organization for Petroleum Exporting Countries)

    • AG.8.WG.6. Student Learning Expectation / Benchmark:

      Investigate the possible consequences of a world temperature fluctuation on humans, other living things, and physical systems

    • AG.8.WG.7. Student Learning Expectation / Benchmark:

      Explain various ways places are made distinctive and meaningful by altering physical features (e.g., terracing, interstate highway system, Trans-Siberian Railroad, dams, canals, irrigation systems)

• AR.WH. Strand / Content Standard: World History

  • SMR.1.WH. Standard / Student Learning Expectation: Social Movements and Reforms

    Students shall analyze the key elements of social movements and reforms.

    • SMR.1.WH.1 Student Learning Expectation / Benchmark: Examine the key concepts and historical significance of five major religions

      Buddhism; Christianity; Hinduism; Islam; Judaism

    • SMR.1.WH.2 Student Learning Expectation / Benchmark: Examine the key concepts and historical significance of three major Eastern philosophies

      Confucianism; Daoism; Legalism

    • SMR.1.WH.3 Student Learning Expectation / Benchmark: Explain the contributions of Greek philosophers to Western thought using primary and secondary sources

      Socrates - Socratic method; Plato - The Republic; Aristotle

    • SMR.1.WH.4 Student Learning Expectation / Benchmark: Analyze key elements of the Renaissance

      Humanism; revival of interest in ancient Greece and Rome; changing artistic styles (e.g., music, architecture, literature)

    • SMR.1.WH.5 Student Learning Expectation / Benchmark: Describe the role of the printing press in the spread of ideas

      availability of books; increased literacy; Reformation

    • SMR.1.WH.6 Student Learning Expectation / Benchmark:

      Explain notable contributions made by individuals during the Scientific Revolution (e.g., Copernicus, Newton, Galileo, Bacon)

    • SMR.1.WH.7 Student Learning Expectation / Benchmark:

      Explain notable contributions made by individuals during the Enlightenment (e.g., Locke, Voltaire, Rousseau, Montesquieu)

  • SMR.2.WH. Standard / Student Learning Expectation: Social Movements and Reforms

    Students shall analyze societal changes resulting from movements and reforms.

    • SMR.2.WH.1 Student Learning Expectation / Benchmark: Explain the characteristics of a civilization

      calendar; writing; specialization of workers; rise of cities; advanced technology; development of complex institutions

    • SMR.2.WH.2 Student Learning Expectation / Benchmark:

      Investigate the changing roles of women using primary and secondary sources

    • SMR.2.WH.3 Student Learning Expectation / Benchmark: Examine the spread of the major religions using historical maps

      Buddhism; Christianity; Hinduism; Islam; Judaism

    • SMR.2.WH.4 Student Learning Expectation / Benchmark:

      Research the effects of the Black Death on Medieval and early Renaissance society (e.g., population, economics, religion)

    • SMR.2.WH.5 Student Learning Expectation / Benchmark: Evaluate the effect of the Renaissance on subsequent events in Europe

      Reformation; exploration; Enlightenment; Scientific Revolution

  • CC.3.WH. Standard / Student Learning Expectation: Conflict and Compromise

    Students shall analyze the causes of conflict in the world.

    • CC.3.WH.1. Student Learning Expectation / Benchmark:

      Explain the causes of the fall of the Roman Empire (e.g., economic, political, military)

    • CC.3.WH.2. Student Learning Expectation / Benchmark:

      Investigate the causes of the Crusades (e.g., religious, economic, military, political)

    • CC.3.WH.3. Student Learning Expectation / Benchmark:

      Compare and contrast the Reformation and the Counter-Reformation (e.g., religious, economic, political)

    • CC.3.WH.4. Student Learning Expectation / Benchmark:

      Analyze the causes of the 18th and 19th century revolutions (e.g., liberalism, nationalism, imperialism)

    • CC.3.WH.5. Student Learning Expectation / Benchmark:

      Analyze the causes of World War I (e.g., alliances, imperialism, nationalism, militarism)

    • CC.3.WH.6. Student Learning Expectation / Benchmark:

      Analyze the causes of World War II (e.g., Treaty of Versailles, the Great Depression, rise of dictators)

    • CC.3.WH.7. Student Learning Expectation / Benchmark:

      Research the causes of the Cold War using available technology (e.g., ideological differences between the United States and the U.S.S.R.)

    • CC.3.WH.8. Student Learning Expectation / Benchmark:

      Analyze the role extremist groups have played in creating world instability

  • CC.4.WH. Standard / Student Learning Expectation: Conflict and Compromise

    Students shall analyze the effect of conflict and subsequent resolution in the world.

    • CC.4.WH.1. Student Learning Expectation / Benchmark:

      Analyze the effect of the Punic Wars on transforming Rome from Republic to Empire

    • CC.4.WH.2. Student Learning Expectation / Benchmark:

      Investigate the effects of the collapse of the Roman Empire on civilization (e.g., barbarian invasions, changing structure of the church, the Byzantine Empire)

    • CC.4.WH.3. Student Learning Expectation / Benchmark:

      Explain the consequences of the Crusades (e.g., decline in feudalism, increase in trade, shifting political power)

    • CC.4.WH.4. Student Learning Expectation / Benchmark:

      Analyze the effect of revolution on the creation of independent nation-states (e.g., American Revolution, French Revolution, unification of Germany, unification of Italy, and Latin American independence movements)

    • CC.4.WH.5. Student Learning Expectation / Benchmark:

      Summarize the consequences of the Napoleonic Wars (e.g., the Louisiana Purchase, the Congress of Vienna)

    • CC.4.WH.6. Student Learning Expectation / Benchmark:

      Summarize the consequences of the Russian Revolution (e.g., Russian Civil War, withdrawal from World War I, end of Czarist rule)

    • CC.4.WH.7. Student Learning Expectation / Benchmark: Examine the consequences of World War I and the Treaty of Versailles

      changing national boundaries; advances in military technology; deterioration of Germany; the League of Nations

    • CC.4.WH.8. Student Learning Expectation / Benchmark: Examine the outcomes of World War II

      creation of United Nations; North Atlantic Treaty Organization (NATO); advances in technology; creation of satellite nations; Cold War

    • CC.4.WH.9. Student Learning Expectation / Benchmark:

      Investigate the world-wide effect of genocide in the 20th and 21st centuries using available technology (e.g., Armenia, Holocaust, Cambodia, Bosnia, Rwanda, Kosovo, Sudan)

    • CC.4.WH.10 Student Learning Expectation / Benchmark:

      Investigate the effects of the Cold War on the post-World War II era (e.g., emerging superpowers, containment policies, space race, arms race)

    • CC.4.WH.11 Student Learning Expectation / Benchmark:

      Discuss the post-Cold War era (e.g., Strategic Arms Limitation Treaty, glasnost, perestroika, fall of Berlin Wall)

    • CC.4.WH.12 Student Learning Expectation / Benchmark:

      Investigate the consequences of the Arab - Israeli conflicts from 1948 to the present

    • CC.4.WH.13 Student Learning Expectation / Benchmark:

      Analyze the responses to imperialism by people under colonial rule at the end of the 19th century (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, Zulu Wars)

  • MS.5.WH. Standard / Student Learning Expectation: Migration and Settlement

    Students shall analyze the reasons for and consequences of migration.

    • MS.5.WH.1. Student Learning Expectation / Benchmark:

      Examine the effects of the Neolithic revolution on society (e.g., domestication of plants and animals, increased population, changing technologies)

    • MS.5.WH.2. Student Learning Expectation / Benchmark:

      Describe the causes of mass migration (e.g., famine, disease, war, religious persecution, ethnic cleansing)

    • MS.5.WH.3. Student Learning Expectation / Benchmark:

      Describe the effects of mass migrations on civilization (e.g., Bantu, Great Trek, Irish, Vietnamese)

    • MS.5.WH.4. Student Learning Expectation / Benchmark:

      Discuss the spread of forced labor (e.g., slavery in ancient civilizations, American Indians, Africa)

  • MS.6.WH. Standard / Student Learning Expectation: Migration and Settlement

    Students shall analyze the interactions of peoples, cultures, and ideas.

    • MS.6.WH.1. Student Learning Expectation / Benchmark:

      Illustrate the movement of people over time to different locations using historical maps

    • MS.6.WH.2. Student Learning Expectation / Benchmark:

      Investigate the cultures that developed in the Americas prior to European exploration (e.g., Maya, Inca, Aztec, and North American Indian tribes)

    • MS.6.WH.3. Student Learning Expectation / Benchmark:

      Describe the contributions of early African civilizations (e.g., Ghana, Mali, Songhai)

    • MS.6.WH.4. Student Learning Expectation / Benchmark:

      Describe the contributions of early Asian civilizations (e.g., Zhou, Qin, Han, Indo-European)

    • MS.6.WH.5. Student Learning Expectation / Benchmark:

      Compare and contrast the consequences of the Mongol invasion on India, China, and Russia

  • ET.7.WH. Standard / Student Learning Expectation: Economics and Trade

    Students shall analyze global interactions created through trade.

    • ET.7.WH.1. Student Learning Expectation / Benchmark:

      Investigate the significance of the Silk Road using historical maps

    • ET.7.WH.2. Student Learning Expectation / Benchmark:

      Research the motivations which drove European exploration (e.g., mercantilism, colonialism, religion)

    • ET.7.WH.3. Student Learning Expectation / Benchmark:

      Analyze the contributions of explorers (e.g., Magellan, Columbus, De Gama, Drake, Zheng He)

    • ET.7.WH.4. Student Learning Expectation / Benchmark:

      Analyze the results of slave labor on economic systems

    • ET.7.WH.5. Student Learning Expectation / Benchmark: Describe the four factors of production necessary to foster an industrial revolution

      natural resources; human resources; capital resources; entrepreneurship

    • ET.7.WH.6. Student Learning Expectation / Benchmark:

      Investigate the role 19th century imperialism played in creating spheres of influence and colonization (e.g., partition of Africa, East Asia, India, Latin America)

    • ET.7.WH.7. Student Learning Expectation / Benchmark:

      Compare and contrast the economic elements of capitalism, socialism, and communism

  • ET.8.WH. Standard / Student Learning Expectation: Economics and Trade

    Students shall analyze specialization and interdependence in the world.

    • ET.8.WH.1. Student Learning Expectation / Benchmark: Analyze the development of mass production methods during the late 19th and early 20th centuries

      division of labor; assembly line; interchangeable parts

    • ET.8.WH.2. Student Learning Expectation / Benchmark:

      Summarize the Marxist theory of social and political reform (e.g., proletariat, bourgeoisie)

    • ET.8.WH.3. Student Learning Expectation / Benchmark:

      Describe economic interdependence of nations [e.g., North American Free Trade Agreement (NAFTA), World Trade Organization (WTO), General Agreement on Trade and Tariffs (GATT), European Economic Union (EEU), Organization of Petroleum Exporting Countries (OPEC)]

  • PG.9.WH. Standard / Student Learning Expectation: Politics and Government

    Students shall analyze the different theories of government throughout history.

    • PG.9.WH.1. Student Learning Expectation / Benchmark:

      Summarize the development of political structures in the cradles of civilization (e.g., Nile River Valley, Indus River Valley, Mesopotamia, China, and South America)

    • PG.9.WH.2. Student Learning Expectation / Benchmark:

      Compare and contrast the political theories found in the Greek city-states of Sparta and Athens

    • PG.9.WH.3. Student Learning Expectation / Benchmark: Summarize political power resulting from the following

      Mandate of Heaven; divine right; absolutism

    • PG.9.WH.4. Student Learning Expectation / Benchmark: Investigate the origin and development of the imperial state

      Africa; Asia; Europe; Middle East

    • PG.9.WH.5. Student Learning Expectation / Benchmark:

      Compare and contrast the political structure of European and Japanese feudalism

    • PG.9.WH.6. Student Learning Expectation / Benchmark:

      Describe the political ideologies of the 18th and 19th century revolutions using primary and secondary documents (e.g., American, French, and Latin American revolutions)

    • PG.9.WH.7. Student Learning Expectation / Benchmark:

      Discuss theocracy (e.g., John Calvin, Puritans, Islam)

    • PG.9.WH.8. Student Learning Expectation / Benchmark:

      Examine the political theories of socialism, communism, and fascism

  • PG.10.WH. Standard / Student Learning Expectation: Politics and Government

    Students shall analyze the structure and purpose of political organizations and alliances.

    • PG.10.WH.1 Student Learning Expectation / Benchmark:

      Investigate historical law codes using primary and secondary documents (e.g., Hammurabi, Justinian, Magna Carta, Napoleonic)

    • PG.10.WH.2 Student Learning Expectation / Benchmark:

      Research the formation of alliances in World War I and World War II using available technology (e.g., Triple Alliance, Triple Entente, Axis and Allies)

    • PG.10.WH.3 Student Learning Expectation / Benchmark:

      Analyze the structure and purpose of the United Nations

    • PG.10.WH.4 Student Learning Expectation / Benchmark:

      Analyze the purpose of post-World War II military alliances [e.g., North Atlantic Treaty Organization (NATO), Southeast Asia Treaty Organization (SEATO), Warsaw Pact]

• AK.A. Performance / Content Standard: Geography

  A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. A student who meets the content standard should:

  • A.1. Grade Level Expectation:

    Use maps and globes to locate places and regions.

  • A.2. Grade Level Expectation:

    Make maps, globes, and graphs.

  • A.3. Grade Level Expectation:

    Understand how and why maps are changing documents.

  • A.4. Grade Level Expectation:

    Use graphic tools and technologies to depict and interpret the world's human and physical systems.

  • A.5. Grade Level Expectation:

    Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

  • A.6. Grade Level Expectation:

    Use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems.

• AK.B. Performance / Content Standard: Geography

  A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should:

  • B.1. Grade Level Expectation:

    Know that places have distinctive geographic characteristics.

  • B.2. Grade Level Expectation:

    Analyze how places are formed, identified, named, and characterized.

  • B.3. Grade Level Expectation:

    Relate how people create similarities and differences among places.

  • B.4. Grade Level Expectation:

    Discuss how and why groups and individuals identify with places.

  • B.5. Grade Level Expectation:

    Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty.

  • B.6. Grade Level Expectation:

    Make informed decisions about where to live, work, travel, and seek opportunities.

  • B.7. Grade Level Expectation:

    Understand that a region is a distinct area defined by one or more cultural or physical features.

  • B.8. Grade Level Expectation:

    Compare, contrast, and predict how places and regions change with time.

• AK.C. Performance / Content Standard: Geography

  A student should understand the dynamic and interactive natural forces that shape the earth's environments. A student who meets the content standard should:

  • C.1. Grade Level Expectation:

    Analyze the operation of the earth's physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics.

  • C.2. Grade Level Expectation:

    Distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions.

  • C.3. Grade Level Expectation:

    Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

• AK.D. Performance / Content Standard: Geography

  A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should:

  • D.1. Grade Level Expectation:

    Know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links.

  • D.2. Grade Level Expectation:

    Explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally.

  • D.3. Grade Level Expectation:

    Interpret population characteristics and distributions.

  • D.4. Grade Level Expectation:

    Analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity.

  • D.5. Grade Level Expectation:

    Analyze how conflict and cooperation shape social, economic, and political use of space.

• AK.E. Performance / Content Standard: Geography

  A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should:

  • E.1. Grade Level Expectation:

    Understand how resources have been developed and used.

  • E.2. Grade Level Expectation:

    Recognize and assess local, regional, and global patterns of resource use.

  • E.3. Grade Level Expectation:

    Understand the varying capacities of physical systems, such as watersheds, to support human activity.

  • E.4. Grade Level Expectation:

    Determine the influence of human perceptions on resource utilization and the environment.

  • E.5. Grade Level Expectation:

    Analyze the consequences of human modification of the environment and evaluate the changing landscape.

  • E.6. Grade Level Expectation:

    Evaluate the impact of physical hazards on human systems.

• AK.F. Performance / Content Standard: Geography

  A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future. A student who meets the content standard should:

  • F.1. Grade Level Expectation:

    Analyze and evaluate the impact of physical and human geographical factors on major historical events.

  • F.2. Grade Level Expectation:

    Compare, contrast, and predict how places and regions change with time.

  • F.3. Grade Level Expectation:

    Analyze resource management practices to assess their impact on future environmental quality.

  • F.4. Grade Level Expectation:

    Interpret demographic trends to project future changes and impacts on human environmental systems.

  • F.5. Grade Level Expectation:

    Examine the impacts of global changes on human activity.

  • F.6. Grade Level Expectation:

    Utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens.

• AK.A. Performance / Content Standard: Government and Citizenship

  A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

  • A.1. Grade Level Expectation:

    Understand the necessity and purpose of government.

  • A.2. Grade Level Expectation:

    Understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty.

  • A.3. Grade Level Expectation:

    Understand how nations organize their governments.

  • A.4. Grade Level Expectation:

    Compare and contrast how different societies have governed themselves over time and in different places.

• AK.B. Performance / Content Standard: Government and Citizenship

  A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should:

  • B.1. Grade Level Expectation:

    Understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

  • B.2. Grade Level Expectation:

    Recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion.

  • B.3. Grade Level Expectation:

    Understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights.

  • B.4. Grade Level Expectation:

    Know how power is shared in the United States' constitutional government at the federal, state, and local levels.

  • B.5. Grade Level Expectation:

    Understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy.

  • B.6. Grade Level Expectation:

    Recognize the significance of diversity in the American political system.

  • B.7. Grade Level Expectation:

    Distinguish between constitution-based ideals and the reality of American political and social life.

  • B.8. Grade Level Expectation:

    Understand the place of law in the American political system.

  • B.9. Grade Level Expectation:

    Recognize the role of dissent in the American political system.

• AK.C. Performance / Content Standard: Government and Citizenship

  A student should understand the character of government of the state. A student who meets the content standard should:

  • C.1. Grade Level Expectation:

    Understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property.

  • C.2. Grade Level Expectation:

    Accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes.

  • C.3. Grade Level Expectation:

    Understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact.

  • C.4. Grade Level Expectation:

    Understand the importance of the historical and current roles of Alaska Native communities.

  • C.5. Grade Level Expectation:

    Understand the Alaska Native Claims Settlement Act and its impact on the state.

  • C.6. Grade Level Expectation:

    Understand the importance of the multicultural nature of the state.

  • C.7. Grade Level Expectation:

    Understand the obligations that land and resource ownership place on the residents and government of the state.

  • C.8. Grade Level Expectation:

    Identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.

• AK.D. Performance / Content Standard: Government and Citizenship

  A student should understand the role of the United States in international affairs. A student who meets the content standard should:

  • D.1. Grade Level Expectation:

    Analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries.

  • D.2. Grade Level Expectation:

    Evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States.

  • D.3. Grade Level Expectation:

    Understand how national politics and international affairs are interrelated with the politics and interests of the state.

  • D.4. Grade Level Expectation:

    Understand the purpose and function of international government and non-governmental organizations in the world today.

  • D.5. Grade Level Expectation:

    Analyze the causes, consequences, and possible solutions to current international issues.

• AK.E. Performance / Content Standard: Government and Citizenship

  A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who meets the content standard should:

  • E.1. Grade Level Expectation:

    Know the important characteristics of citizenship.

  • E.2. Grade Level Expectation:

    Recognize that it is important for citizens to fulfill their public responsibilities.

  • E.3. Grade Level Expectation:

    Exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting.

  • E.4. Grade Level Expectation:

    Establish, explain, and apply criteria useful in evaluating rules and laws.

  • E.5. Grade Level Expectation:

    Establish, explain, and apply criteria useful in selecting political leaders.

  • E.6. Grade Level Expectation:

    Recognize the value of community service.

  • E.7. Grade Level Expectation:

    Implement ways of solving problems and resolving conflict.

• AK.F. Performance / Content Standard: Government and Citizenship

  A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should:

  • F.1. Grade Level Expectation:

    Understand how the government and the economy interrelate through regulations, incentives, and taxation.

  • F.2. Grade Level Expectation:

    Be aware that economic systems determine how resources are used to produce and distribute goods and services.

  • F.3. Grade Level Expectation:

    Compare alternative economic systems.

  • F.4. Grade Level Expectation:

    Understand the role of price in resource allocation.

  • F.5. Grade Level Expectation:

    Understand the basic concepts of supply and demand, the market system, and profit.

  • F.6. Grade Level Expectation:

    Understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market.

  • F.7. Grade Level Expectation:

    Understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy.

  • F.8. Grade Level Expectation:

    Understand the indicators of an economy's performance, including gross domestic product, inflation, and the unemployment rate.

  • F.9. Grade Level Expectation:

    Understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority.

  • F.10. Grade Level Expectation:

    Understand how international trade works.

• AK.G. Performance / Content Standard: Government and Citizenship

  A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should:

  • G.1. Grade Level Expectation:

    Apply economic principles to actual world situations.

  • G.2. Grade Level Expectation:

    Understand that choices are made because resources are scarce.

  • G.3. Grade Level Expectation:

    Identify and compare the costs and benefits when making choices.

  • G.4. Grade Level Expectation:

    Make informed choices on economic issues.

  • G.5. Grade Level Expectation:

    Understand how jobs are created and their role in the economy.

  • G.6. Grade Level Expectation:

    Understand that wages and productivity depend on investment in physical and human capital.

  • G.7. Grade Level Expectation:

    Understand that economic choices influence public and private institutional decisions.

• AK.A. Performance / Content Standard: History

  A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should:

  • A.1. Grade Level Expectation:

    Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

  • A.2. Grade Level Expectation:

    Know that the interpretation of history may change as new evidence is discovered.

  • A.3. Grade Level Expectation:

    Recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians.

  • A.4. Grade Level Expectation:

    Understand that history relies on the interpretation of evidence.

  • A.5. Grade Level Expectation:

    Understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

  • A.6. Grade Level Expectation:

    Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.

  • A.7. Grade Level Expectation:

    Understand that history is dynamic and composed of key turning points.

  • A.8. Grade Level Expectation:

    Know that history is a bridge to understanding groups of people and an individual's relationship to society.

  • A.9. Grade Level Expectation:

    Understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.

• AK.B. Performance / Content Standard: History

  A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should:

  • B.1. Grade Level Expectation: Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes

    • B.1.1. Grade Level Example:

      The development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations.

    • B.1.2. Grade Level Example:

      Human communities and their relationships with climate, subsistence base, resources, geography, and technology.

    • B.1.3. Grade Level Example:

      The origin and impact of ideologies, religions, and institutions upon human societies.

    • B.1.4. Grade Level Example:

      The consequences of peace and violent conflict to societies and their cultures.

    • B.1.5. Grade Level Example:

      Major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

  • B.2. Grade Level Expectation:

    Understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.

  • B.3. Grade Level Expectation:

    Recognize that historical understanding is relevant and valuable in the student's life and for participating in local, state, national, and global communities.

  • B.4. Grade Level Expectation:

    Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

  • B.5. Grade Level Expectation:

    Evaluate the influence of context upon historical understanding.

• AK.C. Performance / Content Standard: History

  A student should develop the skills and processes of historical inquiry. A student who meets the content standard should:

  • C.1. Grade Level Expectation:

    Use appropriate technology to access, retrieve, organize, and present historical information.

  • C.2. Grade Level Expectation:

    Use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers.

  • C.3. Grade Level Expectation:

    Apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record.

  • C.4. Grade Level Expectation:

    Use historical perspective to solve problems, make decisions, and understand other traditions.

• AK.D. Performance / Content Standard: History

  A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. A student who meets the content standard should:

  • D.1. Grade Level Expectation:

    Understand that the student is important in history.

  • D.2. Grade Level Expectation:

    Solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions.

  • D.3. Grade Level Expectation:

    Define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others.

  • D.4. Grade Level Expectation:

    Recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context.

  • D.5. Grade Level Expectation:

    Base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others.

  • D.6. Grade Level Expectation:

    Create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

• AK.AH.HI.1 Performance / Content Standard: Historical Inquiry

  The student demonstrates an understanding of the methods of documenting history by planning and developing history projects, utilizing research tools such as: interviewing protocols, oral history, historical context, pre-interview research, primary sources, secondary sources, proper citation, corroboration, and cause and effect of historical events. [DOK 4] (H. C1-4)

  • AH.HI.1.1. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.1. Grade Level Example:

      Comparing and contrasting geographic regions of Alaska. [DOK 2] (G. B4, B8)

    • AH.PPE.2. Grade Level Example:

      Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

    • AH.PPE.3. Grade Level Example:

      Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, international organizations. [DOK 3] (H. B4)

  • AH.HI.1.2. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.1. Grade Level Example:

      Identifying and summarizing the structures, functions, and transformation of various attributes (e.g., leadership, decision making, social and political organization) of traditional Alaska Native governance. [DOK 2] (GC. A4)

  • AH.HI.1.3. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.2. Grade Level Example:

      Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

    • AH.PPE.3. Grade Level Example:

      Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

  • AH.HI.1.4. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Consumption, Production, Distribution

    The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

    • AH.CPD.1. Grade Level Example:

      Identifying patterns of growth, transformation, competition, and boom and bust, in response to use of natural resources (e.g., supply and demand of fur, minerals, and whaling). [DOK 2] (G. D1)

  • AH.HI.1.5. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.2. Grade Level Example:

      Using texts/sources to analyze the impacts of the relationships between Alaska Natives and Russians (i.e., Russian Orthodox Church, early fur traders, Russian American Companies, enslavement, and Creoles). [DOK 3] (H. B1d)

  • AH.HI.1.6. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Continuity and Change

    The student demonstrates an understanding of the chronology of Alaska history by:

    • AH.CC.1. Grade Level Example:

      Using texts/sources to recognize and explain the interrelationships among Alaska, national, and international events and developments (e.g., international interest, trade, commerce). [DOK 3] (H. B2)

  • AH.HI.1.7. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.3. Grade Level Example:

      Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals or groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

  • AH.HI.1.8. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Consumption, Production, Distribution

    The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

    • AH.CPD.2. Grade Level Example:

      Using texts/source to draw conclusions about the role of the federal government in natural resource development and land management (e.g., jurisdiction, authority, agencies, programs, policies). [DOK 3] (GC. F1)

  • AH.HI.1.9. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.3. Grade Level Example:

      Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership. [DOK 4] (H. C7, C8)

    • AH.ICGP.4. Grade Level Example:

      Explaining Alaskans' quest for self-determination (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

    • AH.ICGP.5. Grade Level Example:

      Explaining the impacts of military actions (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions) relative to Native communities. [DOK 2] (H. B1)

    • AH.IGCP.6. Grade Level Example:

      Using texts/sources to analyze how the military population and its activities, including administrative, policing, defense, mapping, communication, and construction, have impacted communities. [DOK 3] (H. B2)

    • AH.ICGP.7 Grade Level Example:

      Describing the historical basis of federal recognition of tribes, their inherent and delegated powers, the ongoing nature and diversity of tribal governance, and the plenary power of Congress. [DOK 1] (GC. C8)

  • AH.HI.1.10 Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Continuity and Change

    The student demonstrates an understanding of the chronology of Alaska history by:

    • AH.CC.2. Grade Level Example:

      Describing how policies and practices of non-natives (e.g., missionaries, miners, Alaska Commercial Company merchants) influenced Alaska Natives. [DOK 2] (H. B4, B5)

  • AH.HI.1.11 Grade Level Expectation: Alaska as a Territory (1912-1959) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.4. Grade Level Example:

      Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

  • AH.HI.1.12 Grade Level Expectation: Alaska as a Territory (1912-1959) - Consumption, Production, Distribution

    The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

    • AH.CPD.3. Grade Level Example:

      Using texts/sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, 'sustained yield' in the Alaska Constitution) in Alaska's development and in the statehood movement. [DOK 3] (G. F1, F4)

  • AH.HI.1.13 Grade Level Expectation: Alaska as a Territory (1912-1959) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.4. Grade Level Example:

      Explaining Alaskans' quest for self-determinations (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

    • AH.ICGP.5. Grade Level Example:

      Explaining the impacts of military actions relative to Native communities (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions). [DOK 2] (H. B1)

    • AH.ICGP.8 Grade Level Example:

      Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

    • AH.ICGP.9 Grade Level Example:

      Exploring the federal government's influence on settlements in Alaska (e.g., Matanuska Colony, Anchorage, Adak, Tok, Hydaburg) by establishment of post offices, military facilities, schools, courts, and railroads. [DOK 1] (G. G2, H. B1)

    • AH.ICGP.10 Grade Level Example:

      Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

    • AH.ICGP.11 Grade Level Example:

      Exploring federal policies and legislation (e.g., Alaska Citizenship Act, Tlingit- Haida Jurisdictional Act, Indian Citizenship Act of 1924, Alaska Reorganization Act, ANCSA) that recognized Native rights. [DOK 1] (H. B2)

  • AH.HI.1.14 Grade Level Expectation: Alaska as a Territory (1912-1959) - Continuity and Change

    The student demonstrates an understanding of the chronology of Alaska history by:

    • AH.CC.3. Grade Level Example:

      Describing how the roles and responsibilities in Alaska Native societies have been continuously influenced by changes in technology, economic practices, and social interactions. [DOK 2] (G. D4, H. B1b)

  • AH.HI.1.15 Grade Level Expectation: Alaska as a State (1959-present) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.4. Grade Level Example:

      Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

    • AH.PPE.5. Grade Level Example:

      Comparing and contrasting the differing perspectives between rural and urban areas. [DOK 2] (H. B1b, C. E4)

    • AH.PPE.6. Grade Level Example:

      Analyzing patterns of movement and settlement. [DOK 2] (H. B4, G. D3)

    • AH.PPE.7 Grade Level Example:

      Using texts/sources to explain the political, social, cultural, economic, geographic, and historic characteristics of the student's community or region. [DOK 3] (H. B1b, C. E2, E8)

  • AH.HI.1.16 Grade Level Expectation: Alaska as a State (1959-present) - Consumption, Production, Distribution

    The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

    • AH.CPD.4. Grade Level Example:

      Describing the federal government's construction and maintenance of Alaska's infrastructure (e.g., transportation, communication, public health system, education). [DOK 1] (G. D4)

    • AH.CPD.5. Grade Level Example:

      Using texts/sources to analyze the multiple perspectives in the continuing debate between conservation and development of resources. [DOK 3] (G. E4, F3)

    • AH.CPD.6. Grade Level Example:

      Describing the formation of Alaska Native Corporations and their impact on Alaska's economy. [DOK 2] (GC. F9)

    • AH.CPD.7 Grade Level Example:

      Explaining the creation and implementation of the Permanent Fund and how it has impacted the state. [DOK 2] (GC. F9)

  • AH.HI.1.17 Grade Level Expectation: Alaska as a State (1959-present) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.3. Grade Level Example:

      Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership (e.g., ANCSA, ANILCA). [DOK 4] (H. C7, C8)

    • AH.ICGP.8 Grade Level Example:

      Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

    • AH.ICGP.10 Grade Level Example:

      Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

    • AH.ICGP.12 Grade Level Example:

      Using texts/sources to analyze the evolution of self-government through an examination of organic documents (i.e., Treaty of Cession, Organic Act, Territorial Act, Alaska State Constitution, Statehood Act). [DOK 3] (H. B2, B4)

  • AH.HI.1.18 Grade Level Expectation: Alaska as a State (1959-present) - Continuity and Change

    The student demonstrates an understanding of the chronology of Alaska history by:

    • AH.CC.4. Grade Level Example:

      Giving correct and incorrect examples to explain subsistence as a way of life. [DOK 2] (H. B1b)

    • AH.CC.5. Grade Level Example:

      Defining, describing, and illustrating the economic, political, and social characteristics of the major periods, their key turning points (e.g., implementation of Prudhoe Bay pipeline, Molly Hootch case, ANCSA, ANILCA, ANWR, natural and manmade disasters, establishment of Alaska Native Corporations) and how they interrelate. [DOK 4] (H. B2)

    • AH.CC.6. Grade Level Example:

      Explaining the historical context and the legal foundations (e.g., Alaska Constitution, ANCSA, MMPA, ANILCA, Katie John case) pertinent to subsistence. [DOK 1] (GC. A2, C. A4)

    • AH.CC.7 Grade Level Example:

      Comparing and contrasting the perspectives of sport, commercial, and subsistence users on policies regarding fish and game management. [DOK 2] (G. E4, F5)DOK 1] (H. B2)

AZ.SSHS-S1 Strand: American History

• SSHS-S1C1. Concept / Standard: Research Skills for History

  Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information.

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated ages (e.g., volcanic ash), and relative ages (e.g., geologic time).

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Formulate questions that can be answered by historical study and research.

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Construct graphs, tables, timelines, charts, and narratives to interpret historical data.

  • SSHS-S1C1- Performance Objective / Proficiency Level: Evaluate primary and secondary sources for

    a) authors' main points; b) purpose and perspective; c) facts vs. opinions; d) different points of view on the same historical event (e.g., Geography Concept 6 - geographical perspective can be different from economic perspective); e) credibility and validity.

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.

  • SSHS-S1C1- Performance Objective / Proficiency Level: Compare present events with past events

    a) cause and effect; b) change over time; c) different points of view.

• SSHS-S1C2. Concept / Standard: Early Civilizations Pre 1500

  The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the later development of the United States.

  • SSHS-S1C2- Performance Objective / Proficiency Level: Describe Prehistoric Cultures of the North American continent

    a) Paleo-Indians, including Clovis, Folsom, and Plano; b) Moundbuilders, including Adena, Hopewell, and Mississippian; c) Southwestern, including Mogollon, Hohokam, and Ancestral Puebloans (Anasazi).

• SSHS-S1C3. Concept / Standard: Exploration and Colonization 1500s - 1700s

  The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S.

  • SSHS-S1C3- Performance Objective / Proficiency Level: Review the reciprocal impact resulting from early European contact with indigenous peoples

    a) religious (e.g., conversion attempts); b) economic (e.g., land disputes, trade); c) social (e.g., spread of disease, partnerships); d) food (e.g., corn); e) government (e.g., Iroquois Confederacy, matriarchal leadership, democratic influence).

  • SSHS-S1C3- Performance Objective / Proficiency Level:

    Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life).

  • SSHS-S1C3- Performance Objective / Proficiency Level: Compare the characteristics of the New England, Middle, and Southern colonies

    a) Colonial governments; geographic influences, resources, and economic systems; b) religious beliefs and social patterns.

  • SSHS-S1C3- Performance Objective / Proficiency Level:

    Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams Anne Hutchinson, John Winthrop).

• SSHS-S1C4. Concept / Standard: Revolution and New Nation 1700s - 1820

  The development of American constitutional democracy grew from political, cultural and economic issues, ideas and event.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Assess the economic, political, and social reasons for the American Revolution

    a) British attempts to tax and regulate colonial trade as a result of the French and Indian War; b) colonists' reaction to British policy ideas expressed in the Declaration of Independence.

  • SSHS-S1C4- Performance Objective / Proficiency Level:

    Analyze the effects of European involvement in the American Revolution on the outcome of the war.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Describe the significance of major events in the Revolutionary War

    a) Lexington and Concord; b) Bunker Hill; c) Saratoga; d) writing and ratification of the Declaration of Independence; e) Yorktown.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Analyze how the new national government was created

    a) Albany Plan of Union influenced by the Iroquois Confederation; b) Articles of Confederation; c) Constitutional Convention; d) struggles over ratification of the Constitution; e) creation of the Bill of Rights.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Examine the significance of the following in the formation of a new nation

    a) presidency of George Washington; b) economic policies of Alexander Hamilton; c) creation of political parties under Thomas Jefferson and Alexander Hamilton; d) the establishment of the Supreme Court as a co-equal third branch of government under John Marshall with cases such as Marbury v. Madison.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Examine the experiences and perspectives of the following groups in the new nation

    a) property owners; b) African Americans; c) women; d) Native Americans; e) indentured servants.

• SSHS-S1C5. Concept / Standard: Westward Expansion 1800 - 1860

  Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the U.S.

  • SSHS-S1C5- Performance Objective / Proficiency Level: Trace the growth of the American nation during the period of western expansion

    a) Northwest Territory; b) Louisiana Territory; c) Florida; d) Texas; e) Oregon Country; f) Mexican Cession; g) Gadsden Purchase; h) Alaska.

  • SSHS-S1C5- Performance Objective / Proficiency Level: Analyze how the following events affected the political transformation of the developing nation

    a) Jefferson's Presidency; b) War of 1812; c) Jackson's Presidency.

  • SSHS-S1C5- Performance Objective / Proficiency Level: Identify how economic incentives and geography influenced early American explorations

    a) explorers (e.g., Lewis and Clark, Pike, Fremont); b) fur traders; c) miners; d) missionaries (e.g., Father Kino, Circuit Riders).

  • SSHS-S1C5- Performance Objective / Proficiency Level:

    Describe the impact of European-American expansion on native peoples.

  • SSHS-S1C5- Performance Objective / Proficiency Level: Describe the impact of the following aspects of the Industrial Revolution on the United States

    a) transportation improvements (e.g., railroads, canals, steamboats); b) factory system manufacturing; c) urbanization; d) inventions (e.g., telegraph, cotton gin, interchangeable parts).

• SSHS-S1C6. Concept / Standard: Civil War and Reconstruction 1850 - 1877

  Regional conflicts led to the Civil War and resulted in significant changes to American social, economic, and political structures.

  • SSHS-S1C6- Performance Objective / Proficiency Level: Explain the economic, social, and political causes of the Civil War

    a) economic and social differences between the North, South, and West; b) balance of power in the Senate (e.g., Missouri and 1850 Compromises); c) extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska Act); d) role of abolitionists (e.g., Frederick Douglass and John Brown); e) debate over popular sovereignty/states rights; f) Presidential election of 1860.

  • SSHS-S1C6- Performance Objective / Proficiency Level: Analyze aspects of the Civil War

    a) changes in technology; b) importance of resources; c) turning points; d) military and civilian leaders; e) effect of the Emancipation Proclamation; f) effect on the civilian populations.

  • SSHS-S1C6- Performance Objective / Proficiency Level: Analyze immediate and long term effects of Reconstruction in post Civil War America

    a) various plans for reconstruction of the South; b) Lincoln's assassination; c) Johnson's impeachment; d) Thirteenth, Fourteenth and Fifteenth Amendments; e) resistance to and end of Reconstruction (e.g., Jim Crow laws, KKK, Compromise of 1877).

• SSHS-S1C7. Concept / Standard: Emergence of the Modern United States 1875 - 1929

  Economic, social, and cultural changes transformed the U.S. into a world power.

  • SSHS-S1C7- Performance Objective / Proficiency Level: Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th century

    a) mass production; b) monopolies and trusts (e.g., Robber Barons, Taft- Hartley Act); c) economic philosophies (e.g., laissez faire, Social Darwinism, free silver); d) labor movement (e.g., Bisbee Deportation); trade.

  • SSHS-S1C7- Performance Objective / Proficiency Level: Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries

    a) Civil Rights issues (e.g., Women's Suffrage Movement, Dawes Act, Indian schools, lynching, Plessy v. Ferguson); b) changing patterns in Immigration (e.g., Ellis Island, Angel Island, Chinese Exclusion Act, Immigration Act of 1924); c) urbanization and social reform (e.g., health care, housing, food & nutrition, child labor laws); d) mass media (e.g., political cartoons, muckrakers, yellow journalism, radio); e) consumerism (e.g., advertising, standard of living, consumer credit); f) Roaring Twenties (e.g., Harlem Renaissance, leisure time, jazz, changed social mores)

  • SSHS-S1C7- Performance Objective / Proficiency Level: Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries

    a) Indian Wars (e.g., Little Bighorn, Wounded Knee); b) Imperialism (e.g., Spanish American War, annexation of Hawaii, Philippine-American War); c) Progressive Movement (e.g., Sixteenth through Nineteenth Amendments, child labor); d) Teddy Roosevelt (e.g., conservationism, Panama Canal, national parks, trust busting); e) corruption (e.g., Tammany Hall, spoils system); f) World War I (e.g., League of Nations, Isolationism); g) Red Scare/Socialism; h) Populism.

  • SSHS-S1C7- Performance Objective / Proficiency Level:

    Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood.

• SSHS-S1C8. Concept / Standard: Great Depression and World War II 1929 - 1945

  Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of U.S. citizens.

  • SSHS-S1C8- Performance Objective / Proficiency Level: Describe causes and consequences of the Great Depression

    a) economic causes of the Depression (e.g., economic policies of 1920s, investment patterns and stock market crash); b) Dust Bowl (e.g., environmental damage, internal migration); c) effects on society (e.g., fragmentation of families, Hoovervilles, unemployment, business failure, breadlines); d) changes in expectations of government (e.g., New Deal programs).

  • SSHS-S1C8- Performance Objective / Proficiency Level: Describe the impact of American involvement in World War II

    a) movement away from isolationism; b) economic recovery from the Great Depression; c) homefront transformations in the roles of women and minorities; d) Japanese, German, and Italian internments and POW camps; e) war mobilization ( e.g., Native American Code-Talkers, minority participation in military units, media portrayal); f) turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki.

• SSHS-S1C9. Concept / Standard: Postwar United States 1945 - 1970s

  Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy.

  • SSHS-S1C9- Performance Objective / Proficiency Level: Analyze aspects of America's post World War II foreign policy

    a) international activism (e.g., Marshall Plan, United Nations, NATO); b) Cold War (e.g., domino theory, containment, Korea, Vietnam); c) Arms Race (e.g., Cuban Missile Crisis, SALT); d) United States as a superpower (e.g., political intervention and humanitarian efforts).

  • SSHS-S1C9- Performance Objective / Proficiency Level: Describe aspects of American post-World War II domestic policy

    a) McCarthyism; b) Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments); c) Supreme Court Decisions (e.g., the Warren and Burger Courts); d) Executive Power (e.g., War Powers Act, Watergate); e) social reforms Great Society and War on Poverty; f) Space Race and technological developments.

  • SSHS-S1C9- Performance Objective / Proficiency Level: Describe aspects of post World War II American society

    a) postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill); b) popular culture (e.g., conformity v. counter-culture, mass-media); c) protest movements (e.g., anti-war, women's rights, civil rights, farm workers, Cesar Chavez); d) assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X); e) shift to increased immigration from Latin America and Asia.

• SSHS-S1C10 Concept / Standard: Contemporary United States 1970s - Present

  Current events and issues continue to shape our nation and our involvement in the global community.

  • SSHS-S1C10 Performance Objective / Proficiency Level:

    Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

  • SSHS-S1C10 Performance Objective / Proficiency Level:

    Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

  • SSHS-S1C10 Performance Objective / Proficiency Level:

    Describe how key political, social, environmental, and economic events of the late 20th century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central American wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected, and continue to affect, the United States.

(Note: By the completion of twelfth grade, Mississippi students are expected to master the following standards.)

Course: Mississippi Studies

Content Strand: Domestic Affairs

1. Understand how geography, history, and politics have influenced the development of Mississippi.
   • a. Identify the major (Chickasaw, Choctaw, and Natchez) and minor (Biloxi, Tunica) Native American groups found living in Mississippi by the first European explorers in the region and discuss their governmental, economic and ecological systems. (DOK 1)
   • b. Describe the social, economic and political context of Mississippi when it was held by France, England and Spain and describe the process by which the Mississippi territory was admitted to the United States. (DOK 1)
   • c. Analyze the development of slavery in Mississippi including the various factors (economic, geographic, and social) that contributed to its development and explain the opposition to slavery in Mississippi. (DOK 2)
   • d. Trace the events that led to the secession of Mississippi from the Union in 1861 and explain why certain groups opposed the secession. (DOK 1)
   • e. Compare and contrast the four constitutions of Mississippi and explain the reasons for their development. (DOK 2)
   • f. Identify and locate major geographical features of Mississippi and how they contribute to the social and economic development of the state. (DOK 1)
2. Understand the major responsibilities of state and local government and how they are executed.
   • a. Identify and describe the duties of the three branches of state government in Mississippi. (DOK 1)
   • b. Examine the various forms of local governments (i.e., city managers, municipal supervisors, mayor/city council, etc.) and evaluate how they help meet the needs of local communities. (DOK 2)

Content Strand: Global Affairs

3. Understand the role that Mississippi has played in international, political, and economic affairs.
   • a. Cite specific evidence of Mississippi‘s involvement (through imports and exports) in the global economy including communication, technology, transportation, education and manufacturing. (DOK 2)
   • b. Cite evidence of the growing international diversity of the Mississippi population by identifying the various immigrant groups in Mississippi during the 20th and 21st centuries and analyze their motivations (or push-pull factors) for migrating to the state. (DOK 2)

Content Strand: Civil Rights/Human Rights

4. Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi.
   • a. Compare and contrast de facto segregation and de jure segregation in Mississippi from 1890 to the present, including the rise of Jim Crow era events and actors (i.e., Ross Barnett, James Eastland, the integration of University of Mississippi, Sovereignty Commission, etc.), and their impact on Mississippi‘s history and contemporary society. (DOK 2)
   • b. Identify and explain the significance of the major actors, groups and events of the Civil Rights Movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party, COFO, CORE, etc.). (DOK 2)
   • c. Compare and contrast the development and resulting impact of civil rights movements (e.g., women‘s suffrage, African American liberation, Native American citizenship and suffrage, immigration rights, etc.) in Mississippi. (DOK 2)
   • d. Investigate and describe the state government‘s responses to the Brown v. Board of Education of Topeka, Kansas Supreme Court decision in the 1950s, 1960s and 1970s. (DOK 2)

Content Strand: Economics

5. Understand the importance of how geography, history, and politics affect the economic life of Mississippi from the past to the present.
   • a. Identify and analyze the economic development over time of major industries in Mississippi (including but not limited to agricultural production, manufacturing, rise of machines, boll weevil, development of natural resources, international investments, the Great Migration, etc.). (DOK 3)
   • b. Analyze the economic impact of the Civil War on Mississippi. (DOK3)
   • c. Explain the reasons why Mississippi became more industrialized in the mid-20th century.
     (DOK 1)
   • d. Analyze the current trends and historic record of poverty and wealth distribution in Mississippi. (DOK 3)

Content Strand: Culture

6. Understand the trends, ideologies, and artistic expressions in Mississippi over time and place.
   • a. Examine the cultural impact of Mississippi artists, musicians and writers on the state, nation and world. (DOK 2)
   • b. Analyze the ways Mississippians have adapted to change and continue to address cultural issues unique to the state (e.g., the establishment of historical and commemorative markers for Civil Rights Movement and Confederate icons). (DOK 3)
   • c. Analyze the impact of religious traditions upon the daily lives of Mississippians from the era of European exploration to the present. (DOK 3)

Course: U.S. Government

Content Strand: Domestic Affairs

1. Understand the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other important documents of American democracy.
   • a. Explain how the U.S. Constitution calls for a system of shared powers, specifies the role of organized interests, details checks and balances, and explains the importance of an independent judiciary, enumerated powers, rule of law, federalism, and civilian control of the military. (DOK 2)
   • b. Explain how the Founding Fathers‘ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed. (DOK 2)
2. Understand the roles and responsibilities of the three branches of government as established by the U.S. Constitution.
   • a. Analyze Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. (DOK 2)
   • b. Analyze Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. (DOK 2)
   • c. Analyze Article III of the Constitution as it relates to judicial branch, including the length of terms of judges and the jurisdiction of the Supreme Court. (DOK 2)
3. Understand the meaning, scope, and limits of rights and obligations of democratic citizenship and that the relationships among democratic citizens and government are mutable.
   • a. Explain the individual‘s legal obligations to obey the law, serve as a juror, and pay taxes. (DOK 1)
   • b. Explain the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. (DOK 1)
   • c. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). (DOK 1)
   • d. Explain how the Constitution can be amended.(DOK1)

Content Strand: Global Affairs

4. Understand the origins and characteristics of different political systems across time and place, with emphasis on the quest for political democracy, its advances, and its obstacles.
   • a. Explain how the different ideas and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. (DOK 3)
   • b. Identify the forms of illegitimate power that some twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. (DOK 1)
   • c. Analyze the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow Communist governments in Czechoslovakia, Hungary, and Poland, including the roles of movement leaders and individuals. (DOK 3)

Content Strand: Civil Rights/Human Rights

5. Understand the role that governments play in the protection, expansion, and hindrance of civil/human rights of citizens.
   • a. Explain Supreme Court rulings that have resulted in controversies over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). (DOK 2)
   • b. Explain the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; and the relationship of religion and government. (DOK 2)
   • c. Analyze the meaning and importance of each of the rights guaranteed under the Bill of Rights and landmark Amendments (e.g., 13th, 14th, 15th, 19th, 26th) and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). (DOK 3)

Content Strand: Economics

6. Understand how some American Governmental actions protect and expand the economic interest of American individual citizens, corporations and society in general.
• a. Critique whether certain governmental acts, such as the Sherman Anti-trust Act and the North American Free Trade Agreement, promote the "common welfare" of the United States as stated in the preamble to the Constitution. (DOK 3)
• b. Cite evidence and explain how the American Governmental policies of containment and democratic expansion serve as means of expanding and protecting the economic interests of the United States. (DOK 2)
• c. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one‘s work; right to join or not join labor unions; copyrights and patents). (DOK 2)

Content Strand: Culture

7. Understand the fundamental values and principles of a civil society and how they are influenced by and reflective of the culture of the people in the society and understand the meaning and importance of those values and principles for a free society.
• a. Analyze how a civil society makes it possible for people, individually or collectively, to influence government in ways other than voting and elections (e.g., Lobbying, Political Action Committees, "Political Art"/political cartoons, protest songs, plays, movies, novels, etc.). (DOK 3)
• b. Explain how religion and religious diversity has characterized the development of American democracy. (DOK 2)
• c. Analyze the influence of the media on American political life. (DOK 3)

Course: Introduction to World Geography

Content Strand: Domestic Affairs

1. Understand the role of the United States in the world geo-political system.
   • a. Recognize the effects of U.S. public opinion and U.S. policies on other peoples and countries around the world. (DOK 1)
   • b. Analyze the ways that public policy makers in the United States manage post Cold War tensions between the U.S. as a world superpower and other countries and organizations as emerging powers. (DOK 3)DOK 1)

Content Strand: Global Affairs

2. Understand the physical environments in the United States and the world along with the processes that shape them and the problems they present to human occupation and use.
   • a. Identify and explain the concepts and processes that effect physical environments around the world and explain the subsequent patterns and distributions of natural resources and physical environmental changes that result from those processes. (DOK 3)
   • b. Recognize problems associated with the complex interactions between human activity and the physical environments around the world (e.g., natural hazards, drought and redistribution of water, agricultural production and food security, movement of air and water pollution). (DOK 2)
3. Understand how population, migration, culture, economics, urbanization, and political factors produce complex networks and systems of human activity around the world.
   • a. Recognize and explain the concepts and processes (e.g., location, space, economy, development of a "nation-state," etc.) that shape the patterns and distributions of human activity around the world. (DOK 2)
   • b. Identify the characteristics of human settlements around the world, sort them into categories (e.g., urban, suburban, rural, gentrified, slums, etc.), and analyze how each type of settlement develops and is sustained through time. (DOK 3)
   • c. Recognize and explain how the human forces of contact, cooperation, and conflict influence the division and control of earth‘s land and resources. (DOK 2)

Content Strand: Civil Rights/Human Rights

4. Understand civil rights and human rights in the contemporary world.
   • a. Identify and describe the social and economic circumstances of the world‘s indigenous peoples and assess the causes and effects of those circumstances. (DOK 2)
   • b. Describe how processes of structural racism (e.g., social justice, environmental racism, power relations, the gap between rich and poor, migration streams) operate in diverse places and with various groups of people around the world. (DOK 2)

Content Strand: Economics

5. Understand economic development, economic globalization and global resource use.
   • a. Use maps and other geographic representations, tools, and technologies to explain the geographic reasons of economic interactions among people, places, and environments of the world. (DOK 2)
   • b. Identify world patterns of resource distribution and utilization and evaluate the impacts of global economic interdependence (e.g., regional trade agreements, outsourcing, global division of labor). (DOK 3)
   • c. Categorize human livelihoods (agriculture, manufacturing, services, etc.) and distinguish between wage-earning and subsistence economies. (DOK 2)
   • d. Identify and analyze the ways in which innovations in transportation and communication networks impact the world. (DOK 3)

Content Strand: Culture

6. Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.
   • a. Identify processes of divergence and convergence of cultures. (DOK1)
   • b. Assess the ways in which places and regions contribute to the creation of individual and social identity. (DOK 2)
   • c. Identify major culture regions of the world and explain how the characteristics of each give it a distinctiveness that sets it apart from the others. (DOK 2)

Course: Introduction to World History from the Age of Enlightenment to the Present

Content Strand: Domestic Affairs

1. Understand different political systems in the Modern Western World and their impact on the respective societies that adopted them.
   • a. Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic) as practiced by the societies that adopted them over time. (DOK 2)
   • b. Compare and contrast the ideologies and practices of communism, socialism, liberalism, fascism, nationalism, and imperialism. (DOK 2)
   • c. Analyze the different governmental systems of countries in Europe, Asia, and the Americas (e.g., Fascism in Italy and Germany, Communism in Russia and China, Democracy in the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms of the main factors that contributed to their rise and fall. (DOK 4)
2. Understand the impact of political, technological, economic, cultural, religious, and demographic changes within the global community.
   • a. Analyze and explain the origins, spread, and impact of the First and Second Industrial Revolutions. (DOK 3)
   • b. Explain, by drawing on different political and cultural contexts, the evidence of the tensions between religions, within religions, and between secularism and religion. (DOK 2)
   • c. Describe the nature of the transitions from one governmental form to another (e.g., violent, non-violent, ideological, economic). (DOK 2)
   • d. Analyze international demographic trends (population growth, decline, movement) and their relationship with the development of various societies around the world. (DOK 2)

Content Strand: Global Affairs

3. Understand causes and consequences of contact, cooperation, and conflict (e.g., diplomatic, economic, political, cultural/ethnic, military, biological) between various societies, nations, and groups of people.
   • a. Analyze the role of imperialism and industrialism as factors in the rise of global conflict since the Age of Enlightenment. (DOK 3)
   • b. Critique the successes and failures of initiatives to create international security (e.g., Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations, United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
   • c. Analyze the causes, effects, and unique features of World War I and World War II in terms of the changes in diplomatic relationships among the various countries involved. (DOK 3)
   • d. Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4. Understand that increased interactions among people have resulted from: technological and communication innovation, political and economic change, and demographic and climate change.
   • a. Compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. (DOK 3)
   • b. Identify the various locations of colonial rule of nations such as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States and analyze the colonial relationships of each. (DOK 3)
   • c. Analyze the integration of countries into the global community and the roles of demographic change, climate change, medical advances, and cultural exchange in that integration. (DOK 3)
   • d. Analyze the international developments in the post–World War II world in terms of global economic, military, and political power shifts (e.g., developments of nationalism in Africa and the "Middle East," the effects of the Truman Doctrine and the Marshall Plan in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)

Content Strand: Civil Rights/Human Rights

5. Understand rights in society and changing conception of rights (civil or human).
   • a. Differentiate between civil rights and human rights in their historical contexts (e.g., the Enlightenment, American and French Revolutions, Colonial Independence Movement-- such as the Free India Movement, and movements in Latin America). (DOK 2)
   • b. Describe the role and impact of international civil rights movements and leaders (e.g., Gandhi, Tiananmen Square protests, Tibetan Freedom Fighters, Ras Tafari Movement, etc.) on the colonized countries in places such as Africa, Caribbean/South America, and Southeast Asia, etc., in appeals for independence. (DOK 2)
   • c. Identify and distinguish between the methods of proponents of civil or human rights and the methods of their opponents since the Age of Enlightenment (e.g., Rousseau, Wollstonecraft, Blanqui, anarchists, Gandhi, Ho Chi Minh, Cesar Chavez). (DOK 2)

Content Strand: Economics

6. Understand the economic causes and patterns of global change in the era of New Imperialism in Africa, Southeast Asia, China, India, Latin America, and the Philippines.
   • a. Assess the role that scarce resources, the quest for "markets," and technological innovation have played in conflicts between states and/or empires since the Age of Enlightenment. (DOK 3)
   • b. Analyze the role of imperialism, geography, and market economies in the development of the economies of "third world" nations in Africa, Southeast Asia, Latin America and the Philippines. (DOK 3)
7. Understand the development of various economic systems through time and place and how those systems have shaped global relations.
   • a. Analyze the integration of countries into the world economy and roles of the informational, technological and communication revolutions (e.g., steamship, the telegraph, television, satellite, and computer) in that integration. (DOK 3)
   • b. Cite evidence of how the world has evolved from a multitude of economic systems to a global interdependent economy. (DOK 2)
   • c. Draw conclusions using examples of how governments, international institutions (e.g., Napoleon‘s Continental System, GATT), and private corporations (e.g., East India Company) have sought to regulate economics since the Age of Enlightenment. (DOK 3)

Content Strand: Culture

8. Understand the cultural trends, religious ideologies and artistic expressions of various world cultures through time and place.
   • a. Assess the impact of the Scientific Revolutions on society and culture. (DOK 3)
   • b. Cite evidence to illustrate cultural fusion and exchange on an international scale (e.g.,
     influence of non-Western cultures on the West, the influence of the West on non- Western cultures, and other cross-fertilization between cultures) from the 18th century to the present. (DOK 2)
   • c. Examine cultural artifacts to illustrate the relationship between major artistic trends (e.g., Romanticism, Modernism, and Expressionism) in their historical contexts (e.g., political, intellectual, social, economic). (DOK 2)
   • d. Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity in the development of Western political thought. (DOK 3)

Course: U.S. History from Post-Reconstruction to the Present

Content Strand: Domestic Affairs

1. Understand the evolution of the American political system, its ideals, and institutions post-reconstruction.
   • a. Cite and analyze evidence that the United States Constitution is a "living" document as reflected in Supreme Court cases, Amendments, and presidential actions. (DOK 3)
   • b. Analyze and evaluate the impact of presidential policies and congressional actions on domestic reform. (DOK 3)
   • c. Explain and analyze the expansion of federal powers. (DOK 3)
   • d. Analyze and evaluate the ongoing tension between individual liberty and national security. (DOK 3)
2. Understand major social problems and domestic policy issues in post- reconstruction American society.
   • a. Explain how American society has been impacted by the entry of more women, minorities, and immigrant workers into the labor force. (DOK 2)
   • b. Trace the response of American institutions such as government and non-profit organizations to environmental challenges such as natural disasters, conservation and pollution, and property rights (including but not limited to the expansion of the national park system, the development of environmental protection laws, and imminent domain). (DOK 2)
   • c. Compare and contrast various social policies such as welfare reform and public health insurance and explain how such social policies are influenced by the persistence of poverty. (DOK 2)

Content Strand: Global Affairs

3. Understand how the global position of the United States has evolved as a result of imperialism, economics, technological changes, and involvement in international wars and conflicts.
   • a. Analyze the effects of imperialism on the foreign policy of the United States from Reconstruction to World War I. (DOK 3)
   • b. Compare and contrast the arguments between the imperialists and anti-imperialists in the late 19th century and justify why the imperialists prevailed. (DOK 3)
   • c. Draw conclusions about the causes and effects of American involvement in the world wars. (DOK 3)
   • d. Analyze the origins and development of the Cold War between the United States and the Soviet Union and their respective allies, including ideology, technology, economics, and geography. (DOK 3)
   • e. Explain and analyze America‘s role in international organizations, humanitarian relief, and post-war reconstruction efforts throughout the 20th century. (DOK 3)
   • f. Analyze and evaluate the causes and effects of the United States‘ growing involvement in the Middle East and the Persian Gulf. (DOK 3)

Content Strand: Civil Rights/Human Rights

4. Understand how the Civil Rights Movement achieved social and political change in the United States and the impact of the Civil Rights struggle of African Americans on other groups (including but not limited to feminists, Native Americans, Hispanics, immigrant groups, and individuals with disabilities).
   • a. Analyze the issues that gave rise to the Civil Rights Movement from post-reconstruction to the modern movement. (DOK 3)
   • b. Trace the major events of the modern movement and compare and contrast the strategies and tactics for social change used by leading individuals/groups. (DOK 2)
   • c. Analyze the response of federal and state governments to the goals (including but not limited to ending de jure and de facto segregation and economic inequality) of the Civil Rights Movement. (DOK 3)
   • d. Evaluate the impact of the Civil Rights Movement in expanding democracy in the United States. (DOK 3)
   • e. Compare and contrast the goals and objectives of other minority and immigrant groups to those of the Civil Rights Movement led predominantly by African-Americans. (DOK 2)
   • f. Cite and analyze evidence of the political, economic, and social changes in the United States that expanded democracy for other minority and immigrant groups. (DOK 3)

Content Strand: Economics

5. Understand the continuing economic transformation of the United States involving the maturing of the industrial economy, the expansion of big business, the changing demographics of the labor force, and the rise of national labor unions and industrial conflict.
   • a. Evaluate the factors leading to and the effects of industrialization on the political, physical, and economic landscape of the United States during the late 19th and early 20th century. (DOK 3)
   • b. Explain the conditions of industrialization that led to the rise of organized labor and evaluate labor‘s effectiveness in achieving its goals. (DOK 3)
   • c. Identify and explain migration and immigration patterns that developed from the push- pull effects of economic circumstances. (DOK 2)
6. Understand the scope of government involvement in the economy including the following: the regulation of industry and labor, the attempts to manipulate the money supply, and the use of tariffs or trade agreements to protect or expand U.S. business interests.
   • a. Cite and explain evidence that led to the transition of the U.S. economy from laissez- faire capitalism to an increasingly regulated economy. (DOK 2)
   • b. Analyze and evaluate historical arguments regarding monetary policy. (DOK 3)
   • c. Critique the government‘s use of tariffs and trade agreements. (DOK 3)
   • d. Evaluate deficit spending as a means of financing government programs. (DOK 3)

Content Strand: Culture

7. Understand cultural trends, religious ideologies, and artistic expressions that contributed to the historical development of the United States.
   • a. Examine cultural artifacts (including but not limited to visual art, literature, music, theatre, sports) to contextualize historical developments. (DOK 2)
   • b. Analyze and evaluate the impact of religion on various social movements, domestic/foreign policies, and political debates. (DOK 3)
   • c. Evaluate the role mass media has played in shaping perceptions toward certain policies, social groups, other nations, and political ideas. (DOK 3)
   • d. Contrast modernism and traditionalism relating to social change. (DOK 2)
   • e. Cite and explain evidence of the diversity of the United States.(DOK2)

Course: Economics

Content Strand: Domestic Affairs

1. Understand that the nation’s overall economy is characterized by the interaction of spending and production decisions.
   • a. Analyze the causes and effects of choices made by various sectors in the economy (e.g., households, businesses, and governments, etc.) in the production and distribution of resources. (DOK 3)
   • b. Predict how changes in a nation‘s overall level of income, employment, and prices determine changes in the economy‘s level of output or real Gross Domestic Product or GDP. (DOK 3)
   • c. Demonstrate how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. (DOK 3)
   • d. Interpret how the Federal government spending policy and the Federal Reserve System‘s monetary policy influence the overall level of employment, output, and prices in the U.S. economy. (DOK 3)

Content Strand: Global Affairs

2. Understand that there is an increasing economic interdependence among nations in the global economy.
   • a. Cite evidence and explain how both production and consumption increase when regions and nations specialize in what they can produce at the lowest cost, and then trade with others. (DOK 3)
   • b. Explain how foreign exchange rates represent the market price of one nation‘s currency in terms of another nation‘s currency. (DOK 2)
   • c. Use measures of economic development to draw conclusions about the lives and futures of people and societies in the various world regions and countries. (DOK 3)

Content Strand: Civil Rights/Human Rights

3. Understand how different economic systems affect civil and human rights.
   • a. Analyze the current trends and historical record of poverty in the American economy, noting the disproportionate effects of poverty in minority communities and with women. (DOK 3)
   • b. Compare and contrast poverty as it exists in other industrialized nations and in the developing economies around the world. (DOK 2)
   • c. Analyze the role of a market economy in establishing and preserving political and personal liberty (e.g., through the works of Adam Smith). (DOK 3)

Content Strand: Economics

4. Understand that resources are limited and therefore choices must be made.
   • a. Explain why individuals and societies can not have all the goods and services that they want and as a result, they make choices that involve costs and benefits. (DOK 2)
   • b. Describe how effective decision-making requires comparing the additional costs of alternatives with the additional benefits of alternatives. (DOK 2)
   • c. Describe how people respond to positive and negative incentives in predictable ways. (DOK 2)
   • d. Explain how voluntary exchange occurs only when all participating parties expect to gain. (DOK 2)
5. Understand that markets exist when buyers and sellers interact and engage in exchange.
   • a. Analyze, using supply and demand curves, the relationship of the concept of incentives to the law of supply, and the relationship of the concept of incentives and substitutes to the law of demand. (DOK 3)
   • b. Investigate and explain how markets determine prices and thereby allocate goods and services and describe how market prices send signals and provide incentives to buyers and sellers. (DOK 2)
   • c. Analyze the role of government (defining property rights, providing public goods and services, regulating in cases of market failure and promoting market competition) in helping to provide for a just distribution of economic resources and opportunities among citizens in a market economy. (DOK 3)

Content Strand: Culture

6. Understand the personal economic consequences of spending and investment decisions made by individuals, businesses, and governments.
   • a. Demonstrate how American culture promotes entrepreneurship. (DOK3)
   • b. Demonstrate why it is important to take responsibility for personal financial decisions. (DOK 3)
   • c. Analyze the effects of advertising, marketing, and American popular culture on people‘s economic choices (consumerism, charitable giving, entertainment spending, etc.). (DOK 3)