ME.B. Content Standard: Civics and Government

Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

• B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government

  Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.

  • B.1.a. Grade Level Example:

    Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world.

  • B.1.b. Grade Level Example:

    Evaluate current issues by applying democratic ideals and constitutional principles of government in the United States, including checks and balances, federalism, and consent of the governed as put forth in founding documents.

  • B.1.c. Grade Level Example:

    Explain how and why democratic institutions and interpretations of democratic ideals and constitutional principles change over time.

  • B.1.d. Grade Level Example:

    Describe the purpose, structures, and processes of the American political system.

  • B.1.e. Grade Level Example:

    Compare the American political system with examples of political systems from other parts of the world.

• B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government

  Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.

  • B.2.a. Grade Level Example:

    Explain the relationship between constitutional and legal rights, and civic duties and responsibilities in a constitutional democracy.

  • B.2.b. Grade Level Example:

    Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmark court cases.

  • B.2.c. Grade Level Example:

    Analyze the constitutional principles and the roles of the citizen and the government in major laws or cases.

  • B.2.d. Grade Level Example:

    Compare the rights, duties, and responsibilities of United States citizens with those of citizens from other nations.

  • B.2.e. Grade Level Example:

    Evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.

• B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government

  Students understand political and civic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native Americans.

  • B.3.a. Grade Level Example:

    Analyze the constitutional, political, and civic aspects of historical and/or current issues that involve unity and diversity in Maine, the United States, and other nations.

  • B.3.b. Grade Level Example:

    Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.

ME.C. Content Standard: Economics

Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

• C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns

  Students understand the principles and processes of personal economics, the role of markets, the economic system of the United States, and other economic systems in the world, and how economics serves to inform decisions in the present and future.

  • C.1.a. Grade Level Example:

    Explain that the study of economics includes the analysis and description of production, distribution, and consumption of goods and services by business, and is the basis of individual personal finance management including saving and investing.

  • C.1.b. Grade Level Example:

    Explain and analyze the role of financial institutions, the stock market, and government, including fiscal, monetary, and trade policies, in personal, business, and national economics.

  • C.1.c. Grade Level Example:

    Evaluate different forms of money management, and the positive and negative impacts that credit can have on individual finances, using economic reasoning.

  • C.1.d. Grade Level Example:

    Identify and explain various economic indicators and how they represent and influence economic activity.

  • C.1.e. Grade Level Example:

    Analyze economic activities and policies in relationship to freedom, efficiency, equity, security, growth, and sustainability.

  • C.1.f. Grade Level Example:

    Explain and apply the concepts of specialization, economic interdependence, and comparative advantage.

  • C.1.g. Grade Level Example:

    Solve problems using the theory of supply and demand.

• C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics

  Students understand economic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities.

  • C.2.a. Grade Level Example:

    Analyze the role of regional, international, and global organizations that are engaged in economic development.

  • C.2.b. Grade Level Example:

    Compare a variety of economic systems and the economic development of Maine, the United States, and various regions of the world that are economically diverse.

  • C.2.c. Grade Level Example:

    Analyze wealth, poverty, resource distribution, and other economic factors of diverse cultures, including Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and various world cultures.

ME.D. Content Standard: Geography

Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

• D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns

  Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

  • D.1.a. Grade Level Example:

    Explain that geography includes the study of physical, environmental, and cultural features at the local, state, national, and global levels and helps people to better predict and evaluate consequences of geographic influences.

  • D.1.b. Grade Level Example:

    Describe the major regions of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools.

  • D.1.c. Grade Level Example:

    Analyze local, national, and global geographic data on physical, environmental, and cultural processes that shape and change places and regions.

  • D.1.d. Grade Level Example:

    Evaluate the impact of change including technological change, on the physical and cultural environment.

• D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography

  Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities.

  • D.2.a. Grade Level Example:

    Analyze geographic features that have impacted unity and diversity in the United States and other nations and describe their effects.

  • D.2.b. Grade Level Example:

    Analyze the dynamic relationship between geographic features and various cultures, including the cultures of Maine and other Native Americans, various historical and recent immigrant groups in the United States, and other cultures in the world.

ME.E. Content Standard: History

Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

• E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns

  Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.

  • E.1.a. Grade Level Example:

    Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.

  • E.1.b. Grade Level Example:

    Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.

  • E.1.c. Grade Level Example:

    Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the world using historical sources.

  • E.1.d. Grade Level Example:

    Analyze and critique varying interpretations of historic people, issues, or events, and explain how evidence is used to support different interpretations.

• E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History

  Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.

  • E.2.a. Grade Level Example:

    Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects.

  • E.2.b. Grade Level Example:

    Identify and analyze major turning points and events in the history of Native Americans and various historical and recent immigrant groups in the United States, and other cultures in the world.

LA.C-H. Content Standard: Civics

Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.

• C-1A-H1. Benchmark / Gle: Structure and Purposes of Government

  analyzing the necessity and purposes of politics and government and identifying examples of programs that fit within those purposes. (1, 2, 4, 5)

• C-1A-H2. Benchmark / Gle: Structure and Purposes of Government

  comparing and evaluating the essential characteristics of various systems of government and identifying historical and contemporary examples of each. (1, 2, 3, 4, 5)

• C-1A-H3. Benchmark / Gle: Structure and Purposes of Government

  explaining and evaluating issues related to the distribution of powers and responsibilities within the federal system. (1, 2, 4, 5)

• C-1A-H4. Benchmark / Gle: Structure and Purposes of Government

  explaining the organization and functions of local, state, and national governments and evaluating their relationships. (1, 2, 3, 4, 5)

• C-1A-H5. Benchmark / Gle: Structure and Purposes of Government

  evaluating the role and importance of law in the American political system and applying criteria to evaluate laws. (1, 2, 3, 4, 5)

• C-1A-H6. Benchmark / Gle: Structure and Purposes of Government

  examining the major responsibilities of the national government for domestic and foreign policy. (1, 3, 4, 5)

• C-1A-H7. Benchmark / Gle: Structure and Purposes of Government

  explaining how government is financed through taxation. (1, 3, 4, 5)

• C-1B-H1. Benchmark / Gle: Foundations of the American Political System

  analyzing the central edias and historical origins of American constitutional government and evaluating how this form of government has helped to shape American society. (1,2,3,4,5)

• C-1B-H2. Benchmark / Gle: Foundations of the American Political System

  explaining basic democratic beliefs and principles of constitutional democracy in American society and applying them to the analysis of issues of conflicting beliefs and principles. (1, 2, 3, 4, 5)

• C-1B-H3. Benchmark / Gle: Foundations of the American Political System

  analyzing the nature of American political and social conflict. (1, 2, 3, 4, 5)

• C-1B-H4. Benchmark / Gle: Foundations of the American Political System

  evaluating issues related to the differences between American ideals and the realities of American social and political life. (1, 2, 4, 5)

• C-1B-H5. Benchmark / Gle: Foundations of the American Political System

  evaluating the roles of political parties, campaigns, and elections in American politics. (1, 2, 3, 4, 5)

• C-1B-H6. Benchmark / Gle: Foundations of the American Political System

  analyzing the historical and contemporary roles of associations and groups in local, state, and national politics. (1,2,3,4,5)

• C-1C-H1. Benchmark / Gle: International Relationships

  analyzing how the world is organized politically and evaluating how the interaction of political entities, such as nation-states and international organizations, affects the United States. (1, 2, 3, 4, 5)

• C-1C-H2. Benchmark / Gle: International Relationships

  analyzing the major foreign policy positions of the United States and evaluating their consequences. (1, 2, 3, 4, 5)

• C-1C-H3. Benchmark / Gle: International Relationships

  evaluating the impact of American ideas and actions on the world and analyzing the effects of significant international developments on the United States. (1, 2, 3, 4, 5)

• C-1D-H1. Benchmark / Gle: Roles of the Citizen

  evaluating and defending positions on issues regarding the personal, political, and economic rights of citizens. (1, 2, 3, 4, 5)

• C-1D-H2. Benchmark / Gle: Roles of the Citizen

  evaluating and defending positions regarding the personal and civic responsibilities of citizens in American constitutional democracy. (1, 2, 3, 4, 5)

• C-1D-H3. Benchmark / Gle: Roles of the Citizen

  explaining and evaluating the various forms of political participation that citizens can use to monitor and shape the formation and implementation of public policy. (1, 2, 4, 5)

• C-1D-H4. Benchmark / Gle: Roles of the Citizen

  analyzing and evaluating the importance of political leadership, public service, and a knowledgeable citizenry to American constitutional democracy. (1, 2, 4, 5)

• GLE-C-H-1. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain competing ideas about the purposes of politics and government and identify reasons why government is necessary (C-1A-H1)

• GLE-C-H-2. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Identify and describe services provided by government and assess their necessity and effectiveness (e.g., health care, education) (C-1A-H1)

• GLE-C-H-3. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Identify programs, institutions, and activities that fulfill a given governmental or political purpose (e.g., the court system, the military, revenue sharing, block grants) (C-1A-H1)

• GLE-C-H-4. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze ways in which the purposes of the U.S. government, as defined in the U.S. Constitution, are achieved (e.g., protecting individual rights, providing for the general welfare) (C-1A-H1)

• GLE-C-H-5. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Compare and contrast various forms of government among nations that have been significant in U.S. history (e.g., absolute monarchy in England or France, Germany under Hitler, the Soviet Union under Stalin) (C-1A-H2)

• GLE-C-H-6. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain the distribution of powers, responsibilities, and the limits of the U.S. federal government (C-1A-H3)

• GLE-C-H-7. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Categorize governmental powers as delegated, reserved, concurrent, or implied (C-1A-H3)

• GLE-C-H-8. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Identify powers denied to federal or state governments by the U.S. Constitution (C-1A-H3)

• GLE-C-H-9. Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze or assess issues related to the distribution of powers at the federal level (e.g., tensions among the three branches of government, roles and responsibilities of the three branches) (C-1A-H3)

• GLE-C-H-10 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain the structure and functions of the three branches of the federal government, including regulatory and independent agencies and the court system (C-1A-H4)

• GLE-C-H-11 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Cite the roles, duties, qualifications, and terms of office for key elected and appointed officials (C-1A-H4)

• GLE-C-H-12 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain the structure and functions of state, parish, and local governments (C-1A-H4)

• GLE-C-H-13 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Discuss the advantages and disadvantages of various types of local government (C-1A-H4)

• GLE-C-H-14 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Examine constitutional provisions concerning the relationship between federal and state governments (C-1A-H4)

• GLE-C-H-15 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain the processes and strategies of how a bill becomes a law at the federal and state levels (C-1A-H5)

• GLE-C-H-16 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Evaluate a specific law or court ruling on given criteria (C-1A-H5)

• GLE-C-H-17 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Examine the meaning, implications, or applications of the U.S. Constitution (e.g., the Bill of Rights, Fourteenth Amendment) (C-1A-H5)

• GLE-C-H-18 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Define domestic and foreign policies (C-1A-H6)

• GLE-C-H-19 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze responsibilities of the federal government for domestic and foreign policy (e.g. monetary policy, national defense) (C-1A-H6)

• GLE-C-H-20 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze a past or present domestic or foreign policy issue from a news article or editorial (C-1A-H6)

• GLE-C-H-21 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Explain how government is financed (e.g., taxation, fines, user fees, borrowing)(C-1A-H7)

• GLE-C-H-22 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Identify the major sources of tax revenues at the federal, state, and local levels (C-1A-H7)

• GLE-C-H-23 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Analyze or evaluate various uses of tax dollars (e.g., the public's need for services versus the public's resistance to taxation) (C-1A-H7)

• GLE-C-H-24 Benchmark / Gle: Grade Level Expectation

  Civics: Structure and Purposes of Government: Use the rules of taxation (ability, equity, ease of payment, convenient times to pay) to analyze or evaluate a given tax practice (C-1A-H7)

• GLE-C-H-25 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze the significance of the Magna Carta, English common law, and the English Bill of Rights in creating limited government in the United States (C-1B-H1)

• GLE-C-H-26 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain how European philosophers (e.g., Rousseau, Locke, Montesquieu, Voltaire) helped shape American democratic ideas (C-1B-H1)

• GLE-C-H-27 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze central ideas in an American historical document and explain the document's significance in shaping the U.S. Constitution (C-1B-H1)

• GLE-C-H-28 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain the meaning and importance of principles of U.S. constitutional democracy in American society (C-1B-H1)

• GLE-C-H-29 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Assess the importance of the U.S. Constitution as the Supreme Law of the Land, and ways in which U.S. constitutional government has helped shape American society (C-1B-H1)

• GLE-C-H-30 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Identify and describe examples of freedoms enjoyed today but denied to earlier Americans (C-1B-H1)

• GLE-C-H-31 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain issues involved in various compromises or plans leading to the creation of the U.S. Constitution (C-1B-H2)

• GLE-C-H-32 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Interpret, analyze, or apply ideas presented in a given excerpt from any political document or material (e.g., speech, essay, editorial, court case) (C-1B-H2)

• GLE-C-H-33 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze a given example of American political or social conflict, and state and defend a position on the issue (C-1B-H3)

• GLE-C-H-34 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze discrepancies between American ideals and social or political realities of life (e.g., equal protection vs. Jim Crow laws) (C-1B-H4)

• GLE-C-H-35 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain the two-party system and assess the role of third parties in the election process (C-1B-H5)

• GLE-C-H-36 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Assess the significance of campaigns, campaign finance, elections, the Electoral College, and the U.S. census in the U.S. political system (C-1B-H5)

• GLE-C-H-37 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Analyze the use and effects of propaganda (C-1B-H5)

• GLE-C-H-38 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Identify key platform positions of the major political parties (C-1B-H5)

• GLE-C-H-39 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Evaluate the role of the media and public opinion in American politics (C-1B-H6)

• GLE-C-H-40 Benchmark / Gle: Grade Level Expectation

  Civics: Foundations of the American Political System: Explain historical and contemporary roles of special interest groups, lobbyists, and associations in U.S. politics (C-1B-H6)

• GLE-C-H-41 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Identify the political divisions of the world and the factors that contribute to those divisions (C-1C-H1)

• GLE-C-H-42 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Analyze and assess the various ways that nation-states interact (C-1C-H1)

• GLE-C-H-43 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Explain the role of the United Nations or other international organizations in political interactions and conflicts (C-1C-H1)

• GLE-C-H-44 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Analyze ways in which the interactions of nation-states or international organizations affect the United States (C-1C-H1)

• GLE-C-H-45 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Describe the means by which the United States upholds national security, protects its economic welfare and strategic interests, and attains its foreign policy objectives (e.g., aid, sanctions, embargos, treaties) (C-1C-H2)

• GLE-C-H-46 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Assess the extent to which a given U.S. foreign policy position has helped or hindered the United States' relations with the rest of the world (C-1C-H2)

• GLE-C-H-47 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Explain how U.S. domestic policies, constitutional principles, economic behavior, and culture affect its relations with the rest of the world (C-1C-H3)

• GLE-C-H-48 Benchmark / Gle: Grade Level Expectation

  Civics: International Relationships: Describe ways in which ideas, actions, and problems of other nations impact the United States (C-1C-H3)

• GLE-C-H-49 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Distinguish between personal, political, and economic rights of citizenship (C-1D-H1)

• GLE-C-H-50 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Describe the importance of various rights of citizenship to the individual or to society at large (C-1D-H1)

• GLE-C-H-51 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Analyze an amendment or law concerning the rights of citizens in terms of their effect on public policy or American life (e.g., Nineteenth Amendment, Americans with Disabilities Act) (C-1D-H1)

• GLE-C-H-52 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Evaluate and defend a position on a given situation or issue in terms of the personal, political, or economic rights of citizens (C-1D-H1)

• GLE-C-H-53 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Assess the difference between personal and civic responsibilities (C-1D-H2)

• GLE-C-H-54 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Describe various forms of political participation (C-1D-H3)

• GLE-C-H-55 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Evaluate current and past political choices that individuals, groups, and nations have made, taking into account historical context (C-1D-H3)

• GLE-C-H-56 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Describe the importance of political leadership to American society, and identify ways in which citizens can exercise leadership (C-1D-H4)

• GLE-C-H-57 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Identify examples of public service, and describe the importance of public service to American society (C-1D-H4)

• GLE-C-H-58 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Evaluate the claim that American constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry (C-1D-H4)

• GLE-C-H-59 Benchmark / Gle: Grade Level Expectation

  Civics: Roles of the Citizen: Compare and evaluate characteristics, style, and effectiveness of state and national leaders, past and present (C-1D-H4)

LA.E-H. Content Standard: Economics

Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.

• E-1A-H1. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost that result. (1, 2, 3, 4, 5)

• E-1A-H2. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the roles that production, distribution, and consumption play in economic decisions. (1, 2, 3, 4)

• E-1A-H3. Benchmark / Gle: Fundamental Economic Concepts

  applying the skills and knowledge necessary in making decisions about career options. (2, 3, 4, 5)

• E-1A-H4. Benchmark / Gle: Fundamental Economic Concepts

  comparing and evaluating economic systems. (1, 2, 3, 4)

• E-1A-H5. Benchmark / Gle: Fundamental Economic Concepts

  explaining the basic features of market structures and exchanges. (1, 3, 4)

• E-1A-H6. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the roles of economic institutions, such as corporations and labor unions, that compose economic systems. (1, 2, 4)

• E-1A-H7. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the roles of money and banking in an economic system. (1, 2, 3, 4)

• E-1A-H8. Benchmark / Gle: Fundamental Economic Concepts

  applying economic concepts to understand and evaluate historical and contemporary issues. (1, 2, 3, 4)

• E-1B-H1. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying factors that cause changes in supply and demand. (1, 2, 3, 4)

• E-1B-H2. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  analyzing how changes in supply and demand, price, incentives, and profit influence production and distribution in a competitive market system. (1, 2, 4)

• E-1B-H3. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  analyzing the impact of governmental taxation, spending, and regulation on different groups in a market economy. (1, 2, 3, 4, 5)

• E-1B-H4. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  analyzing the causes and consequences of worldwide economic interdependence. (1, 2, 3, 4)

• E-1B-H5. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  evaluating the effects of domestic policies on international trade. (1, 2, 3, 4)

• E-1B-H6. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  analyzing Louisiana's role in the national and world economies. (1, 2, 3, 4, 5)

• E-1C-H1. Benchmark / Gle: The Economy as a Whole

  explaining the meanings of such economic indicators as GDP, per capita GDP, real GDP, CPI, and unemployment rate. (1, 3, 4)

• E-1C-H2. Benchmark / Gle: The Economy as a Whole

  explaining how interest rates, investments, and inflation/deflation impact the economy. (1, 3, 4)

• E-1C-H3. Benchmark / Gle: The Economy as a Whole

  analyzing the causes and consequences of unemployment, underemployment, and income distribution in a market economy. (1, 2, 3, 4)

• E-1C-H4. Benchmark / Gle: The Economy as a Whole

  explaining the basic concepts of United States fiscal policy, monetary policy, and regulations and describing their effects on the economy. (1, 3, 4)

• GLE-E-H-1. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Apply fundamental economic concepts to decisions about personal finance (E-1A-H1)

• GLE-E-H-2. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Define scarcity (E-1A-H1)

• GLE-E-H-3. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Identify factors that drive economic decisions (e.g., incentives, benefits, costs, trade-offs, consequences) (E-1A-H1)

• GLE-E-H-4. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Analyze an economic choice at the personal, family, or societal level to determine its opportunity cost (E-1A-H1)

• GLE-E-H-5. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain how the scarcity of natural resources leads to economic interdependence (E-1A-H1)

• GLE-E-H-6. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Identify the four basic economic questions (E-1A-H1)

• GLE-E-H-7. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Define productivity and characterize the relationship between productivity and standard of living (E-1A-H2)

• GLE-E-H-8. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the role of marketing and channels of distribution in economic decisions (E-1A-H2)

• GLE-E-H-9. Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Identify actions or conditions that increase productivity or output of the economy (E-1A-H2)

• GLE-E-H-10 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the skills, knowledge, talents, personal characteristics, and efforts likely to enhance prospects of success in finding a job in a particular field (E-1A-H3)

• GLE-E-H-11 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the types of jobs important to meeting the needs of Louisiana industries and an information-based society (E-1A-H3)

• GLE-E-H-12 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Evaluate various careers in terms of availability, educational and skill requirements, salary and benefits, and intrinsic sources of job satisfaction (E-1A-H3)

• GLE-E-H-13 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Compare contemporary and historic economic systems (e.g., ownership and control of production and distribution, determination of wages) (E-1A-H4)

• GLE-E-H-14 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the advantages and disadvantages of given market structures (E-1A-H5)

• GLE-E-H-15 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain factors affecting levels of competition in a market (e.g., number of buyers and sellers, profit motive, collusion among buyers or sellers, presence of cartels) (E-1A-H5)

• GLE-E-H-16 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the effects of competition on producers and consumers (E-1A-H5)

• GLE-E-H-17 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Analyze the role of various economic institutions in economic systems (E-1A-H6)

• GLE-E-H-18 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain the role of government as producer, employer, and consumer in economic systems (E-1A-H6)

• GLE-E-H-19 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Analyze the importance of labor-management relations and the effects of given labor and management practices on productivity or business profitability (E-1A-H6)

• GLE-E-H-20 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Compare and contrast characteristics of various forms of business ownership (E-1A-H6)

• GLE-E-H-21 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Explain ways in which businesses have changed to meet rising production costs or to compete more effectively in a global market (E-1A-H6)

• GLE-E-H-22 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Analyze the role of banks in economic systems (e.g., increasing the money supply by making loans) (E-1A-H7)

• GLE-E-H-23 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Describe the functions and purposes of the financial markets (E-1A-H7)

• GLE-E-H-24 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Compare and contrast credit, savings, and investment services available to the consumer from financial institutions (E-1A-H7)

• GLE-E-H-25 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Apply an economic concept to analyze or evaluate a given historical economic issue or situation (e.g., causes of the Great Depression, how the New Deal changed the role of the federal government) (E-1A-H8)

• GLE-E-H-26 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Fundamental Economic Concepts: Interpret information about a current economic system undergoing change from a largely command or traditional system to a more mixed system (e.g., Eastern European countries, China, other developing economies) (E-1A-H8)

• GLE-E-H-27 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain, analyze, and apply principles of supply and demand, including concepts of price, equilibrium point, incentives, and profit (E-1B-H1)

• GLE-E-H-28 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify factors that cause changes in supply or demand for a product (e.g. complements, substitutes) (E-1B-H1)

• GLE-E-H-29 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the role of factors of production in the economy (E-1B-H2)

• GLE-E-H-30 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify factors affecting production/allocation of goods/services and characterize their effects (E-1B-H2)

• GLE-E-H-31 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify the difference between monetary and non-monetary incentives and how changes in incentives cause changes in behavior (E-1B-H2)

• GLE-E-H-32 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Analyze the circular flow of goods and services and money payments from a diagram (E-1B-H2)

• GLE-E-H-33 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify various forms of taxation (E-1B-H3)

• GLE-E-H-34 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the impact of given forms of taxation (E-1B-H3)

• GLE-E-H-35 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the effects of governmental action or intervention in a market economy (E-1B-H3)

• GLE-E-H-36 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets (E-1B-H3)

• GLE-E-H-37 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt (E-1B-H3)

• GLE-E-H-38 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Evaluate the impact of policies related to the use of resources (e.g., water use regulations, policies on scarce natural resources) (E-1B-H3)

• GLE-E-H-39 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the causes of global economic interdependence (E-1B-H4)

• GLE-E-H-40 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the worldwide exchange of goods and services in terms of its effect in increasing global interdependence and global competition (E-1B-H4)

• GLE-E-H-41 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Examine fundamental concepts of currency valuation and foreign exchange and their role in a global economy (E-1B-H4)

• GLE-E-H-42 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain how the economy of one country can affect the economies of other countries or the balance of trade among nations (E-1B-H4)

• GLE-E-H-43 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the role of the International Monetary Fund in supporting world economies (E-1B-H4)

• GLE-E-H-44 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Identify and evaluate various types of trade barriers among nations (E-1B-H5)

• GLE-E-H-45 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Take and defend a position on a trade policy or issue (e.g., NAFTA, G8, European Union) (E-1B-H5)

• GLE-E-H-46 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: Individuals, Households, Businesses, and Governments: Evaluate the role and importance of Louisiana ports and products in the national and international economy (E-1B-H6)

• GLE-E-H-47 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the meaning or use of various economic indicators and their implications as measures of economic well-being (E-1C-H1)

• GLE-E-H-48 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Define productivity and characterize the relationship between productivity and standard of living (E-1C-H1)

• GLE-E-H-49 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Interpret various economic indicators used in a chart, table, or news article (E-1C-H1)

• GLE-E-H-50 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Draw conclusions about two different economies based on given economic indicators (E-1C-H1)

• GLE-E-H-51 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain how inflation and deflation are reflected in the Consumer Price Index (E-1C-H2)

• GLE-E-H-52 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the impact of inflation/deflation on individuals, nations, and the world, including its impact on economic decisions (E-1C-H2)

• GLE-E-H-53 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Describe the effects of interest rates on businesses and consumers (E-1C-H2)

• GLE-E-H-54 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Predict the consequences of investment decisions made by individuals, businesses, and government (E-1C-H2)

• GLE-E-H-55 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Predict how interest rates will act as an incentive for savers and borrowers (E-1C-H2)

• GLE-E-H-56 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain various causes and consequences of unemployment in a market economy (E-1C-H3)

• GLE-E-H-57 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Analyze regional, national, or demographic differences in rates of unemployment (E-1C-H3)

• GLE-E-H-58 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Analyze the relationship between the business cycle and employment (E-1C-H3)

• GLE-E-H-59 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the meaning of underemployment and analyze its causes and consequences (E-1C-H3)

• GLE-E-H-60 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain factors contributing to unequal distribution of income in a market economy (E-1C-H3)

• GLE-E-H-61 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Interpret a chart or graph displaying various income distributions (e.g., in the United States vs. the Third World, various groups within a country) (E-1C-H3)

• GLE-E-H-62 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Distinguish monetary policy from fiscal policy (E-1C-H4)

• GLE-E-H-63 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the role of the Federal Reserve System as the central banking system of the United States (E-1C-H4)

• GLE-E-H-64 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the role of regulatory agencies in the U.S. economy (E-1C-H4)

• GLE-E-H-65 Benchmark / Gle: Grade Level Expectation

  Free Enterprise: The Economy as a Whole: Explain the role of the Federal Deposit Insurance Corporation (FDIC) (E-1C-H4)

LA.H-H. Content Standard: History

Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

• H-1A-H1. Benchmark / Gle: Historical Thinking Skills

  applying key concepts, such as chronology and conflict, to explain and analyze patterns of historical change and continuity. (1, 2, 3, 4)

• H-1A-H2. Benchmark / Gle: Historical Thinking Skills

  explaining and analyzing events, ideas, and issues within a historical context. (1, 2, 3, 4)

• H-1A-H3. Benchmark / Gle: Historical Thinking Skills

  interpreting and evaluating the historical evidence presented in primary and secondary sources. (1, 2, 3, 4)

• H-1A-H4. Benchmark / Gle: Historical Thinking Skills

  utilizing knowledge of facts and concepts drawn from history and methods of historical inquiry to analyze historical and contemporary issues. (1, 2, 3, 4, 5)

• H-1A-H5. Benchmark / Gle: Historical Thinking Skills

  conducting research in efforts to analyze historical questions and issues. (1, 2, 3, 4)

• H-1A-H6. Benchmark / Gle: Historical Thinking Skills

  analyzing cause-effect relationships. (1, 2, 3, 4)

• H-1B-H1. Benchmark / Gle: United States History

  Era 1: Three Worlds Meet (Beginnings to 1620): analyzing the significant changes that resulted from interactions among the peoples of Europe, Africa, and the Americas. (1, 2, 3, 4)

• H-1B-H2. Benchmark / Gle: United States History

  Era 2: Colonization and Settlement (1565-1763): summarizing the process by which the United States was colonized and later became an independent nation. (1, 4)

• H-1B-H3. Benchmark / Gle: United States History

  Era 3: Revolution and the New Nation (1754-1820s): analyzing the development of the American constitutional system. (1, 2, 3, 4)

• H-1B-H4. Benchmark / Gle: United States History

  Era 4: Expansion and Reform (1801-1861): tracing territorial expansion and reform movements in the United States. (1, 3, 4)

• H-1B-H5. Benchmark / Gle: United States History

  Era 5: Civil War and Reconstruction (1850-1877)analyzing the origins, major events, and effects of the Civil War and Reconstruction. (1, 2, 3, 4)

• H-1B-H6. Benchmark / Gle: United States History

  Era 6: The Development of the Industrial United States (1870-1900): analyzing the development of industrialization and examining its impact on American society. (1, 2, 3, 4)

• H-1B-H7. Benchmark / Gle: United States History

  Era 6: The Development of the Industrial United States (1870-1900): describing the immigration and internal migration patterns that have occurred in the history of the United States and examining the cultural and social changes that have resulted. (1, 2, 3, 4)

• H-1B-H8. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): evaluating the significance of the Progressive Movement. (1, 2, 3, 4)

• H-1B-H9. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): analyzing the rise of the labor and agrarian movements. (1, 2, 3, 4)

• H-1B-H10. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): explaining the changing role of the United States in world affairs through World War I. (1, 3, 4)

• H-1B-H11. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): analyzing the significant changes that evolved in the United States between World War I and the Great Depression. (1, 2, 3, 4)

• H-1B-H12. Benchmark / Gle: United States History

  Era 8: The Great Depression and World War II (1929-1945): analyzing the causes, developments, and effects of the Great Depression and the New Deal. (1, 2, 3, 4)

• H-1B-H13. Benchmark / Gle: United States History

  Era 8: The Great Depression and World War II (1929-1945): analyzing the origins, course, and results of World War II. (1, 2, 3, 4)

• H-1B-H14. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): examining and summarizing key developments and issues in foreign and domestic policies during the Cold War era. (1, 2, 3, 4)

• H-1B-H15. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): analyzing the economic, political, social, and cultural transformation of the United States since World War II. (1, 2, 3, 4, 5)

• H-1B-H16. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): explaining the major changes that have resulted as the United States has moved from an industrial to an information society. (1, 3, 4)

• H-1B-H17. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): analyzing developments and issues in contemporary American society. (1, 2, 3, 4, 5)

• H-1B-H18. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): discussing and demonstrating an understanding of recent developments in foreign and domestic policies. (1, 2, 3, 4, 5)

• H-1C-H1. Benchmark / Gle: World History

  Era 1: The Beginnings of Society: analyzing the development of early human communities and civilizations. (1, 2, 3, 4)

• H-1C-H2. Benchmark / Gle: World History

  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): making generalizations about the cultural legacies of both the ancient river and the classical civilizations. (1, 3, 4)

• H-1C-H3. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empire (1000 B.C.-A.D. 300)analyzing the origins, central ideas, and worldwide impact of major religious and philosophical traditions. (1, 2, 3, 4)

• H-1C-H4. Benchmark / Gle: World History

  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): summarizing the developments and contributions of civilizations that flourished in Europe, Asia, Africa, and the Americas. (1, 3, 4)

• H-1C-H5. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): analyzing the consequences of the economic and cultural interchange that increasingly developed among the peoples of Europe, Asia, and Africa. (1, 2, 3, 4)

• H-1C-H6. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): analyzing the impact of transoceanic linking of all major regions of the world. (1, 2, 3, 4)

• H-1C-H7. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): analyzing the political, cultural, and economic developments and trends that resulted in the transformation of major world regions. (1, 2, 3, 4)

• H-1C-H8. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): explaining how the emergence of territorial empires in Europe, Asia, and Africa unified large areas politically, economically, and culturally. (1, 3, 4)

• H-1C-H9. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): tracing the expansion of European power and economic influence in the world and examining the impact of this expansion on societies in Asia and the Americas. (1, 3, 4)

• H-1C-H10. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): analyzing the impact that political revolutions and new ideologies had on societies around the world. (1, 2, 3, 4)

• H-1C-H11. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): evaluating the economic, political, and social consequences of the agricultural and industrial revolutions on world societies. (1, 2, 3, 4)

• H-1C-H12. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): analyzing the patterns of worldwide change that emerged during the era of Western military and economic domination. (1, 2, 3, 4)

• H-1C-H13. Benchmark / Gle: World History

  Era 8: A Half-Century of Crisis and Achievement (1900-1945): analyzing the causes and international consequences of World War I, the rise and actions of totalitarian systems, World War II, and other early 20th century conflicts. (1, 2, 3, 4)

• H-1C-H14. Benchmark / Gle: World History

  Era 9: The 20th Century Since 1945 (1945 to the Present): analyzing the international power shifts and the breakup of colonial empires that occurred in the years following World War II. (1, 2, 3, 4)

• H-1C-H15. Benchmark / Gle: World History

  Era 9: The 20th Century Since 1945 (1945 to the Present): explaining the worldwide significance of major political, economic, social, cultural, and technological developments and trends. (1, 2, 3, 4, 5)

• GLE-H-H-1. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1)

• GLE-H-H-2. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1)

• GLE-H-H-3. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1)

• GLE-H-H-4. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1)

• GLE-H-H-5. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Describe multiple perspectives on an historical issue or event in U.S. history (H-1A-H2)

• GLE-H-H-6. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2)

• GLE-H-H-7. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2)

• GLE-H-H-8. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Debate an historical point of view, with supporting evidence, on an issue or event in U.S. history (H-1A-H2)

• GLE-H-H-9. Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3)

• GLE-H-H-11 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H-1A-H4)

• GLE-H-H-12 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze and evaluate the credibility of a given historical document (e.g., in terms of its source, unstated assumptions) (H-1A-H4)

• GLE-H-H-13 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze source material to identify opinion or propaganda and persuasive techniques (H-1A-H4)

• GLE-H-H-14 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4)

• GLE-H-H-15 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4)

• GLE-H-H-16 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Construct a narrative summary of an historical speech or address (H-1A-H5)

• GLE-H-H-17 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5)

• GLE-H-H-18 Benchmark / Gle: Grade Level Expectation

  U.S. History: Historical Thinking Skills: Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6)

• GLE-H-H-19 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Examine the causes of industrialization and analyze its impact on production, business structures, the work force, and society in the United States (H-1B-H6)

• GLE-H-H-20 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the emergence of big business and analyze how it changed American society in the late nineteenth century (H-1B-H6)

• GLE-H-H-21 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the changing relationship between the federal government and private industry (H-1B-H6)

• GLE-H-H-22 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the phases, geographic origins, and motivations behind mass migration to and within the United States (H-1B-H7)

• GLE-H-H-23 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the causes of the late nineteenth-century urbanization of the United States, including immigration and migration from rural areas, and discuss its impact in such areas as housing, political structures, and public health (H-1B-H7)

• GLE-H-H-24 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the impact of legislation, federal Indian and land policies, technological developments, and economic policies on established social and migratory groups in the settlement of the western United States (e.g., Dawes Act, Chinese Exclusion Act) (H-1B-H7)

• GLE-H-H-25 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the role of the media, political leaders, and intellectuals in raising awareness of social problems among Americans in the United States (e.g., Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Adams) (H-1B-H8)

• GLE-H-H-26 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Evaluate the Progressive movement in terms of its goals and resulting accomplishments (e.g., Sixteenth through Nineteenth Amendments, Pure Food and Drug Act, advances in land conservation) (H-1B-H8)

• GLE-H-H-27 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe problems facing farmers and laborers, the ways they sought to enact change, and the responses of the government and business community (e.g., populism, share-croppers, rise of labor unions) (H-1B-H9)

• GLE-H-H-28 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Locate on a world map the territories acquired by the United States during its emergence as an imperial power in the world and explain how these territories were acquired (H-1B-H10)

• GLE-H-H-29 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the U.S. policy of imperialism and how it increased U.S. involvement in world affairs (H-1B-H10)

• GLE-H-H-30 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify causes of World War I (H-1B-H10)

• GLE-H-H-31 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the events that led to U.S. involvement in World War I (H-1B-H10)

• GLE-H-H-32 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify and describe significant events and issues during World War I (H-1B-H10)

• GLE-H-H-33 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify and explain the consequences of World War I, in terms of changes in U.S foreign and domestic policies during the 1920s (e.g., Treaty of Versailles, Wilson's Fourteen Points, League of Nations) (H-1B-H11)

• GLE-H-H-34 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify the characteristics of the 1920s and describe the cultural changes that resulted (e.g., Harlem Renaissance, prohibition, women's suffrage) (H-1B-H11)

• GLE-H-H-35 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the international and domestic events, interests, and philosophies that prompted threats to civil liberties in the aftermath of World War I (H-1B-H11)

• GLE-H-H-36 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify the causes of the Great Depression (e.g., over speculation, Stock Market Crash of 1929) and analyze its impact on American society (H-1B-H12)

• GLE-H-H-37 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the expanding role of government as a result of the Great Depression and the New Deal and analyze the effects of the New Deal legislation (H-1B-H12)

• GLE-H-H-38 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the conditions that led to the outbreak of World War II (H-1B-H13)

• GLE-H-H-39 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the events that led the United States into World War II (H-1B-H13)

• GLE-H-H-40 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the course of World War II, including major turning points and key strategic decisions (H-1B-H13)

• GLE-H-H-41 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the effects of World War II on the U.S. home front and Europe, including the Holocaust (H-1B-H13)

• GLE-H-H-42 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the consequences and impact of World War II (e.g., Cold War, United Nations, Baby Boom) (H-1B-H13)

• GLE-H-H-43 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the spread of Communism after World War II and its impact on U.S. foreign policy (H-1B-H14)

• GLE-H-H-44 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War, Korean War) (H-1B-H14)

• GLE-H-H-45 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the impact of the Cold War on American society and domestic policy (e.g., McCarthyism, Space Race) (H-1B-H14)

• GLE-H-H-46 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze the reasons for the end of the Cold War and its impact on the world today (H-1B-H14)

• GLE-H-H-47 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Explain the impact of post-World War II domestic policies on life in the United States (e.g., the Great Society) (H-1B-H15)

• GLE-H-H-48 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify the primary leaders of the Civil Rights Movement and describe major issues and accomplishments (H-1B-H15)

• GLE-H-H-49 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the effects of Watergate on the United States and its political system (H-1B-H15)

• GLE-H-H-50 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify and describe the social and cultural changes from the 1960s to the present (e.g., Women's Movement) (H-1B-H15)

• GLE-H-H-51 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Evaluate various means of achieving equality of political rights (e.g., civil disobedience vs. violent protest) (H-1B-H15)

• GLE-H-H-52 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Evaluate the effects of the mass media on American society (H-1B-H16)

• GLE-H-H-53 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the impact of technology on American society (H-1B-H16)

• GLE-H-H-54 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Analyze contemporary issues in American society and suggest alternative solutions (H-1B-H17)

• GLE-H-H-55 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify recent U.S. Supreme Court decisions and describe how they impact political and social institutions (e.g., presidential election of 2000) (H-1B-H17)

• GLE-H-H-56 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Describe the relationship of the United States and nations of the world in the post-Cold War era (e.g., Middle East conflicts, U.S. peace keeping) (H-1B-H18)

• GLE-H-H-57 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify recent trends in the U.S. economy and explain shifts in government policy designed to address them (e.g., NAFTA, global economy) (H-1B-H18)

• GLE-H-H-58 Benchmark / Gle: Grade Level Expectation

  U.S. History: United States History: Identify and explain recent domestic issues and reform movements (e.g., terrorism, energy, environment, war on drugs, education) (H-1B-H18)

• GLE-H-H-59 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Construct a timeline to explain and analyze historical periods in world history (H-1A-H1)

• GLE-H-H-60 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in world history (H-1A-H1)

• GLE-H-H-61 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Contrast past and present events or ideas in world history, demonstrating awareness of differing political, social, or economic context (H-1A-H1)

• GLE-H-H-62 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze change or continuity in areas of the world over time based on information in stimulus material (H-1A-H1)

• GLE-H-H-63 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Describe multiple perspectives on an historical issue or event in world history (H-1A-H2)

• GLE-H-H-64 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze the point of view of an historical figure or group in world history (H-1A-H2)

• GLE-H-H-65 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze or interpret a given historical event, idea, or issue in world history (H-1A-H2)

• GLE-H-H-66 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Debate an historical point of view, with supporting evidence, on an issue or event in world history (H-1A-H2)

• GLE-H-H-67 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3)

• GLE-H-H-68 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3)

• GLE-H-H-69 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H-1A-H4)

• GLE-H-H-70 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze and evaluate the credibility of a given historical document (e.g., in terms of its source, unstated assumptions) (H-1A-H4)

• GLE-H-H-71 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze source material to identify opinion or propaganda and persuasive techniques (H-1A-H4)

• GLE-H-H-72 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4)

• GLE-H-H-73 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4)

• GLE-H-H-74 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Construct a narrative summary of an historical speech or address (H-1A-H5)

• GLE-H-H-75 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to world history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5)

• GLE-H-H-76 Benchmark / Gle: Grade Level Expectation

  World History: Historical Thinking Skills: Analyze causes and effects in historical and contemporary world events, using a variety of resources (H-1A-H6)

• GLE-H-H-77 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain the origins, developments, and consequences of the transatlantic slave trade between Africa and the Americas and Europe (H-1C-H6)

• GLE-H-H-78 Benchmark / Gle: Grade Level Expectation

  World History: World History: Identify major technological innovations in shipbuilding, navigation, and naval warfare, and explain how these technological advances were related to European voyages of exploration, conquest, and colonization (H-1C-H6)

• GLE-H-H-79 Benchmark / Gle: Grade Level Expectation

  World History: World History: Identify demographic, economic, and social trends in major world regions (H-1C-H7)

• GLE-H-H-80 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe key features of the Renaissance, Reformation, Scientific Revolution, and the Age of Enlightenment (H-1C-H7)

• GLE-H-H-81 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe major changes in world political boundaries between 1450 and 1770 and assess the extent and limitations of European political and military power in Africa, Asia, and the Americas as of the mid-eighteenth century (H-1C-H8)

• GLE-H-H-82 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the development of nation-states and major world powers (H-1C-H8)

• GLE-H-H-83 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the goals and consequences of European colonization in the Americas (H-1C-H9)

• GLE-H-H-84 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the European commercial penetration of Asia and the impact on trade (H-1C-H9)

• GLE-H-H-85 Benchmark / Gle: Grade Level Expectation

  World History: World History: Identify the influence of European economic power within Africa and its impact on other parts of the world (H-1C-H9)

• GLE-H-H-86 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the major ideas of philosophers and their effects on the world (H-1C-H10)

• GLE-H-H-87 Benchmark / Gle: Grade Level Expectation

  World History: World History: Identify causes and evaluate effects of major political revolutions since the seventeenth century (H-1C-H10)

• GLE-H-H-88 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe how the American Revolution differed from the French Revolution and the impact both had on world political developments (H-1C-H10)

• GLE-H-H-89 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the characteristics of the agricultural revolution that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of landholding (H-1C-H11)

• GLE-H-H-90 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the expansion of industrial economies and the resulting social transformations throughout the world (e.g., urbanization, change in daily work life) (H-1C-H11)

• GLE-H-H-91 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the motives, major events, and effects of Western European and American imperialism in Africa, Asia, and the Americas (H-1C-H12)

• GLE-H-H-92 Benchmark / Gle: Grade Level Expectation

  World History: World History: Using a map, identify the extent of European and American territorial expansion (H-1C-H12)

• GLE-H-H-93 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the origins, major events, and peace settlements of World War I from multiple international perspectives (H-1C-H13)

• GLE-H-H-94 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the causes and consequences of the Russian Revolution of 1917 (H-1C-H13)

• GLE-H-H-95 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain how art, literature, and intellectual thought reflect changes brought about by World War I (e.g., Freud, Einstein) (H-1C-H13)

• GLE-H-H-96 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain the causes and consequences of global depression following World War I (H-1C-H13)

• GLE-H-H-97 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the political, social, and economic conditions leading to the rise of totalitarianism in the Soviet Union, Germany, Italy, Japan, and Spain (H-1C-H13)

• GLE-H-H-98 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the origins, major events, and peace settlements of World War II including decisions made at wartime conferences (H-1C-H13)

• GLE-H-H-99 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain the consequences of World War II as a total war (e.g., occupation of defeated powers, Nuremberg trials, Japanese war trials, Cold War, NATO, Warsaw Pact) (H-1C-H13)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain major differences in the political ideologies and values of the Western democracies versus the Soviet bloc and how they led to development of the Cold War (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the causes and effects of major Cold War crises and military conflicts on the world (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Analyze and compare the development of Communism in the Soviet Union and China (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the end of colonial rule in Asia, Africa, the Americas, and the Middle East (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the role of the United Nations in the contemporary world (H-1C-H14)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Analyze the consequences of the breakup of the Soviet Union on the world (H-1C-H15)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe terrorist movements in terms of their proliferation and impact on politics and societies (H-1C-H15)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe the progress and status of democratic movements and civil rights around the world (H-1C-H15)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Explain the political, social, and economic significance of the growing interdependence in the global economy (H-1C-H15)

• GLE-H-H-10 Benchmark / Gle: Grade Level Expectation

  World History: World History: Analyze information about current economic systems undergoing change (e.g., command economy to mixed economy, traditional economy to industrial economy, developing countries to developed countries) (H-1C-H15)

• GLE-H-H-11 Benchmark / Gle: Grade Level Expectation

  World History: World History: Describe and evaluate the significance and possible consequences of major technological innovations and trends (H-1C-H15)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

  • 1.1. Ae / Skills & Concepts / Organizer:

    Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

    Students make sense of the various messages to which they listen.

  • 1.5-1.9. Ae / Skills & Concepts / Organizer:

    Students use mathematical ideas and procedures to communicate, reason, and solve problems.

  • 1.10. Ae / Skills & Concepts / Organizer:

    Students organize information through development and use of classification rules and systems.

  • 1.11. Ae / Skills & Concepts / Organizer:

    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.12. Ae / Skills & Concepts / Organizer:

    Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.13. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with the visual arts.

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

• AE.2. Goal / Understandings / Subdomain:

  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

  • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

  • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

    Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

  • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

    Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

  • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

    Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

  • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand economic principles and are able to make economic decisions that have consequences in daily living.

  • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

    Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

  • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

KY.CC. Category: Core Content for Assessment v.4.1.

• SS-HS-1. Goal / Understandings / Subdomain:

  Government and Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

  • SS-HS-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-HS-1.1. Standard:

      Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. DOK 3

    • SS-HS-1.1. Standard:

      Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution). DOK 2

    • SS-HS-1.1. Standard:

      Students will evaluate how the U.S. government's response to contemporary issues and societal problems (e.g., education, welfare system, health insurance, childcare, crime) reflects the needs, wants and demands of its citizens (e.g., individuals, political action committees, special interest groups, political parties).

  • SS-HS-1.2. Ae / Skills & Concepts / Organizer:

    Constitutional Principles

    • SS-HS-1.2. Standard:

      Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the 'common good' (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). DOK 3

    • SS-HS-1.2. Standard:

      Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the 'common good.' DOK 3

  • SS-HS-1.3. Ae / Skills & Concepts / Organizer:

    Rights and Responsibilities

    • SS-HS-1.3. Standard:

      Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another. DOK 2

    • SS-HS-1.3. Standard:

      Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the 'common good' (e.g., homeland security issues, environmental regulations, censorship, search and seizure). DOK 2

    • SS-HS-1.3. Standard:

      Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes, complying with local, state and federal laws, serving in the armed forces). DOK 3

• SS-HS-2. Goal / Understandings / Subdomain: Cultures and Societies

  Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

  • SS-HS-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-HS-2.1. Standard:

      Students will explain how belief systems, knowledge, technology and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

  • SS-HS-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-HS-2.2. Standard:

      Students will explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).

  • SS-HS-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-HS-2.3. Standard:

      Students will explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

    • SS-HS-2.3. Standard:

      Students will explain and give examples of how compromise and cooperation are characteristics that influence interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

• SS-HS-3. Goal / Understandings / Subdomain: Economics

  Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

  • SS-HS-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-HS-3.1. Standard:

      Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices. DOK 2

    • SS-HS-3.1. Standard:

      Students will explain how governments have limited budgets, so they must compare revenues to costs and consider opportunity cost when planning public projects.

  • SS-HS-3.2. Ae / Skills & Concepts / Organizer:

    Economic Systems and Institutions

    • SS-HS-3.2. Standard:

      Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK 2

    • SS-HS-3.2. Standard:

      Students will describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives and partnerships.

    • SS-HS-3.2. Standard:

      Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return). DOK 2

  • SS-HS-3.3. Ae / Skills & Concepts / Organizer:

    Markets

    • SS-HS-3.3. Standard: Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply - technology, cost of inputs, number of sellers

      demand - income, utility, price of similar products, consumers' preferences). DOK 2

    • SS-HS-3.3. Standard:

      Students will describe how specific financial and non-financial incentives often influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions).

    • SS-HS-3.3. Standard:

      Students will explain how the level of competition in a market is largely determined by the number of buyers and sellers.

    • SS-HS-3.3. Standard:

      Students will explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace.

  • SS-HS-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-HS-3.4. Standard:

      Students will analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and consumption in the United States or the world. DOK 3

    • SS-HS-3.4. Standard:

      Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. DOK 2

    • SS-HS-3.4. Standard:

      Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2

• SS-HS-4. Goal / Understandings / Subdomain: Geography

  Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

  • SS-HS-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-HS-4.1. Standard:

      Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3

    • SS-HS-4.1. Standard:

      Students will explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become more complex as experience, study and the media bring new geographic information.

    • SS-HS-4.1. Standard:

      Students will use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features is based.

  • SS-HS-4.2. Ae / Skills & Concepts / Organizer:

    Regions

    • SS-HS-4.2. Standard:

      Students will interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).

    • SS-HS-4.2. Standard:

      Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2

    • SS-HS-4.2. Standard:

      Students will explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor).

    • SS-HS-4.2. Standard:

      Students will explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).

  • SS-HS-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-HS-4.3. Standard:

      Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3

    • SS-HS-4.3. Standard:

      Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of centers of economic activity. DOK 2

  • SS-HS-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-HS-4.4. Standard:

      Students will explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment.

    • SS-HS-4.4. Standard:

      Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2

    • SS-HS-4.4. Standard:

      Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).

• SS-HS-5. Goal / Understandings / Subdomain: Historical Perspective

  History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

  • SS-HS-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-HS-5.1. Standard:

      Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present). DOK 3

    • SS-HS-5.1. Standard:

      Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3

  • SS-HS-5.2. Ae / Skills & Concepts / Organizer:

    The History of the United States

    • SS-HS-5.2. Standard:

      Students will compare and contrast the ways in which various Reconstruction plans were approached and evaluate the outcomes of Reconstruction. DOK 2

    • SS-HS-5.2. Standard:

      Students will explain how the rise of big business, factories, mechanized farming and the labor movement impacted the lives of Americans. DOK 2

    • SS-HS-5.2. Standard:

      Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War. DOK 2

    • SS-HS-5.2. Standard:

      Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms), World War I (e.g., imperialism to isolationism, nationalism) and the Twenties (e.g., economic prosperity, consumerism, women's suffrage). DOK 3

    • SS-HS-5.2. Standard:

      Students will evaluate how the Great Depression, New Deal policies and World War II transformed America socially and politically at home (e.g., stock market crash, relief, recovery, reform initiatives, increased role of government in business, influx of women into workforce, rationing) and reshaped its role in world affairs (e.g., emergence of the U.S. as economic and political superpower). DOK 3

    • SS-HS-5.2. Standard:

      Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam). DOK 3

    • SS-HS-5.2. Standard:

      Students will analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War) and evaluate the impact of these efforts. DOK 3

  • SS-HS-5.3. Ae / Skills & Concepts / Organizer:

    The History of the World

    • SS-HS-5.3. Standard:

      Students will explain how humans began to rediscover the ideas of the Classical Age (e.g., humanism, developments in art and architecture, literature, political theories) and to question their place in the universe during the Renaissance and Reformation. DOK 2

    • SS-HS-5.3. Standard:

      Students will explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic and social changes (disease, religious ideas, technologies, new plants/animals, forms of government) to the other regions of the world. DOK 2

    • SS-HS-5.3. Standard:

      Students will analyze how an Age of Revolution brought about changes in science, thought, government and industry (e.g., Newtonian physics, free trade principles, rise of democratic principles, development of the modern state) that shaped the modern world, and evaluate the long range impact of these changes on the modern world. DOK 3

    • SS-HS-5.3. Standard:

      Students will analyze how nationalism, militarism and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism, World War II). DOK 3

    • SS-HS-5.3. Standard:

      Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe and the Middle East, and evaluate the impact of these events on the global community. DOK 3

    • SS-HS-5.3. Standard:

      Students will explain how the second half of the 20th century was characterized by rapid social, political and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges. DOK 2

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.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.5a. Learning Standard / Performance Descriptor:

    Explain the impact of various determinants of economic growth (e.g., investments in human/physical capital, research and development, technological change) on the economy.

  • 15.A.5b. Learning Standard / Performance Descriptor:

    Analyze the impact of economic growth.

  • 15.A.5c. Learning Standard / Performance Descriptor:

    Analyze the impact of various determinants on the levels of GDP (e.g., quantity/quality of natural/capital resources, size/skills of the labor force).

  • 15.A.5d. Learning Standard / Performance Descriptor:

    Explain the comparative value of the Consumer Price Index (e.g., goods and services in one year with earlier or later periods).

• 15.B. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by consumers.

  • 15.B.5a. Learning Standard / Performance Descriptor:

    Analyze the impact of changes in non-price determinants (e.g., changes in consumer income, changes in tastes and preferences) on consumer demand.

  • 15.B.5b. Learning Standard / Performance Descriptor:

    Analyze how inflation and interest rates affect consumer purchasing power.

  • 15.B.5c. Learning Standard / Performance Descriptor:

    Analyze elasticity as it applies to supply and demand and consumer decisions.

• 15.C. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by producers.

  • 15.C.5a. Learning Standard / Performance Descriptor:

    Explain how competition is maintained in the United States economy and how the level of competition varies in differing market structures (e.g., monopoly, oligopoly, monopolistic and perfect competition).

  • 15.C.5b. Learning Standard / Performance Descriptor:

    Explain how changes in non-price determinants of supply (e.g., number of producers) affect producer decisions.

  • 15.C.5c. Learning Standard / Performance Descriptor:

    Explain how government intervention with market prices can cause shortages or surpluses of a good or service (e.g., minimum wage policies, rent freezes, farm subsidies).

• 15.D. State Goal / Learning Standard:

  Understand trade as an exchange of goods or services.

  • 15.D.5a. Learning Standard / Performance Descriptor:

    Explain how transaction costs affect decisions to produce or consume.

  • 15.D.5b. Learning Standard / Performance Descriptor:

    Analyze why trade barriers and exchange rates affect the flow of goods and services among nations.

  • 15.D.5c. Learning Standard / Performance Descriptor:

    Explain how technology has affected trade in the areas of transportation, communication, finance and manufacturing.

• 15.E. State Goal / Learning Standard:

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

  • 15.E.5a. Learning Standard / Performance Descriptor:

    Explain how and why government redistributes income in the economy.

  • 15.E.5b. Learning Standard / Performance Descriptor:

    Describe how fiscal, monetary and regulatory policies affect overall levels of employment, output and consumption.

  • 15.E.5c. Learning Standard / Performance Descriptor:

    Describe key schools of thought (e.g., classical, Keynesian, monetarist, supply-side) and explain their impact on government policies.

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.5a. Learning Standard / Performance Descriptor:

    Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).

  • 16.A.5b. Learning Standard / Performance Descriptor:

    Explain the tentative nature of historical interpretations.

• 16.B. State Goal / Learning Standard:

  Understand the development of significant political events.

  • 16.B.5a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties' positions on government intervention in the economy).

  • 16.B.5b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze how United States political history has been influenced by the nation's economic, social and environmental history.

  • 16.B.5c. Learning Standard / Performance Descriptor: World History

    Analyze worldwide consequences of isolated political events, including the events triggering the Napoleonic Wars and World Wars I and II.

  • 16.B.5d. Learning Standard / Performance Descriptor: World History

    Describe how tensions in the modern world are affected by different political ideologies including democracy and totalitarianism.

  • 16.B.5e. Learning Standard / Performance Descriptor: World History

    Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history.

• 16.C. State Goal / Learning Standard:

  Understand the development of economic systems.

  • 16.C.5a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze how and why the role of the United States in the world economy has changed since World War II.

  • 16.C.5b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze the relationship between an issue in United States economic history and the related aspects of political, social and environmental history.

  • 16.C.5c. Learning Standard / Performance Descriptor: World History

    Explain how industrial capitalism became the dominant economic model in the world.

  • 16.C.5d. Learning Standard / Performance Descriptor: World History

    Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems.

  • 16.C.5e. Learning Standard / Performance Descriptor: World History

    Analyze the relationship between an issue in world economic history and the related aspects of political, social and environmental history.

• 16.D. State Goal / Learning Standard:

  Understand Illinois, United States and world social history.

  • 16.D.5a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.

  • 16.D.5b. Learning Standard / Performance Descriptor: World History

    Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history.

• 16.E. State Goal / Learning Standard:

  Understand Illinois, United States and world environmental history.

  • 16.E.5a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze positive and negative aspects of human effects on the environment in the United States including damming rivers, fencing prairies and building cities.

  • 16.E.5b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Analyze the relationship between an issue in United States environmental history and the related aspects of political, economic and social history.

  • 16.E.5c. Learning Standard / Performance Descriptor: World History

    Analyze how technological and scientific developments have affected human productivity, human comfort and the environment.

  • 16.E.5d. Learning Standard / Performance Descriptor: World History

    Analyze the relationship between an issue in world environmental history and the related aspects of political, economic and social history.

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.5. Learning Standard / Performance Descriptor:

    Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological concerns).

• 17.B. State Goal / Learning Standard:

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

  • 17.B.5. Learning Standard / Performance Descriptor:

    Analyze international issues and problems using ecosystems and physical geography concepts.

• 17.C. State Goal / Learning Standard:

  Understand relationships between geographic factors and society.

  • 17.C.5a. Learning Standard / Performance Descriptor:

    Compare resource management methods and policies in different regions of the world.

  • 17.C.5b. Learning Standard / Performance Descriptor:

    Describe the impact of human migrations and increased urbanization on ecosystems.

  • 17.C.5c. Learning Standard / Performance Descriptor:

    Describe geographic factors that affect cooperation and conflict among societies.

• 17.D. State Goal / Learning Standard:

  Understand the historical significance of geography.

  • 17.D.5. Learning Standard / Performance Descriptor:

    Analyze the historical development of a current issue involving the interaction of people and geographic factors (e.g., mass transportation, changes in agricultural subsidies, flood control).

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.5. Learning Standard / Performance Descriptor:

    Compare ways in which social systems are affected by political, environmental, economic and technological changes.

• 18.B. State Goal / Learning Standard:

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

  • 18.B.5. Learning Standard / Performance Descriptor:

    Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience.

• 18.C. State Goal / Learning Standard:

  Understand how social systems form and develop over time.

  • 18.C.5. Learning Standard / Performance Descriptor:

    Analyze how social scientists' interpretations of societies, cultures and institutions change over time.

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.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.11.C2. Content Standard: Civics

Students will understand the principles and ideals underlying the American political system.

• 11.C2.1. Performance Indicator / Gle:

  Students explain why political parties exist in a democracy.

• 11.C2.2. Performance Indicator / Gle:

  Students explain how political parties contribute to democratic government.

• 11.C2.3. Performance Indicator / Gle:

  Students examine and analyze the extra-Constitutional role that political parties play in American politics.

• 11.C2.4. Performance Indicator / Gle:

  Students explain how the structures of government have adapted over time to reflect changes in American society and culture.

• 11.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.11.C3. Content Standard: Civics

Students will understand the responsibilities, rights, and privileges of United States citizens.

• 11.C3.1. Performance Indicator / Gle:

  Students explain why citizens need to participate in a democratic society.

• 11.C3.2. Performance Indicator / Gle:

  Students explain ways in which citizens can participate in a democratic society.

• 11.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.11.C4. Content Standard: Civics

Students will develop and employ the civic skills necessary for effective, participatory citizenship.

• 11.C4.1. Performance Indicator / Gle:

  Students identify situations in which communicating with government agencies would benefit citizens.

• 11.C4.2. Performance Indicator / Gle:

  Students explain how to communicate with government agencies.

• 11.C4.3. Performance Indicator / Gle:

  Students develop and employ the skills necessary to work with government programs and agencies.

• 11.C4.4. Performance Indicator / Gle:

  Students explain how to organize or work within a political party to elect a candidate.

• 11.C4.5. Performance Indicator / Gle:

  Students explain how different citizen's groups have engaged in protest against a government or other official group.

• 11.C4.6. Performance Indicator / Gle:

  Students argue for or against a proposed policy to an appropriate commission or task-force.

• 11.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.11.E1. Content Standard: Economics

Students will analyze the potential costs and benefits of personal economic choices in a market economy.

• 11.E1.1. Performance Indicator / Gle:

  Students explain how markets create incentives that impact decisions of individual consumers, producers, and government.

• 11.E1.2. Performance Indicator / Gle:

  Students explain how competition creates efficiency in markets.

• 11.E1.3. Performance Indicator / Gle:

  Students explain how government policies can impact economic choices.

• 11.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.11.E2. Content Standard: Economics

Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy.

• 11.E2.1. Performance Indicator / Gle:

  Students explain why an economy is interdependent.

• 11.E2.2. Performance Indicator / Gle:

  Students explain how government policies can impact economic stability.

• 11.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.11.E3. Content Standard: Economics

Students will understand different types of economic systems and how they change.

• 11.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.

• 11.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.

• 11.E3.3. Performance Indicator / Gle:

  Students explain how emphasizing specific economic goals in a country will change incentives for producers and consumers.

• 11.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.11.E4. Content Standard: Economics

Students will examine the patterns and results of international trade.

• 11.E4.1. Performance Indicator / Gle:

  Students explain why producers and consumers in different nations choose to trade.

• 11.E4.2. Performance Indicator / Gle:

  Students explain how international trade will affect a nation's standard of living.

• 11.E4.3. Performance Indicator / Gle:

  Students explain how governments impact the economic decisions of producers and consumers engaging in international trade.

• 11.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.11.G1. Content Standard: Geography

Students will develop a personal geographic framework, or 'mental map,' and understand the uses of maps and other geo-graphics.

• 11.G1.1. Performance Indicator / Gle:

  Students identify the geographic principles of 'hierarchy,' 'accessibility,' 'diffusion,' and 'complementarity' found in mapped patterns.

• 11.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.'

• 11.G1.3. Performance Indicator / Gle:

  Students identify the correct data to apply to a geographic problem.

• 11.G1.4. Performance Indicator / Gle:

  Students explain how a societal problem can be solved through geographic analysis of mapped patterns.

• 11.G1.5. Performance Indicator / Gle:

  Students explain how technology can be used to create and analyze mapped patterns.

• 11.G1.6. Performance Indicator / Gle:

  Students apply the analysis of mapped patterns to the solution of problems.

DE.11.G2. Content Standard: Geography

Students will develop a knowledge of the ways humans modify and respond to the natural environment.

• 11.G2.1. Performance Indicator / Gle:

  Students explain how a human change to the environment alters the way energy is used in natural ecosystems.

• 11.G2.2. Performance Indicator / Gle:

  Students predict the consequences of human alterations to the natural environment.

• 11.G2.3. Performance Indicator / Gle:

  Students explain how understanding the ways in which people perceive the natural environment will help to understand their behavior.

• 11.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.11.G3. Content Standard: Geography

Students will develop an understanding of the diversity of human culture and the unique nature of places.

• 11.G3.1. Performance Indicator / Gle:

  Students explain how different cultural values shape the character of places.

• 11.G3.2. Performance Indicator / Gle:

  Students explain how the geographic convergence and divergence of cultures will affect changes in the character of places.

• 11.G3.3. Performance Indicator / Gle:

  Students explain how places are globally interdependent.

• 11.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.11.G4. Content Standard: Geography

Students will develop an understanding of the character and use of regions and the connections between and among them.

• 11.G4.1. Performance Indicator / Gle:

  Students explain the advantages and disadvantages of using human and physical features as boundaries for regions.

• 11.G4.2. Performance Indicator / Gle:

  Students demonstrate an ability to construct a region from a given data set.

• 11.G4.3. Performance Indicator / Gle:

  Students explain how and why regions change over time in order to analyze and solve problems.

• 11.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.11.H1. Content Standard: History

Students will employ chronological concepts in analyzing historical phenomena.

• 11.H1.1. Performance Indicator / Gle:

  Students explain the causes and effects of historical ideas or trends.

• 11.H1.2. Performance Indicator / Gle:

  Students apply the interpretation of historical materials, ideas, and trends to contemporary issues.

• 11.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.11.H2. Content Standard: History

Students will gather, examine, and analyze historical data.

• 11.H2.1. Performance Indicator / Gle:

  Students explain how to identify the differences between historical facts and historical interpretations.

• 11.H2.2. Performance Indicator / Gle:

  Students explain how to use documents and artifacts to conduct research and draw conclusions.

• 11.H2.3. Performance Indicator / Gle:

  Students analyze a given historical problem, explain how to research solutions, and identify difficulties encountered during research.

• 11.H2.4. Performance Indicator / Gle:

  Students develop and implement effective research strategies for investigating a given historical topic.

• 11.H2.5. Performance Indicator / Gle:

  Students examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.

DE.11.H3. Content Standard: History

Students will interpret historical data.

• 11.H3.1. Performance Indicator / Gle:

  Students explain how the way that historical research is conducted will affect the conclusions drawn from that research.

• 11.H3.2. Performance Indicator / Gle:

  Students analyze a historian's personal background to explain how it will affect the historian's conclusions.

• 11.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.11.2. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

• 11.2.1. Performance Standard:

  Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.

• 11.2.2. Performance Standard:

  Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

• 11.2.3. Performance Standard:

  Trace the effect of the Americanization movement.

• 11.2.4. Performance Standard:

  Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.

• 11.2.5. Performance Standard:

  Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

• 11.2.6. Performance Standard:

  Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.

• 11.2.7. Performance Standard:

  Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

• 11.2.8. Performance Standard:

  Examine the effect of political programs and activities of Populists.

• 11.2.9. Performance Standard:

  Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

CA.11.3. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

• 11.3.1. Performance Standard:

  Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

• 11.3.2. Performance Standard:

  Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.

• 11.3.3. Performance Standard:

  Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

• 11.3.4. Performance Standard:

  Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

• 11.3.5. Performance Standard:

  Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

CA.11.4. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students trace the rise of the United States to its role as a world power in the twentieth century.

• 11.4.1. Performance Standard:

  List the purpose and the effects of the Open Door policy.

• 11.4.2. Performance Standard:

  Describe the Spanish-American War and U.S. expansion in the South Pacific.

• 11.4.3. Performance Standard:

  Discuss America's role in the Panama Revolution and the building of the Panama Canal.

• 11.4.4. Performance Standard:

  Explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant speeches.

• 11.4.5. Performance Standard:

  Analyze the political, economic, and social ramifications of World War I on the home front.

• 11.4.6. Performance Standard:

  Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.

CA.11.5. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

• 11.5.1. Performance Standard:

  Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.

• 11.5.2. Performance Standard:

  Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's 'back-to-Africa' movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

• 11.5.3. Performance Standard:

  Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).

• 11.5.4. Performance Standard:

  Analyze the passage of the Nineteenth Amendment and the changing role of women in society.

• 11.5.5. Performance Standard:

  Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).

• 11.5.6. Performance Standard:

  Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

• 11.5.7. Performance Standard:

  Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.

CA.11.6. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

• 11.6.1. Performance Standard:

  Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.

• 11.6.2. Performance Standard:

  Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.

• 11.6.3. Performance Standard:

  Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.

• 11.6.4. Performance Standard:

  Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).

• 11.6.5. Performance Standard:

  Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.

CA.11.7. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze America's participation in World War II.

• 11.7.1. Performance Standard:

  Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.

• 11.7.2. Performance Standard:

  Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.

• 11.7.3. Performance Standard:

  Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).

• 11.7.4. Performance Standard:

  Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).

• 11.7.5. Performance Standard:

  Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.

• 11.7.6. Performance Standard:

  Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.

• 11.7.7. Performance Standard:

  Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).

• 11.7.8. Performance Standard:

  Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.

CA.11.8. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze the economic boom and social transformation of post-World War II America.

• 11.8.1. Performance Standard:

  Trace the growth of service sector, white collar, and professional sector jobs in business and government.

• 11.8.2. Performance Standard:

  Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.

• 11.8.3. Performance Standard:

  Examine Truman's labor policy and congressional reaction to it.

• 11.8.4. Performance Standard:

  Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.

• 11.8.5. Performance Standard:

  Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.

• 11.8.6. Performance Standard:

  Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.

• 11.8.7. Performance Standard:

  Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.

• 11.8.8. Performance Standard:

  Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

CA.11.9. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze U.S. foreign policy since World War II.

• 11.9.1. Performance Standard:

  Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.

• 11.9.2. Performance Standard:

  Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.

• 11.9.3. Performance Standard: Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following

  The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting; The Truman Doctrine; The Berlin Blockade; The Korean War; The Bay of Pigs invasion and the Cuban Missile Crisis; Atomic testing in the American West, the 'mutual assured destruction' doctrine, and disarmament policies; The Vietnam War; Latin American policy.

• 11.9.4. Performance Standard:

  List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the 'nuclear freeze' movement).

• 11.9.5. Performance Standard:

  Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.

• 11.9.6. Performance Standard:

  Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.

• 11.9.7. Performance Standard:

  Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

CA.11.10. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze the development of federal civil rights and voting rights.

• 11.10.1. Performance Standard:

  Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.

• 11.10.2. Performance Standard:

  Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.

• 11.10.3. Performance Standard:

  Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.

• 11.10.4. Performance Standard:

  Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's 'Letter from Birmingham Jail' and 'I Have a Dream' speech.

• 11.10.5. Performance Standard:

  Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

• 11.10.6. Performance Standard:

  Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.

• 11.10.7. Performance Standard:

  Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

CA.11.11. Content Standard: United States History and Geography

Continuity and Change in the Twentieth Century: Students analyze the major social problems and domestic policy issues in contemporary American society.

• 11.11.1. Performance Standard:

  Discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

• 11.11.2. Performance Standard:

  Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

• 11.11.3. Performance Standard:

  Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.

• 11.11.4. Performance Standard:

  Explain the constitutional crisis originating from the Watergate scandal.

• 11.11.5. Performance Standard:

  Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

• 11.11.6. Performance Standard:

  Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

• 11.11.7. Performance Standard:

  Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

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.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]