(Note: By the completion of high school, Texas students are expected to master the following standards.)

§113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one unit of credit for successful completion of this course.

Introduction

1. In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study the history of the United States from 1877 to the present. The course content is based on the founding documents of the U.S. government, which provide a framework for its heritage. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of geographic factors on major events and eras and analyze their causes and effects. Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use critical-thinking skills and a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.
2. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. History:
   The student understands the principles included in the Celebrate Freedom Week program. The student is expected to:
   • a. analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of Independence;
   • b. analyze and evaluate the application of these founding principles to historical events in U.S. history; and
   • c. explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr.
2. History:
   The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
   • a. identify the major characteristics that define an historical era;
   • b. identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
   • c. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
   • d. explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
3. History:
   The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
   • a. analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;
   • b. analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;
   • c. analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and
   • d. describe the optimism of the many immigrants who sought a better life in America.
4. History:
   The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:
   • a. explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power;
   • b. evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico;
   • c. identify the causes of World War I and reasons for U.S. entry;
   • d. understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing;
   • e. analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front;
   • f. analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles; and
   • g. analyze significant events such as the Battle of Argonne Forest.
5. History:
   The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:
   • a. evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments;
   • b. evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society; and
   • c. evaluate the impact of third parties, including the Populist and Progressive parties.
6. History:
   The student understands significant events, social issues, and individuals of the 1920s. The student is expected to:
   • a. analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and
   • b. analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.
7. History:
   The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to:
   • a. identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor;
   • b. evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort;
   • c. analyze the function of the U.S. Office of War Information;
   • d. analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons;
   • e. analyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps;
   • f. evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton; and
   • g. explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities.
8. History:
   The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. The student is expected to:
   • a. describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy's role in the Cuban Missile Crisis;
   • b. describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers;
   • c. explain reasons and outcomes for U.S. involvement in the Korean War and its relationship to the containment policy;
   • d. explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War;
   • e. analyze the major issues and events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon; and
   • f. describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement.
9. History:
   The student understands the impact of the American civil rights movement. The student is expected to:
   • a. trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments;
   • b. describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements;
   • c. identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan;
   • d. compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.;
   • e. discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement;
   • f. describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965;
   • g. describe the role of individuals such as governors George Wallace, Orval Faubus, and Lester Maddox and groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo;
   • h. evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; and
   • i. describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement.
10. History:
    The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. The student is expected to:
    • a. describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente;
    • b. describe Ronald Reagan's leadership in domestic and international policies, including Reaganomics and Peace Through Strength;
    • c. compare the impact of energy on the American way of life over time;
    • d. describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis;
    • e. describe the causes and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association; and
    • f. describe significant societal issues of this time period.
11. History:
    The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to:
    • a. describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror;
    • b. identify significant social and political advocacy organizations, leaders, and issues across the political spectrum;
    • c. evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties;
    • d. analyze the impact of third parties on presidential elections;
    • e. discuss the historical significance of the 2008 presidential election; and
    • f. discuss the solvency of long-term entitlement programs such as Social Security and Medicare.
12. Geography:
    The student understands the impact of geographic factors on major events. The student is expected to:
    • a. analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina; and
    • b. identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
13. Geography:
    The student understands the causes and effects of migration and immigration on American society. The student is expected to:
    • a. analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and
    • b. analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States.
14. Geography:
    The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
    • a. identify the effects of population growth and distribution on the physical environment;
    • b. identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act; and
    • c. understand the effects of governmental actions on individuals, industries, and communities, including the impact on Fifth Amendment property rights.
15. Economics:
    The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:
    • a. describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century;
    • b. describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act;
    • c. explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas;
    • d. describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States; and
    • e. describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money.
16. Economics:
    The student understands significant economic developments between World War I and World War II. The student is expected to:
    • a. analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies;
    • b. identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System;
    • c. analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others;
    • d. compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression; and
    • e. describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens.
17. Economics:
    The student understands the economic effects of World War II and the Cold War. The student is expected to:
    • a. describe the economic effects of World War II on the home front such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment;
    • b. identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business;
    • c. describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s;
    • d. identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each; and
    • e. describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA).
18. Economics:
    The student understands the economic effects of increased worldwide interdependence as the United States enters the 21st century. The student is expected to:
    • a. discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream; and
    • b. identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy.
19. Government:
    The student understands changes over time in the role of government. The student is expected to:
    • a. evaluate the impact of New Deal legislation on the historical roles of state and federal government;
    • b. explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11;
    • c. describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders;
    • d. discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009; and
    • e. evaluate the pros and cons of U.S. participation in international organizations and treaties.
20. Government:
    The student understands the changing relationships among the three branches of the federal government. The student is expected to:
    • a. describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government; and
    • b. evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000.
21. Government:
    The student understands the impact of constitutional issues on American society. The student is expected to:
    • a. analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester;
    • b. discuss historical reasons why the constitution has been amended; and
    • c. evaluate constitutional change in terms of strict construction versus judicial interpretation.
22. Citizenship:
    The student understands the concept of American exceptionalism. The student is expected to:
    • a. discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire;
    • b. describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations; and
    • c. describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths.
23. Citizenship:
    The student understands efforts to expand the democratic process. The student is expected to:
    • a. identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the U.S. Constitution;
    • b. evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924; and
    • c. explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union."
24. Citizenship:
    The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
    • a. describe qualities of effective leadership; and
    • b. evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton.
25. Culture:
    The student understands the relationship between the arts and the times during which they were created. The student is expected to:
    • a. describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature;
    • b. describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society;
    • c. identify the impact of popular American culture on the rest of the world over time; and
    • d. analyze the global diffusion of American culture through the entertainment industry via various media.
26. Culture:
    The student understands how people from various groups contribute to our national identity. The student is expected to:
    • a. explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society;
    • b. discuss the Americanization movement to assimilate immigrants and American Indians into American culture;
    • c. explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture;
    • d. identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society;
    • e. discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust"; and
    • f. discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez.
27. Science, technology, and society:
    The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to:
    • a. explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States;
    • b. explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines; and
    • c. understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.
28. Science, technology, and society:
    The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to:
    • a. analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States;
    • b. explain how space technology and exploration improve the quality of life; and
    • c. understand how the free enterprise system drives technological innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products.
29. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions;
    • b. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
    • c. understand how historians interpret the past (historiography) and how their interpretations of history may change over time;
    • d. use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
    • e. evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;
    • f. identify bias in written, oral, and visual material;
    • g. identify and support with historical evidence a point of view on a social studies issue or event; and
    • h. use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
30. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. create written, oral, and visual presentations of social studies information;
    • b. use correct social studies terminology to explain historical concepts; and
    • c. use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.
31. Social studies skills:
    The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
    • a. create thematic maps, graphs, and charts representing various aspects of the United States; and
    • b. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.
32. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one unit of credit for successful completion of this course.

Introduction

1. World History Studies is a survey of the history of humankind. Due to the expanse of world history and the time limitations of the school year, the scope of this course should focus on "essential" concepts and skills that can be applied to various eras, events, and people within the standards in subsection (c) of this section. The major emphasis is on the study of significant people, events, and issues from the earliest times to the present. Traditional historical points of reference in world history are identified as students analyze important events and issues in western civilization as well as in civilizations in other parts of the world. Students evaluate the causes and effects of political and economic imperialism and of major political revolutions since the 17th century. Students examine the impact of geographic factors on major historic events and identify the historic origins of contemporary economic systems. Students analyze the process by which constitutional governments evolved as well as the ideas from historic documents that influenced that process. Students trace the historical development of important legal and political concepts. Students examine the history and impact of major religious and philosophical traditions. Students analyze the connections between major developments in science and technology and the growth of industrial economies, and they use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
2. The following periodization should serve as the framework for the organization of this course: 8000 BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era); 600-1450 (Post-classical Era); 1450-1750 (Connecting Hemispheres); 1750-1914 (Age of Revolutions); and 1914-present (20th Century to the Present). Specific events and processes may transcend these chronological boundaries.
3. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as state papers, legal documents, charters, constitutions, biographies, autobiographies, speeches, letters, literature, music, art, and architecture is encouraged. Motivating resources are available from museums, art galleries, and historical sites.
4. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies.
5. A greater depth of understanding of complex content material can be attained by integrating social studies content and skills and by analyzing connections between and among historical periods and events. The list of events and people in this course curriculum should not be considered exhaustive. Additional examples can and should be incorporated. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
6. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
7. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation, as referenced in the Texas Education Code (TEC), §28.002(h).
8. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
9. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
10. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. History:
   The student understands traditional historical points of reference in world history. The student is expected to:
   • a. identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations;
   • b. identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions;
   • c. identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia;
   • d. identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation;
   • e. identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and
   • f. identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.
2. History:
   The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to:
   • a. summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations;
   • b. identify the characteristics of civilization; and
   • c. explain how major river valley civilizations influenced the development of the classical civilizations.
3. History:
   The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:
   • a. describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity;
   • b. explain the impact of the fall of Rome on Western Europe; and
   • c. compare the factors that led to the collapse of Rome and Han China.
4. History:
   The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to:
   • a. explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire;
   • b. explain the characteristics of Roman Catholicism and Eastern Orthodoxy;
   • c. describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism;
   • d. explain the political, economic, and social impact of Islam on Europe, Asia, and Africa;
   • e. describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa;
   • f. describe the interactions between Muslim and Hindu societies in South Asia;
   • g. explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe;
   • h. summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia;
   • i. explain the development of the slave trade;
   • j. analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and
   • k. summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.
5. History:
   The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to:
   • a. explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and
   • b. explain the political, intellectual, artistic, economic, and religious impact of the Reformation.
6. History:
   The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to:
   • a. compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and
   • b. explain how the Inca and Aztec empires were impacted by European exploration/colonization.
7. History:
   The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to:
   • a. analyze the causes of European expansion from 1450 to 1750;
   • b. explain the impact of the Columbian Exchange on the Americas and Europe;
   • c. explain the impact of the Atlantic slave trade on West Africa and the Americas;
   • d. explain the impact of the Ottoman Empire on Eastern Europe and global trade;
   • e. explain Ming China's impact on global trade; and
   • f. explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution.
8. History:
   The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to:
   • a. explain how 17th and 18th century European scientific advancements led to the Industrial Revolution;
   • b. explain how the Industrial Revolution led to political, economic, and social changes in Europe;
   • c. identify the major political, economic, and social motivations that influenced European imperialism;
   • d. explain the major characteristics and impact of European imperialism; and
   • e. explain the effects of free enterprise in the Industrial Revolution.
9. History:
   The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to:
   • a. compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion;
   • b. explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America;
   • c. trace the influence of the American and French revolutions on Latin America, including the role of Simón Bolivar; and
   • d. identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.
10. History:
    The student understands the causes and impact of World War I. The student is expected to:
    • a. identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I;
    • b. identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates;
    • c. explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system; and
    • d. identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics.
11. History:
    The student understands the causes and impact of the global economic depression immediately following World War I. The student is expected to:
    • a. summarize the international, political, and economic causes of the global depression; and
    • b. explain the responses of governments in the United States, Germany, and the Soviet Union to the global depression.
12. History:
    The student understands the causes and impact of World War II. The student is expected to:
    • a. describe the emergence and characteristics of totalitarianism;
    • b. explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II; and
    • c. explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.
13. History:
    The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to:
    • a. summarize how the outcome of World War II contributed to the development of the Cold War;
    • b. summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise, and how it differed from Soviet communism;
    • c. identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race;
    • d. explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union;
    • e. summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts; and
    • f. explain how Arab rejection of the State of Israel has led to ongoing conflict.
14. History:
    The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to:
    • a. summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda; and
    • b. explain the U.S. response to terrorism from September 11, 2001, to the present.
15. Geography:
    The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to:
    • a. create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and
    • b. analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.
16. Geography:
    The student understands the impact of geographic factors on major historic events and processes. The student is expected to:
    • a. locate places and regions of historical significance directly related to major eras and turning points in world history;
    • b. analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and
    • c. interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.
17. Economics:
    The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to:
    • a. identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution;
    • b. summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution; and
    • c. summarize the economic and social impact of 20th century globalization.
18. Economics:
    The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to:
    • a. identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations;
    • b. identify the historical origins and characteristics of communism, including the influences of Karl Marx;
    • c. identify the historical origins and characteristics of socialism;
    • d. identify the historical origins and characteristics of fascism;
    • e. explain why communist command economies collapsed in competition with free market economies at the end of the 20th century; and
    • f. formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities.
19. Government:
    The student understands the characteristics of major political systems throughout history. The student is expected to:
    • a. identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and
    • b. identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.
20. Government:
    The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:
    • a. explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment;
    • b. identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen;
    • c. explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and
    • d. explain the significance of the League of Nations and the United Nations.
21. Citizenship:
    The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to:
    • a. describe how people have participated in supporting or changing their governments;
    • b. describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; and
    • c. identify examples of key persons who were successful in shifting political thought, including William Wilberforce.
22. Citizenship:
    The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to:
    • a. summarize the development of the rule of law from ancient to modern times;
    • b. identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from the Judeo-Christian legal tradition and in Greece and Rome;
    • c. identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia;
    • d. identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur;
    • e. identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square; and
    • f. assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world.
23. Culture:
    The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
    • a. describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and
    • b. identify examples of religious influence on various events referenced in the major eras of world history.
24. Culture:
    The student understands the roles of women, children, and families in different historical cultures. The student is expected to:
    • a. describe the changing roles of women, children, and families during major eras of world history; and
    • b. describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history.
25. Culture:
    The student understands how the development of ideas has influenced institutions and societies. The student is expected to:
    • a. summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India;
    • b. summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome;
    • c. explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; and
    • d. explain how Islam influences law and government in the Muslim world.
26. Culture: The student understands the relationship between the arts and the times during which they were created. The student is expected to:
    • a. identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures;
    • b. analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; and
    • c. identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.
27. Science, technology, and society:
    The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to:
    • a. identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties;
    • b. summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations;
    • c. explain the impact of the printing press on the Renaissance and the Reformation in Europe;
    • d. describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and
    • e. identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.
28. Science, technology, and society:
    The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to:
    • a. explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution;
    • b. explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism;
    • c. explain the effects of major new military technologies on World War I, World War II, and the Cold War;
    • d. explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society; and
    • e. identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.
29. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence;
    • b. explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events;
    • c. explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view;
    • d. evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
    • e. identify bias in written, oral, and visual material;
    • f. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;
    • g. construct a thesis on a social studies issue or event supported by evidence; and
    • h. use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs.
30. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use social studies terminology correctly;
    • b. use standard grammar, spelling, sentence structure, and punctuation;
    • c. interpret and create written, oral, and visual presentations of social studies information; and
    • d. transfer information from one medium to another.
31. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

§113.43. World Geography Studies (One Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one unit of credit for successful completion of this course.

Introduction

1. In World Geography Studies, students examine people, places, and environments at local, regional, national, and international scales from the spatial and ecological perspectives of geography. Students describe the influence of geography on events of the past and present with emphasis on contemporary issues. A significant portion of the course centers around the physical processes that shape patterns in the physical environment; the characteristics of major landforms, climates, and ecosystems and their interrelationships; the political, economic, and social processes that shape cultural patterns of regions; types and patterns of settlement; the distribution and movement of the world population; relationships among people, places, and environments; and the concept of region. Students analyze how location affects economic activities in different economic systems. Students identify the processes that influence political divisions of the planet and analyze how different points of view affect the development of public policies. Students compare how components of culture shape the characteristics of regions and analyze the impact of technology and human modifications on the physical environment. Students use problem-solving and decision-making skills to ask and answer geographic questions.
2. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as contemporary and historic maps of various types, satellite-produced images, photographs, graphs, map sketches, and diagrams is encouraged.
3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. History:
   The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to:
   • a. analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today; and
   • b. trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.
2. History:
   The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to:
   • a. describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and
   • b. explain how changes in societies have led to diverse uses of physical features.
3. Geography:
   The student understands how physical processes shape patterns in the physical environment. The student is expected to:
   • a. explain weather conditions and climate in relation to annual changes in Earth-Sun relationships;
   • b. describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and
   • c. examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere.
4. Geography:
   The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to:
   • a. explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions;
   • b. describe different landforms and the physical processes that cause their development; and
   • c. explain the influence of climate on the distribution of biomes in different regions.
5. Geography:
   The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
   • a. analyze how the character of a place is related to its political, economic, social, and cultural elements; and
   • b. interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed.
6. Geography:
   The student understands the types, patterns, and processes of settlement. The student is expected to:
   • a. locate and describe human and physical features that influence the size and distribution of settlements; and
   • b. explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.
7. Geography:
   The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:
   • a. construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends;
   • b. explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration;
   • c. describe trends in world population growth and distribution; and
   • d. examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture.
8. Geography:
   The student understands how people, places, and environments are connected and interdependent. The student is expected to:
   • a. compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology;
   • b. describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes; and
   • c. evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources.
9. Geography:
   The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:
   • a. identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and
   • b. describe different types of regions, including formal, functional, and perceptual regions.
10. Economics:
    The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:
    • a. describe the forces that determine the distribution of goods and services in free enterprise, socialist, and communist economic systems;
    • b. classify where specific countries fall along the economic spectrum between free enterprise and communism;
    • c. compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries; and
    • d. compare global trade patterns over time and examine the implications of globalization, including outsourcing and free trade zones.
11. Economics:
    The student understands how geography influences economic activities. The student is expected to:
    • a. understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary);
    • b. identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and
    • c. assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.
12. Economics:
    The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to:
    • a. analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people; and
    • b. evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water.
13. Government:
    The student understands the spatial characteristics of a variety of global political units. The student is expected to:
    • a. interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and
    • b. compare maps of voting patterns or political boundaries to make inferences about the distribution of political power.
14. Government:
    The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:
    • a. analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions;
    • b. compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and
    • c. analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU).
15. Citizenship:
    The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to:
    • a. identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels; and
    • b. explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.
16. Culture:
    The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:
    • a. describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion;
    • b. describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies;
    • c. explain ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently; and
    • d. compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes.
17. Culture:
    The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:
    • a. describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive;
    • b. describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution;
    • c. compare economic, political, or social opportunities in different cultures for women, ethnic and religious minorities, and other underrepresented populations; and
    • d. evaluate the experiences and contributions of diverse groups to multicultural societies.
18. Culture:
    The student understands the ways in which cultures change and maintain continuity. The student is expected to:
    • a. analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;
    • b. assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism;
    • c. identify examples of cultures that maintain traditional ways, including traditional economies; and
    • d. evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, U.S.-based fast-food franchises, the English language, technology, or global sports.
19. Science, technology, and society:
    The student understands the impact of technology and human modifications on the physical environment. The student is expected to:
    • a. evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment;
    • b. analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; and
    • c. examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.
20. Science, technology, and society:
    The student understands how current technology affects human interaction. The student is expected to:
    • a. describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and
    • b. examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.
21. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps;
    • b. locate places of contemporary geopolitical significance on a map; and
    • c. create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.
22. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships;
    • b. generate summaries, generalizations, and thesis statements supported by evidence;
    • c. use geographic terminology correctly;
    • d. use standard grammar, spelling, sentence structure, and punctuation; and
    • e. create original work using proper citations and understanding and avoiding plagiarism.
23. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;
    • b. use case studies and GIS to identify contemporary challenges and to answer real-world questions; and
    • c. use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course.

Introduction

1. In United States Government, the focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government at the national, state, and local levels. This course is the culmination of the civic and governmental content and concepts studied from Kindergarten through required secondary courses. Students learn major political ideas and forms of government in history. A significant focus of the course is on the U.S. Constitution, its underlying principles and ideas, and the form of government it created. Students analyze major concepts of republicanism, federalism, checks and balances, separation of powers, popular sovereignty, and individual rights and compare the U.S. system of government with other political systems. Students identify the role of government in the U.S. free enterprise system and examine the strategic importance of places to the United States. Students analyze the impact of individuals, political parties, interest groups, and the media on the American political system, evaluate the importance of voluntary individual participation in a constitutional republic, and analyze the rights guaranteed by the U.S. Constitution. Students examine the relationship between governmental policies and the culture of the United States. Students identify examples of government policies that encourage scientific research and use critical-thinking skills to create a product on a contemporary government issue.
2. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution, selected Federalist Papers, landmark cases of the U.S. Supreme Court (such as those studied in Grade 8 and U.S. History Since 1877), biographies, autobiographies, memoirs, speeches, letters, and periodicals that feature analyses of political issues and events is encouraged.
3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. History:
   The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents. The student is expected to:
   • a. explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government;
   • b. identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals;
   • c. identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu;
   • d. identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government;
   • e. examine debates and compromises that impacted the creation of the founding documents; and
   • f. identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.
2. History:
   The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:
   • a. give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and
   • b. analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.
3. Geography:
   The student understands how geography can influence U.S. political divisions and policies. The student is expected to:
   • a. understand how population shifts affect voting patterns;
   • b. examine political boundaries to make inferences regarding the distribution of political power; and
   • c. explain how political divisions are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr.
4. Geography:
   The student understands why certain places or regions are important to the United States. The student is expected to:
   • a. identify the significance to the United States of the location and key natural resources of selected global places or regions; and
   • b. analyze how U.S. foreign policy affects selected places and regions.
5. Economics:
   The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to:
   • a. explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels;
   • b. identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy;
   • c. compare the role of government in the U.S. free enterprise system and other economic systems; and
   • d. understand how government taxation and regulation can serve as restrictions to private enterprise.
6. Economics:
   The student understands the relationship between U.S. government policies and the economy. The student is expected to:
   • a. examine how the U.S. government uses economic resources in foreign policy; and
   • b. understand the roles of the executive and legislative branches in setting international trade and fiscal policies.
7. Government:
   The student understands the American beliefs and principles reflected in the U.S. Constitution and why these are significant. The student is expected to:
   • a. explain the importance of a written constitution;
   • b. evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution;
   • c. analyze how the Federalist Papers such as Number 10, Number 39, and Number 51 explain the principles of the American constitutional system of government;
   • d. evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights;
   • e. describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government;
   • f. identify how the American beliefs and principles reflected in the Declaration of Independence and the U.S. Constitution contribute to both a national identity and federal identity and are embodied in the United States today; and
   • g. examine the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," and compare and contrast this to the phrase, "separation of church and state."
8. Government:
   The student understands the structure and functions of the government created by the U.S. Constitution. The student is expected to:
   • a. analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws;
   • b. analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments;
   • c. analyze the structure and functions of the judicial branch of government, including the federal court system, types of jurisdiction, and judicial review;
   • d. identify the purpose of selected independent executive agencies, including the National Aeronautics and Space Administration (NASA), and regulatory commissions, including the Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), Food and Drug Administration (FDA), and Federal Communications Commission (FCC);
   • e. explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government;
   • f. analyze selected issues raised by judicial activism and judicial restraint;
   • g. explain the major responsibilities of the federal government for domestic and foreign policy such as national defense; and
   • h. compare the structures, functions, and processes of national, state, and local governments in the U.S. federal system.
9. Government:
   The student understands the concept of federalism. The student is expected to:
   • a. explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system;
   • b. categorize government powers as national, state, or shared;
   • c. analyze historical and contemporary conflicts over the respective roles of national and state governments; and
   • d. understand the limits on the national and state governments in the U.S. federal system of government.
10. Government:
    The student understands the processes for filling public offices in the U.S. system of government. The student is expected to:
    • a. compare different methods of filling public offices, including elected and appointed offices at the local, state, and national levels;
    • b. explain the process of electing the president of the United States and analyze the Electoral College; and
    • c. analyze the impact of the passage of the 17th Amendment.
11. Government:
    The student understands the role of political parties in the U.S. system of government. The student is expected to:
    • a. analyze the functions of political parties and their role in the electoral process at local, state, and national levels;
    • b. explain the two-party system and evaluate the role of third parties in the United States; and
    • c. identify opportunities for citizens to participate in political party activities at local, state, and national levels.
12. Government:
    The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student is expected to:
    • a. compare the U.S. constitutional republic to historical and contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics;
    • b. analyze advantages and disadvantages of federal, confederate, and unitary systems of government; and
    • c. analyze advantages and disadvantages of presidential and parliamentary systems of government.
13. Citizenship:
    The student understands rights guaranteed by the U.S. Constitution. The student is expected to:
    • a. understand the roles of limited government and the rule of law in the protection of individual rights;
    • b. identify and define the unalienable rights;
    • c. identify the freedoms and rights guaranteed by each amendment in the Bill of Rights;
    • d. analyze U.S. Supreme Court interpretations of rights guaranteed by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade;
    • e. explain the importance of due process rights to the protection of individual rights and in limiting the powers of government; and
    • f. recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states, including the Blaine Amendment and U.S. Supreme Court rulings, and analyze the impact on the scope of fundamental rights and federalism.
14. Citizenship:
    The student understands the difference between personal and civic responsibilities. The student is expected to:
    • a. explain the difference between personal and civic responsibilities;
    • b. evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good;
    • c. understand the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and
    • d. understand the voter registration process and the criteria for voting in elections.
15. Citizenship:
    The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student is expected to:
    • a. analyze the effectiveness of various methods of participation in the political process at local, state, and national levels;
    • b. analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity; and
    • c. understand the factors that influence an individual's political attitudes and actions.
16. Citizenship:
    The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
    • a. examine different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and
    • b. analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.
17. Culture:
    The student understands the relationship between government policies and the culture of the United States. The student is expected to:
    • a. evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger; and
    • b. explain changes in American culture brought about by government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration.
18. Science, technology, and society:
    The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations. The student is expected to:
    • a. understand how U.S. constitutional protections such as patents have fostered competition and entrepreneurship; and
    • b. identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies.
19. Science, technology, and society:
    The student understands the impact of advances in science and technology on government and society. The student is expected to:
    • a. understand the potential impact on society of recent scientific discoveries and technological innovations; and
    • b. evaluate the impact of the Internet and other electronic information on the political process.
20. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
    • b. create a product on a contemporary government issue or topic using critical methods of inquiry;
    • c. analyze and defend a point of view on a current political issue;
    • d. analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference;
    • e. evaluate government data using charts, tables, graphs, and maps; and
    • f. use appropriate mathematical skills to interpret social studies information such as maps and graphs.
21. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use social studies terminology correctly;
    • b. use standard grammar, spelling, sentence structure, and punctuation;
    • c. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
    • d. create written, oral, and visual presentations of social studies information.
22. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

§113.45. Psychology (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course.

Introduction

1. In Psychology, an elective course, students study the science of behavior and mental processes. Students examine the full scope of the science of psychology such as the historical framework, methodologies, human development, motivation, emotion, sensation, perception, personality development, cognition, learning, intelligence, biological foundations, mental health, and social psychology.
2. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
3. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
4. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
5. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. History:
   The student understands the development of the field of psychology. The student is expected to:
   • a. identify characteristics that differentiate the field of psychology from other related social sciences;
   • b. trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic; and
   • c. explore subfields and career opportunities available in the science of psychology.
2. Science of psychology:
   The student differentiates the processes of theory development and validation. The student is expected to:
   • a. define and differentiate the concepts of theory and principle;
   • b. identify and describe the basic methods of social scientific reasoning;
   • c. apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological data; and
   • d. define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation).
3. Science of psychology:
   The student understands the relationship between biology and behavior. The student is expected to:
   • a. describe the anatomy of the central and peripheral nervous systems and the endocrine system; and
   • b. explain the effects of the endocrine and nervous systems on development and behavior.
4. Science of psychology:
   The student understands how sensations and perceptions influence cognition and behavior. The student is expected to:
   • a. explain the capabilities and limitations of sensory systems and individual perceptions; and
   • b. understand the interaction of the individual and the environment in determining sensation and perception.
5. Individual development:
   The student understands that development is a life-long process. The student is expected to:
   • a. critique the various perspectives presented in the nature versus nurture debate;
   • b. trace the influence of physical development on the individual;
   • c. discuss the role of the caregiver on individual development;
   • d. explain factors involved in cognitive development according to Jean Piaget;
   • e. describe Erik Erikson's stages of psychosocial development;
   • f. evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality; and
   • g. evaluate the presented theories of human development and specify the strengths and weaknesses of each.
6. Individual development:
   The student understands behavioral and social learning theories. The student is expected to:
   • a. demonstrate an understanding of the principles of operant and classical conditioning and of social learning; and
   • b. describe the processes of learning using typical classroom situations.
7. Individual identity:
   The student understands the principles of motivation and emotion. The student is expected to:
   • a. compare predominant theories of motivation and emotion; and
   • b. explore the interaction of biological and cultural factors in emotion and motivation.
8. Individual identity: The student understands the nature of intelligence. The student is expected to differentiate the various types of intelligence.
9. Individual identity:
   The student understands the basic principles of tests and measurements. The student is expected to:
   • a. describe statistical concepts used in testing; and
   • b. differentiate among aptitude, achievement, and Intelligence Quotient (IQ) tests.
10. Individual identity:
    The student understands the development and assessment of personality. The student is expected to:
    • a. define personality;
    • b. compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural; and
    • c. describe personality assessment tools.
11. Individual experience:
    The student understands basic elements of cognition. The student is expected to:
    • a. define and identify the basic elements of thought;
    • b. identify strategies and obstacles associated with problem solving and decision making;
    • c. explore the structural features of language;
    • d. discuss theories of language acquisition and development;
    • e. evaluate the limitations and capabilities of the information processing model; and
    • f. understand the states and levels of consciousness.
12. Individual experience:
    The student understands the multifaceted aspects of mental health. The student is expected to:
    • a. explain stress and the individual's physiological, behavioral, and psychological responses to stressors;
    • b. evaluate cognitive and behavioral strategies for dealing with stress;
    • c. analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal;
    • d. recognize the biological, social, and cognitive origins of abnormal behavior;
    • e. discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM); and
    • f. evaluate the effectiveness of past and present methods of therapy.
13. The individual in society:
    The student will understand the influence of society and culture on behavior and cognition. The student is expected to:
    • a. describe how attributions affect explanations of behavior;
    • b. explore the nature and effects of bias and discrimination;
    • c. describe circumstances in which conformity and obedience are likely to occur;
    • d. describe the effects of the presence of others on individual behavior;
    • e. discuss the nature of altruism;
    • f. discuss the factors influencing attraction; and
    • g. identify sources of attitude formation and assess methods used to influence attitudes.
14. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. create a product on a contemporary psychology-related issue or topic using critical methods of inquiry;
    • b. draw and evaluate conclusions from qualitative information;
    • c. apply evaluation rules to quantitative information; and
    • d. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
15. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use psychology-related terminology correctly;
    • b. use standard grammar, spelling, sentence structure, and punctuation;
    • c. transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate; and
    • d. create written, oral, and visual presentations of social studies information.
16. Social studies skills: The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and
    • c. participate in conflict resolution using persuasion, compromise, debate, and negotiation.
17. Social studies skills:
    The student develops long-term and short-term goal-setting skills for individual and community problem solving. The student is expected to:
    • a. illustrate the relationship and sequence between intermediate goals and terminal goals; and
    • b. monitor and evaluate self-directed inquiry or projects for timelines, accuracy, and goal attainment.
18. Science and technology:
    The student understands the relationship of changes in technology to personal growth and development. The student is expected to:
    • a. analyze examples of attitudes, beliefs, and behaviors related to changes in available technology; and
    • b. evaluate the impact of changes in technology on personal growth and development.

§113.46. Sociology (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course.

Introduction

1. Sociology, an elective course, is an introductory study in social behavior and organization of human society. This course will describe the development of the field as a social science by identifying methods and strategies of research leading to an understanding of how the individual relates to society and the ever changing world. Students will also learn the importance and role of culture, social structure, socialization, and social change in today's society.
2. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
3. Students identify the role of the free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
4. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
5. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
6. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. Foundations of sociology:
   The student understands the theoretical perspectives of the historical interpretations of human social development. The student is expected to:
   • a. describe the development of the field of sociology;
   • b. identify leading sociologists in the field of social science, including Auguste Comte, Emile Durkheim, Herbert Spencer, Max Weber, and Karl Marx, and interpret their contributions to the foundation of sociology; and
   • c. identify sociologists such as W. E. B. DuBois, Booker T. Washington, Robert E. Park, Harriet Martineau, Jane Addams, Robert Nisbet, and Julian Samora and interpret their contributions to the field.
2. Foundations of sociology:
   The student understands how society evolves and cause and effect of social and institutional change. The student is expected to:
   • a. differentiate types of societies such as hunting and gathering, agrarian, pastoral, industrial, and post-industrial;
   • b. identify and describe the types of societies that exist in the world today;
   • c. examine changes in U.S. institutions and society resulting from industrialization, urbanization, and immigrant assimilation; and
   • d. analyze information about cultural life in the United States and other countries over time.
3. Culture and social structure:
   The student examines world cultures. The student is expected to:
   • a. identify the elements of culture to include language, symbols, norms, and values;
   • b. explain how the elements of culture form a whole culture; and
   • c. give examples of subcultures and describe what makes them unique.
4. Culture and social structure:
   The student understands types of groups and their functions. The student is expected to:
   • a. describe models of primary, secondary, formal, informal, and reference groups and e-communities; and
   • b. analyze groups in terms of membership roles, status, values, mores, role conflicts, and methods of resolution.
5. Culture and social structure:
   The student differentiates and recognizes examples of subculture and counterculture. The student is expected to:
   • a. compare cultural norms such as ethnicity, national origin, age, socioeconomic status, and gender among various U.S. subculture groups;
   • b. describe stereotypes of various U.S. subcultures;
   • c. analyze social problems in selected U.S. subcultures; and
   • d. examine counterculture movements and analyze their impact on society as a whole.
6. Individual and society:
   The student understands the process of socialization. The student is expected to:
   • a. define socialization and describe how the process of socialization is culturally determined;
   • b. differentiate the agents of socialization and evaluate their functions and roles; and
   • c. trace socialization as a lifelong process.
7. Individual and society:
   The student understands the concept of adolescence and its characteristics. The student is expected to:
   • a. explain how education, exclusion from the labor force, and the juvenile justice system led to the development of adolescence as a distinct stage of the life cycle;
   • b. identify and interpret the five characteristics of adolescence: biological growth and development, an undefined status, increased decision making, increased pressures, and the search for self;
   • c. identify issues and concerns facing contemporary adolescents such as dating, dating violence, sexuality, teen parenting, drug use, suicide, and eating disorders; and
   • d. identify and discuss the skills adolescents need to make responsible life choices.
8. Individual and society:
   The student understands the life stage of adulthood and its characteristics. The student is expected to:
   • a. identify the stages of adult development and compare the differences between male and female development;
   • b. analyze the traditional roles of work and how the composition of the labor force has changed in the United States; and
   • c. analyze the characteristics of late adulthood and changes on the individual and society such as retirement, physical and mental functioning, dependency on others, and death.
9. Individual and society:
   The student will explain the nature and social function of deviance. The student is expected to:
   • a. compare theories of deviance such as the functionalist, conflict, and interactionist perspectives;
   • b. interpret differences in crime and arrest rates by social categories such as ethnicity, gender, socioeconomic status, and age, including cross-reference with the National Crime Victimization Survey; and
   • c. analyze the criminal justice system in the United States in relation to deviant behavior.
10. Social inequality:
    The student understands the nature of social stratification in society. The student is expected to:
    • a. analyze the characteristics and components of caste and class systems and social mobility and how motivation affects each;
    • b. define poverty and its components and analyze poverty's impact on the individual and society;
    • c. contrast theories of social stratification; and
    • d. recognize and examine global stratification and inequality.
11. Social inequality:
    The student understands the impact of race and ethnicity on society. The student is expected to:
    • a. define race and ethnicity and differentiate among the distinguishing characteristics of minority groups;
    • b. contrast the terms discrimination, prejudice, and bias;
    • c. discuss the ramifications of stereotyping;
    • d. analyze the varying treatment patterns of minority groups such as African American, Asian American, Hispanic American, and American Indian; and
    • e. explain instances of institutional racism in American society.
12. Social inequality:
    The student understands changing societal views on gender, age, and health. The student is expected to:
    • a. analyze how gender roles affect the opportunities available to men and women in society;
    • b. analyze the effects of an aging society;
    • c. compare the nature of health care in a global society; and
    • d. evaluate the nature of health care in different segments of American society.
13. Social institutions:
    The student identifies the basic social institution of the family and explains its influences on society. The student is expected to:
    • a. define the functions and rituals of the family and how the family has changed over time;
    • b. define family systems and patterns;
    • c. analyze the trends in American society regarding family life and the needs that the institution of family satisfies; and
    • d. analyze ways in which family life can be disrupted.
14. Social institutions:
    The student identifies the basic social institutions of economics and politics and explains their influence on society. The student is expected to:
    • a. define and differentiate between the economic models of free enterprise and socialism and how they impact society;
    • b. define and differentiate among different types of government and discuss the legitimacy of those in power and the impact of each on its citizens; and
    • c. trace the changes in ideas about citizenship and participation of different groups through time.
15. Social institutions:
    The student identifies the basic social institutions of education and religion and explains their influence on society. The student is expected to:
    • a. explain functionalist, conflict, and interactionist theories of education;
    • b. argue and defend some current issues in American education;
    • c. examine religion from the sociological point of view;
    • d. analyze the functions of society and the basic societal needs that religion serves; and
    • e. compare and contrast distinctive features of religion in the United States with religion in other societies.
16. Social institutions:
    The student understands the basic social institutions of science and the mass media and their influence on society. The student is expected to:
    • a. identify factors that have contributed to the institutionalization of science, explain the norms of scientific research, and explain how these norms differ from the realities of scientific research;
    • b. trace major developments in the history of mass media and identify the types of mass media in the United States;
    • c. explain the differences between the functionalist and conflict perspectives of mass media; and
    • d. examine contemporary mass media issues.
17. Changing world:
    The student understands how population and urbanization contribute to a changing social world. The student is expected to:
    • a. describe the study of demography, the basic demographic concepts, and changes in settlement patterns on society; and
    • b. explain and critique various theories of population growth and its impact on society.
18. Changing world:
    The student understands how collective behavior, social movements, and modernization contribute to a changing social world. The student is expected to:
    • a. compare and contrast various types of collective behavior and social movements and how they affect society;
    • b. discuss theories that have been developed to explain collective behavior and social movements; and
    • c. illustrate three social processes that contribute to social change and discuss and evaluate how technology, population, natural environment, revolution, and war cause cultures to change.
19. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. create a product on a contemporary sociological issue or topic using critical methods of inquiry;
    • b. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; and
    • c. use appropriate mathematical skills to interpret sociological information.
20. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use sociology-related terminology correctly;
    • b. use standard grammar, spelling, sentence structure, and punctuation;
    • c. transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate; and
    • d. create written, oral, and visual presentations of social studies information.
21. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and
    • c. participate in conflict resolution using persuasion, compromise, debate, and negotiation.

§113.47. Special Topics in Social Studies (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course. Students may take this course with different course content for a maximum of two credits.

Introduction

1. In Special Topics in Social Studies, an elective course, students are provided the opportunity to develop a greater understanding of the historic, political, economic, geographic, multicultural, and social forces that have shaped their lives and the world in which they live. Students will use social science knowledge and skills to engage in rational and logical analysis of complex problems using a variety of approaches, while recognizing and appreciating diverse human perspectives.
2. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
3. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
4. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
5. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. Social studies skills:
   The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
   • a. apply social studies methodologies encompassing a variety of research and analytical tools to explore questions or issues thoroughly and fairly to include multiple perspectives;
   • b. evaluate effects of major political, economic, and social conditions on a selected social studies topic;
   • c. appraise a geographic perspective that considers physical and cultural processes as they affect the selected topic;
   • d. examine the role of diverse communities in the context of the selected topic;
   • e. analyze ethical issues raised by the selected topic in historic, cultural, and social contexts;
   • f. depending on the topic, use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
   • g. depending on the topic, use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
2. Social studies skills:
   The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
   • a. locate, analyze, organize, synthesize, evaluate, and apply information about the selected topic, identifying, describing, and evaluating multiple points of view;
   • b. differentiate between valid primary and secondary sources and use them appropriately to conduct research and construct arguments;
   • c. read narrative texts critically and identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants;
   • d. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
   • e. collect visual images (photographs, paintings, political cartoons, and other media) to enhance understanding and appreciation of multiple perspectives in a social studies topic;
   • f. identify bias in written, oral, and visual material;
   • g. evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and
   • h. use appropriate mathematical skills to interpret social studies information such as maps and graphs.
3. Social studies skills: The student creates written, oral, and visual presentations of social studies information. The student is expected to:
   • a. apply the conventions of usage and mechanics of written English;
   • b. use social studies terminology correctly;
   • c. use appropriate oral communication techniques;
   • d. construct a thesis that is supported by evidence;
   • e. recognize and evaluate counter arguments;
   • f. use visual images (photographs, paintings, and other media) to facilitate understanding and appreciation of multiple perspectives in a social studies topic;
   • g. develop a bibliography with ideas and information attributed to source materials and authors using accepted social science formats such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials; and
   • h. use computer software to create written, graphic, or visual products from collected data.

§113.48. Social Studies Research Methods (One-Half Credit), Beginning with School Year 2011-2012.

General requirements

Students shall be awarded one-half unit of credit for successful completion of this course. Students may take this course with different course content for a maximum of two credits.

Introduction

1. In Social Studies Research Methods, an elective course, students conduct advanced research on a selected topic in social studies using qualitative and/or quantitative methods of inquiry. Students present their research results and conclusions in written and visual or oral format. The course is designed to be conducted in either classroom or independent settings.
2. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
3. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
4. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • a. Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
5. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. Social studies skills:
   The student understands the need for an organizing framework to identify an area of interest and collect information. The student is expected to:
   • a. select a social studies issue, topic, or area of interest;
   • b. write a rationale and preliminary ideas for research methods;
   • c. develop a literature review; and
   • d. develop a thesis.
2. Social studies skills:
   The student applies a process approach to a research topic, applying the ideas, theories, and modes of inquiry drawn from the social sciences in the examination of persistent issues and social questions. The student is expected to:
   • a. understand the basic requirements and philosophical foundations for qualitative and quantitative methods of inquiry, including inductive and deductive reasoning, to determine the most effective research approach from a variety of alternatives;
   • b. select and design a research project, including an examination of the theory and methods applicable to the research topic;
   • c. collect information from a variety of sources (primary, secondary, written, and oral) using techniques such as questionnaires, interviews, and library research;
   • d. use current technology such as library topic catalogues, networks, online information systems, academic journals, primary sources on the Internet, email interviews, and video interviews to collect information about the selected topic;
   • e. use information from sources that take into account multiple perspectives;
   • f. differentiate between primary and secondary sources and use each appropriately to conduct research and construct arguments;
   • g. develop and use criteria for the evaluation of qualitative and/or quantitative information;
   • h. describe the results of the research process;
   • i. generate logical conclusions from research results;
   • j. justify a conclusion with supporting evidence;
   • k. make predictions as to future actions and/or outcomes based on conclusions of research; and
   • l. develop a bibliography in a format appropriate to the social sciences such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials.
3. Social studies skills:
   If doing qualitative research, the student employs the processes of critical social science inquiry to understand an issue, topic, or area of interest using a variety of sources, checking their credibility, validating and weighing evidence for claims, and searching for causality. The student is expected to:
   • a. interpret the historiography of the research topic;
   • b. apply key social science concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;
   • c. investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures;
   • d. relate important events, recurring dilemmas, and persistent issues to topic; and
   • e. employ empathy, skepticism, and critical judgment to analysis of topic.
4. Social studies skills:
   If doing quantitative research, The student is expected to:
   • a. apply the scientific method in a research project;
   • b. create a matrix applying research methodologies that employ survey research, ethnography, primary documents, and statistical analysis to given subject areas;
   • c. determine the most efficient research approach;
   • d. utilize basic statistical approaches and tools in the analysis of aggregate information;
   • e. define and compute statistical information using various statistical approaches such as means testing and correlation, measures of central tendency and distribution, the development of categorical systems, and logical analysis;
   • f. analyze information using a spreadsheet or statistical analysis information software;
   • g. apply the fundamental principles and requirements of validity and reliability as used in the social sciences;
   • h. interpret patterns of behavior reflecting attitudes and values that contribute or pose obstacles to cross-cultural understanding; and
   • i. utilize applicable ethical standards in collecting, storing, and using human experimental or survey data.
5. Social studies skills:
   The student creates a written and oral presentation of research and conclusions. The student is expected to:
   • a. apply the conventions of usage and mechanics of written English;
   • b. present a thesis and conclusion;
   • c. use appropriate social science terminology;
   • d. justify a conclusion with supporting evidence and address counter arguments as appropriate;
   • e. construct visuals such as statistical compilations, charts, graphs, tables, timelines, and maps to convey appropriate data;
   • f. create a presentation on a selected topic using word-processing, graphics, and multimedia software;
   • g. incorporate and present visual images (photographs, paintings, and other media) to enhance presentation; and
   • h. develop a bibliography with ideas and information attributed to source materials and authors using accepted social science formats such as Modern Language Association Style Manual (MLA) and Chicago Manual of Style (CMS) to document sources and format written materials.
6. Social studies skills:
   The student understands the principles and requirements of the scientific method. The student is expected to:
   • a. select a social studies issue, topic, or area of interest;
   • b. select and design a research project, including an examination of the theory and methods applicable to the research topic;
   • c. describe the results of the research process; and
   • d. justify a conclusion with supporting evidence and make predictions as to future actions and/or outcomes based on the conclusions of research.

(Note: In 2011, DC public schools began transitioning to the Common Core State Standards.)

District of Columbia History and Government

• 12.DC.5.

  Students describe the nation’s capital during the early 19th century.

1. Explain how the city government operated under Mayor Brent.
2. Describe how the home rule charters of 1802, 1812, and 1820 gave District residents a voice in their local government.
3. Describe cultural and commercial life, and outline the demand for specific skills and trades that attracted people from other colonies to Washington, DC.
4. Explain the impact of the War of 1812.
5. Trace the origins and ultimate failure of the Chesapeake and Ohio Canal.
6. Explain retrocession (or return) of the territory that had been ceded for the federal district in 1790 by the state of Virginia.

• 12.DC.7.

  Students describe the effect the Civil War had on life in Washington, DC, and they explain the effects of Compensated Emancipation and the Emancipation Proclamation on the city.

1. Describe how the Union Army transformed the city into an armed camp.
2. Describe the conflicting loyalties of people living in the city.
3. On a map, trace the creation of a ring of forts to defend the city.
4. Explain the participation of white and black residents in the Union and Confederate armies.
5. Explain how the city responded to the problems that accompanied the sudden surge of population (e.g., soldiers and escaping slaves).
6. Describe the emancipation by compensation of slaves owned by residents of Washington, DC, and the emancipation of slaves in the Confederacy.

• 12.DC.10.

  Students compare the employment (e.g., skilled and unskilled trades, entrepreneurs) and educational opportunities (e.g., elementary through postsecondary training) for white and black Washingtonians.

  1. Describe how segregation and discrimination limited opportunities for African Americans.
  2. Describe disturbances resulting from racial tensions.
  3. Explain how African American leaders resisted discrimination.
  4. Outline the role that churches played in the lives of African American Washingtonians.

• 12.DC.11.

  Students explain how Washington, DC’s population grew and became more diverse with the infusion of immigrant minorities.

  1. Identify key migratory waves that have occurred during the 20th century.
  2. Explain how political, social, and cultural institutions have arisen over the years to respond to their needs and preferences.
  3. Compare the development of Hispanic immigrant neighborhoods to that of historically African American sections of the City (e.g., Adams Morgan and the “U” Street Corridor).

• 12.DC.12.

  Students identify the political and cultural achievements of African Americans living and working in Washington, DC.

  1. Identify some of the African American writers of the Harlem Renaissance who were born or lived in Washington, DC.
  2. Describe the New Negro Alliance and the tactics they used to fight discrimination and segregation.

• 12.DC.13.

  Students describe what Washingtonians did for amusement and recreation during the 1920s and 1930s.

  1. Identify the three professional ball teams: The Homestead Grays, The Washington Senators, and the Washington Redskins.
  2. Using a map, locate the various parks and playgrounds around the city.
  3. Identify what movies and radio shows were popular during this period of time.

Geographic Skills

1. Students understand the influence of physical and human geographic factors on the evolution of significant historic events and movements. They apply the geographic viewpoint to local, regional, and world policies and problems.
2. 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. Identify major patterns of human migration, both in the past and present.
3. Students relate current events to the physical and human characteristics of places and regions. They identify the characteristics, distribution, and complexity of Earth’s cultural mosaics.
4. Students evaluate ways in which technology has expanded the capability of humans to modify the physical environment and the ability of humans to mitigate the effect of natural disasters.
5. Students hypothesize about the impact of push-pull factors on human migration in selected regions and about the changes in these factors over time. Students develop maps of human migration and settlement patterns at different times in history and compare them to the present.
6. Students note significant changes in the territorial sovereignty that took place in the history units being studied.
7. Students study current events to explain how human actions modify the physical environment and how the physical environment affects human systems (e.g., natural disasters, climate, and resources). They explain the resulting environmental policy issues.
8. Students explain how different points of view influence policies relating to the use and management of Earth’s resources.
9. Students identify patterns and networks of economic interdependence in the contemporary world.

Historical Research, Evidence, and Point of View

1. Students distinguish valid arguments from fallacious arguments in historical interpretations (e.g., appeal to false authority, unconfirmed citations, ad hominem argument, appeal to popular opinion).
2. Students identify bias and prejudice in historical interpretations.
3. 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.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

<ul class='teaching_standard'><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.1. Standard: Critical Evaluation</h3> Causes and Effects in Human Societies: Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies, and they apply their findings to problems.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Social and Historical Questioning: Students initiate an inquiry by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:1.a. Grade Level Expectation:</h5> Asking focusing, probing, and significant research questions that incorporate ideas and concepts of personal, community, or global relevance and could lead to answers which allow students to become participants in solutions (e.g., Does my purchasing behavior affect child labor practices in the developing world?).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:2.a. Grade Level Expectation:</h5> Predicting results, proposing choices about possible actions, or interpreting relationships between facts and/or concepts.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Research Plan: Students design research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.a. Grade Level Expectation:</h5> Establishing criteria for the quality and quantity of information needed, including primary and secondary sources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.b. Grade Level Expectation:</h5> Identifying tools and procedures needed for collecting, managing, and analyzing data, including a plan for citing sources (e.g., establishing a time line or schedule for research, independently identifying places to find sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.c. Grade Level Expectation:</h5> Determining the best ways to present their data (e.g., PowerPoint, hypercard, report, graph, etc.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.d. Grade Level Expectation:</h5> Determining ways research plan can be applied to other areas (e.g., to future career goals)</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students conduct research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.a. Grade Level Expectation:</h5> Referring to and following a detailed plan for a complex inquiry (e.g., conduct an inquiry into the several causes of WWI).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.b. Grade Level Expectation:</h5> Locating relevant materials such as print, electronic, and human resources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.c. Grade Level Expectation:</h5> Applying criteria from the plan to analyze the quality and quantity of and corroborate the information gathered (e.g., judging the accuracy of historical fiction by comparing the characters and events described with accounts in multiple primary and secondary sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.d. Grade Level Expectation:</h5> Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.e. Grade Level Expectation:</h5> Revising research plan and locating additional materials and/or information, as needed.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.f. Grade Level Expectation:</h5> Citing sources.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students develop reasonable explanations that support the research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.a. Grade Level Expectation:</h5> Organizing and displaying information in a manner appropriate to the research statement through maps, graphs, charts, tables, narratives, timelines, models, simulations, or dramatizations.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.b. Grade Level Expectation:</h5> Determining the validity and reliability of the document or information in relation to an analysis of the hypothesis.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.c. Grade Level Expectation:</h5> Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, inferring, deducing, and/or justifying.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.d. Grade Level Expectation:</h5> Revising explanation as necessary based on personal reflection, peer critique, expert opinion, etc.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students make connections to research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.a. Grade Level Expectation:</h5> Predicting and/or recommending how conclusions can be applied to other civic, economic or social issues.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.b. Grade Level Expectation:</h5> Using research results to support or refute the original research statement.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.c. Grade Level Expectation:</h5> Proposing solutions to problems based on findings, and asking additional questions.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.d. Grade Level Expectation:</h5> Identifying problems or flaws with the research process and suggesting improvements.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.e. Grade Level Expectation:</h5> Proposing further investigations.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students communicate their findings by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.a. Grade Level Expectation:</h5> Developing and giving presentations for various audiences.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.b. Grade Level Expectation:</h5> Soliciting and responding to feedback.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.c. Grade Level Expectation:</h5> Pointing out possibilities for continued or further research.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.2. Standard: Critical Evaluation</h3> Uses of Evidence and Data: Students understand the varied uses of evidence and data, and use both to make interpretations concerning public issues.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Social and Historical Questioning: Students initiate an inquiry by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:1.a. Grade Level Expectation:</h5> Asking focusing, probing, and significant research questions that incorporate ideas and concepts of personal, community, or global relevance and could lead to answers which allow students to become participants in solutions (e.g., Does my purchasing behavior affect child labor practices in the developing world?).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:2.a. Grade Level Expectation:</h5> Predicting results, proposing choices about possible actions, or interpreting relationships between facts and/or concepts.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Research Plan: Students design research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.a. Grade Level Expectation:</h5> Establishing criteria for the quality and quantity of information needed, including primary and secondary sources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.b. Grade Level Expectation:</h5> Identifying tools and procedures needed for collecting, managing, and analyzing data, including a plan for citing sources (e.g., establishing a time line or schedule for research, independently identifying places to find sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.c. Grade Level Expectation:</h5> Determining the best ways to present their data (e.g., PowerPoint, hypercard, report, graph, etc.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.d. Grade Level Expectation:</h5> Determining ways research plan can be applied to other areas (e.g., to future career goals)</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students conduct research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.a. Grade Level Expectation:</h5> Referring to and following a detailed plan for a complex inquiry (e.g., conduct an inquiry into the several causes of WWI).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.b. Grade Level Expectation:</h5> Locating relevant materials such as print, electronic, and human resources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.c. Grade Level Expectation:</h5> Applying criteria from the plan to analyze the quality and quantity of and corroborate the information gathered (e.g., judging the accuracy of historical fiction by comparing the characters and events described with accounts in multiple primary and secondary sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.d. Grade Level Expectation:</h5> Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.e. Grade Level Expectation:</h5> Revising research plan and locating additional materials and/or information, as needed.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.f. Grade Level Expectation:</h5> Citing sources.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students develop reasonable explanations that support the research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.a. Grade Level Expectation:</h5> Organizing and displaying information in a manner appropriate to the research statement through maps, graphs, charts, tables, narratives, timelines, models, simulations, or dramatizations.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.b. Grade Level Expectation:</h5> Determining the validity and reliability of the document or information in relation to an analysis of the hypothesis.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.c. Grade Level Expectation:</h5> Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, inferring, deducing, and/or justifying.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.d. Grade Level Expectation:</h5> Revising explanation as necessary based on personal reflection, peer critique, expert opinion, etc.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students make connections to research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.a. Grade Level Expectation:</h5> Predicting and/or recommending how conclusions can be applied to other civic, economic or social issues.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.b. Grade Level Expectation:</h5> Using research results to support or refute the original research statement.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.c. Grade Level Expectation:</h5> Proposing solutions to problems based on findings, and asking additional questions.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.d. Grade Level Expectation:</h5> Identifying problems or flaws with the research process and suggesting improvements.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.e. Grade Level Expectation:</h5> Proposing further investigations.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students communicate their findings by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.a. Grade Level Expectation:</h5> Developing and giving presentations for various audiences.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.b. Grade Level Expectation:</h5> Soliciting and responding to feedback.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.c. Grade Level Expectation:</h5> Pointing out possibilities for continued or further research.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.3. Standard: Critical Evaluation</h3> Analyzing Knowledge: Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical or social setting.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Social and Historical Questioning: Students initiate an inquiry by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:1.a. Grade Level Expectation:</h5> Asking focusing, probing, and significant research questions that incorporate ideas and concepts of personal, community, or global relevance and could lead to answers which allow students to become participants in solutions (e.g., Does my purchasing behavior affect child labor practices in the developing world?).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:2.a. Grade Level Expectation:</h5> Predicting results, proposing choices about possible actions, or interpreting relationships between facts and/or concepts.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Research Plan: Students design research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.a. Grade Level Expectation:</h5> Establishing criteria for the quality and quantity of information needed, including primary and secondary sources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.b. Grade Level Expectation:</h5> Identifying tools and procedures needed for collecting, managing, and analyzing data, including a plan for citing sources (e.g., establishing a time line or schedule for research, independently identifying places to find sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.c. Grade Level Expectation:</h5> Determining the best ways to present their data (e.g., PowerPoint, hypercard, report, graph, etc.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.d. Grade Level Expectation:</h5> Determining ways research plan can be applied to other areas (e.g., to future career goals)</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students conduct research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.a. Grade Level Expectation:</h5> Referring to and following a detailed plan for a complex inquiry (e.g., conduct an inquiry into the several causes of WWI).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.b. Grade Level Expectation:</h5> Locating relevant materials such as print, electronic, and human resources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.c. Grade Level Expectation:</h5> Applying criteria from the plan to analyze the quality and quantity of and corroborate the information gathered (e.g., judging the accuracy of historical fiction by comparing the characters and events described with accounts in multiple primary and secondary sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.d. Grade Level Expectation:</h5> Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.e. Grade Level Expectation:</h5> Revising research plan and locating additional materials and/or information, as needed.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.f. Grade Level Expectation:</h5> Citing sources.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students develop reasonable explanations that support the research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.a. Grade Level Expectation:</h5> Organizing and displaying information in a manner appropriate to the research statement through maps, graphs, charts, tables, narratives, timelines, models, simulations, or dramatizations.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.b. Grade Level Expectation:</h5> Determining the validity and reliability of the document or information in relation to an analysis of the hypothesis.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.c. Grade Level Expectation:</h5> Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, inferring, deducing, and/or justifying.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.d. Grade Level Expectation:</h5> Revising explanation as necessary based on personal reflection, peer critique, expert opinion, etc.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students make connections to research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.a. Grade Level Expectation:</h5> Predicting and/or recommending how conclusions can be applied to other civic, economic or social issues.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.b. Grade Level Expectation:</h5> Using research results to support or refute the original research statement.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.c. Grade Level Expectation:</h5> Proposing solutions to problems based on findings, and asking additional questions.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.d. Grade Level Expectation:</h5> Identifying problems or flaws with the research process and suggesting improvements.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.e. Grade Level Expectation:</h5> Proposing further investigations.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students communicate their findings by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.a. Grade Level Expectation:</h5> Developing and giving presentations for various audiences.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.b. Grade Level Expectation:</h5> Soliciting and responding to feedback.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.c. Grade Level Expectation:</h5> Pointing out possibilities for continued or further research.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.4. Standard: History</h3> Historical Connections: Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the present.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Social and Historical Questioning: Students initiate an inquiry by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:1.a. Grade Level Expectation:</h5> Asking focusing, probing, and significant research questions that incorporate ideas and concepts of personal, community, or global relevance and could lead to answers which allow students to become participants in solutions (e.g., Does my purchasing behavior affect child labor practices in the developing world?).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:2.a. Grade Level Expectation:</h5> Predicting results, proposing choices about possible actions, or interpreting relationships between facts and/or concepts.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Research Plan: Students design research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.a. Grade Level Expectation:</h5> Establishing criteria for the quality and quantity of information needed, including primary and secondary sources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.b. Grade Level Expectation:</h5> Identifying tools and procedures needed for collecting, managing, and analyzing data, including a plan for citing sources (e.g., establishing a time line or schedule for research, independently identifying places to find sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.c. Grade Level Expectation:</h5> Determining the best ways to present their data (e.g., PowerPoint, hypercard, report, graph, etc.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.d. Grade Level Expectation:</h5> Determining ways research plan can be applied to other areas (e.g., to future career goals)</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students conduct research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.a. Grade Level Expectation:</h5> Referring to and following a detailed plan for a complex inquiry (e.g., conduct an inquiry into the several causes of WWI).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.b. Grade Level Expectation:</h5> Locating relevant materials such as print, electronic, and human resources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.c. Grade Level Expectation:</h5> Applying criteria from the plan to analyze the quality and quantity of and corroborate the information gathered (e.g., judging the accuracy of historical fiction by comparing the characters and events described with accounts in multiple primary and secondary sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.d. Grade Level Expectation:</h5> Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.e. Grade Level Expectation:</h5> Revising research plan and locating additional materials and/or information, as needed.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.f. Grade Level Expectation:</h5> Citing sources.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students develop reasonable explanations that support the research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.a. Grade Level Expectation:</h5> Organizing and displaying information in a manner appropriate to the research statement through maps, graphs, charts, tables, narratives, timelines, models, simulations, or dramatizations.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.b. Grade Level Expectation:</h5> Determining the validity and reliability of the document or information in relation to an analysis of the hypothesis.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.c. Grade Level Expectation:</h5> Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, inferring, deducing, and/or justifying.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.d. Grade Level Expectation:</h5> Revising explanation as necessary based on personal reflection, peer critique, expert opinion, etc.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students make connections to research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.a. Grade Level Expectation:</h5> Predicting and/or recommending how conclusions can be applied to other civic, economic or social issues.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.b. Grade Level Expectation:</h5> Using research results to support or refute the original research statement.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.c. Grade Level Expectation:</h5> Proposing solutions to problems based on findings, and asking additional questions.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.d. Grade Level Expectation:</h5> Identifying problems or flaws with the research process and suggesting improvements.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.e. Grade Level Expectation:</h5> Proposing further investigations.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students communicate their findings by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.a. Grade Level Expectation:</h5> Developing and giving presentations for various audiences.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.b. Grade Level Expectation:</h5> Soliciting and responding to feedback.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.c. Grade Level Expectation:</h5> Pointing out possibilities for continued or further research.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students connect the past with the present by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.a. Grade Level Expectation:</h5> Explaining historical origins of key ideas and concepts (e.g., Enlightenment, Manifest Destiny, religious and governmental philosophies) and how they are reinterpreted over time.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.b. Grade Level Expectation:</h5> Assessing how lifestyles and values have undergone dramatic changes in the U.S. and world (e.g., comparing life in China under the early imperial dynasties to present -day life, and assessing the degree of similarity and difference).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.c. Grade Level Expectation:</h5> Hypothesizing how critical events could have had different outcomes.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.d. Grade Level Expectation:</h5> Predicting possible outcomes of current world events, and supporting these predictions.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of how humans interpret history by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.a. Grade Level Expectation:</h5> Locating appropriate primary and secondary sources in order to find evidence to support his or her hypothesis.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.b. Grade Level Expectation:</h5> Reading and interpreting historic maps, and evaluating bias in these maps (e.g., size of African on European-made maps).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.c. Grade Level Expectation:</h5> Evaluating the credibility of differing accounts of the same event(s), and recognizing any existing bias in their own writing about historical events (e.g., comparing accounts of an event in history textbook written in the early 1900s to the same account described in a more recent history text).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.d. Grade Level Expectation:</h5> Recognizing media bias in the interpretation of world events, past and present (e.g., World War II propaganda).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.e. Grade Level Expectation:</h5> Using technology to interpret history (e.g., using technology to access and interpret historical data ).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of past, present, and future time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.a Grade Level Expectation:</h5> Creating a historical narrative.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.b Grade Level Expectation:</h5> Locating relevant data for constructing a time line, and constructing time lines of significant historical developments in the nation and world, designating appropriate equidistant intervals of time and recording events according to the order in which they occurred.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.c Grade Level Expectation:</h5> Identifying how different cultures organize time according to key historical events (e.g., independence days, commemoration of past).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.d Grade Level Expectation:</h5> Interpreting data presented in time lines.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.e Grade Level Expectation:</h5> Measuring and calculating calendar time by days, weeks, months, years, decades, centuries, and millennia.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.f Grade Level Expectation:</h5> Understanding a variety of calendars (e.g., Islamic, Jewish, Chinese) and reasons for their organizational structures (e.g., political, historic, religious).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.g Grade Level Expectation:</h5> Making predictions, decisions, or taking a public stand on a defensible position based on an understanding of the past and present.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.h Grade Level Expectation:</h5> Explaining why certain key events remain the historic consciousness and others do not (e.g., the role of Pilgrims in 1628).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.i Grade Level Expectation:</h5> Explaining transitions between eras that occurred over time as well as those that occurred as a result of a pivotal event, and evaluating the effects of these transitions (e.g., What factors led to various democratic revolutions? What have been the long-term effects of these revolutions?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.j Grade Level Expectation:</h5> Identifying why certain events are considered pivotal and how they cause us to reorder time (e.g., Muhammad's call to prophecy, the collapse of the Soviet Union).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.5. Standard: History</h3> Traditional and Social Histories: Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students connect the past with the present by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.a. Grade Level Expectation:</h5> Explaining historical origins of key ideas and concepts (e.g., Enlightenment, Manifest Destiny, religious and governmental philosophies) and how they are reinterpreted over time.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.b. Grade Level Expectation:</h5> Assessing how lifestyles and values have undergone dramatic changes in the U.S. and world (e.g., comparing life in China under the early imperial dynasties to present -day life, and assessing the degree of similarity and difference).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.c. Grade Level Expectation:</h5> Hypothesizing how critical events could have had different outcomes.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.d. Grade Level Expectation:</h5> Predicting possible outcomes of current world events, and supporting these predictions.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of how humans interpret history by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.a. Grade Level Expectation:</h5> Locating appropriate primary and secondary sources in order to find evidence to support his or her hypothesis.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.b. Grade Level Expectation:</h5> Reading and interpreting historic maps, and evaluating bias in these maps (e.g., size of African on European-made maps).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.c. Grade Level Expectation:</h5> Evaluating the credibility of differing accounts of the same event(s), and recognizing any existing bias in their own writing about historical events (e.g., comparing accounts of an event in history textbook written in the early 1900s to the same account described in a more recent history text).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.d. Grade Level Expectation:</h5> Recognizing media bias in the interpretation of world events, past and present (e.g., World War II propaganda).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.e. Grade Level Expectation:</h5> Using technology to interpret history (e.g., using technology to access and interpret historical data ).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of past, present, and future time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.a Grade Level Expectation:</h5> Creating a historical narrative.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.b Grade Level Expectation:</h5> Locating relevant data for constructing a time line, and constructing time lines of significant historical developments in the nation and world, designating appropriate equidistant intervals of time and recording events according to the order in which they occurred.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.c Grade Level Expectation:</h5> Identifying how different cultures organize time according to key historical events (e.g., independence days, commemoration of past).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.d Grade Level Expectation:</h5> Interpreting data presented in time lines.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.e Grade Level Expectation:</h5> Measuring and calculating calendar time by days, weeks, months, years, decades, centuries, and millennia.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.f Grade Level Expectation:</h5> Understanding a variety of calendars (e.g., Islamic, Jewish, Chinese) and reasons for their organizational structures (e.g., political, historic, religious).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.g Grade Level Expectation:</h5> Making predictions, decisions, or taking a public stand on a defensible position based on an understanding of the past and present.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.h Grade Level Expectation:</h5> Explaining why certain key events remain the historic consciousness and others do not (e.g., the role of Pilgrims in 1628).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.i Grade Level Expectation:</h5> Explaining transitions between eras that occurred over time as well as those that occurred as a result of a pivotal event, and evaluating the effects of these transitions (e.g., What factors led to various democratic revolutions? What have been the long-term effects of these revolutions?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.j Grade Level Expectation:</h5> Identifying why certain events are considered pivotal and how they cause us to reorder time (e.g., Muhammad's call to prophecy, the collapse of the Soviet Union).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.6. Standard: History</h3> Being A Historian: Students use historical methodology to make interpretations concerning history, change, and continuity.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Social and Historical Questioning: Students initiate an inquiry by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:1.a. Grade Level Expectation:</h5> Asking focusing, probing, and significant research questions that incorporate ideas and concepts of personal, community, or global relevance and could lead to answers which allow students to become participants in solutions (e.g., Does my purchasing behavior affect child labor practices in the developing world?).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:2.a. Grade Level Expectation:</h5> Predicting results, proposing choices about possible actions, or interpreting relationships between facts and/or concepts.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Research Plan: Students design research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.a. Grade Level Expectation:</h5> Establishing criteria for the quality and quantity of information needed, including primary and secondary sources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.b. Grade Level Expectation:</h5> Identifying tools and procedures needed for collecting, managing, and analyzing data, including a plan for citing sources (e.g., establishing a time line or schedule for research, independently identifying places to find sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.c. Grade Level Expectation:</h5> Determining the best ways to present their data (e.g., PowerPoint, hypercard, report, graph, etc.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:3.d. Grade Level Expectation:</h5> Determining ways research plan can be applied to other areas (e.g., to future career goals)</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students conduct research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.a. Grade Level Expectation:</h5> Referring to and following a detailed plan for a complex inquiry (e.g., conduct an inquiry into the several causes of WWI).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.b. Grade Level Expectation:</h5> Locating relevant materials such as print, electronic, and human resources.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.c. Grade Level Expectation:</h5> Applying criteria from the plan to analyze the quality and quantity of and corroborate the information gathered (e.g., judging the accuracy of historical fiction by comparing the characters and events described with accounts in multiple primary and secondary sources).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.d. Grade Level Expectation:</h5> Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.e. Grade Level Expectation:</h5> Revising research plan and locating additional materials and/or information, as needed.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:4.f. Grade Level Expectation:</h5> Citing sources.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Conducting Research: Students develop reasonable explanations that support the research statement by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.a. Grade Level Expectation:</h5> Organizing and displaying information in a manner appropriate to the research statement through maps, graphs, charts, tables, narratives, timelines, models, simulations, or dramatizations.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.b. Grade Level Expectation:</h5> Determining the validity and reliability of the document or information in relation to an analysis of the hypothesis.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.c. Grade Level Expectation:</h5> Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, inferring, deducing, and/or justifying.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:5.d. Grade Level Expectation:</h5> Revising explanation as necessary based on personal reflection, peer critique, expert opinion, etc.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students make connections to research by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.a. Grade Level Expectation:</h5> Predicting and/or recommending how conclusions can be applied to other civic, economic or social issues.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.b. Grade Level Expectation:</h5> Using research results to support or refute the original research statement.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.c. Grade Level Expectation:</h5> Proposing solutions to problems based on findings, and asking additional questions.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.d. Grade Level Expectation:</h5> Identifying problems or flaws with the research process and suggesting improvements.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:6.e. Grade Level Expectation:</h5> Proposing further investigations.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students communicate their findings by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.a. Grade Level Expectation:</h5> Developing and giving presentations for various audiences.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.b. Grade Level Expectation:</h5> Soliciting and responding to feedback.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:7.c. Grade Level Expectation:</h5> Pointing out possibilities for continued or further research.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students connect the past with the present by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.a. Grade Level Expectation:</h5> Explaining historical origins of key ideas and concepts (e.g., Enlightenment, Manifest Destiny, religious and governmental philosophies) and how they are reinterpreted over time.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.b. Grade Level Expectation:</h5> Assessing how lifestyles and values have undergone dramatic changes in the U.S. and world (e.g., comparing life in China under the early imperial dynasties to present -day life, and assessing the degree of similarity and difference).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.c. Grade Level Expectation:</h5> Hypothesizing how critical events could have had different outcomes.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:8.d. Grade Level Expectation:</h5> Predicting possible outcomes of current world events, and supporting these predictions.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of how humans interpret history by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.a. Grade Level Expectation:</h5> Locating appropriate primary and secondary sources in order to find evidence to support his or her hypothesis.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.b. Grade Level Expectation:</h5> Reading and interpreting historic maps, and evaluating bias in these maps (e.g., size of African on European-made maps).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.c. Grade Level Expectation:</h5> Evaluating the credibility of differing accounts of the same event(s), and recognizing any existing bias in their own writing about historical events (e.g., comparing accounts of an event in history textbook written in the early 1900s to the same account described in a more recent history text).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.d. Grade Level Expectation:</h5> Recognizing media bias in the interpretation of world events, past and present (e.g., World War II propaganda).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:9.e. Grade Level Expectation:</h5> Using technology to interpret history (e.g., using technology to access and interpret historical data ).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of past, present, and future time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.a Grade Level Expectation:</h5> Creating a historical narrative.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.b Grade Level Expectation:</h5> Locating relevant data for constructing a time line, and constructing time lines of significant historical developments in the nation and world, designating appropriate equidistant intervals of time and recording events according to the order in which they occurred.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.c Grade Level Expectation:</h5> Identifying how different cultures organize time according to key historical events (e.g., independence days, commemoration of past).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.d Grade Level Expectation:</h5> Interpreting data presented in time lines.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.e Grade Level Expectation:</h5> Measuring and calculating calendar time by days, weeks, months, years, decades, centuries, and millennia.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.f Grade Level Expectation:</h5> Understanding a variety of calendars (e.g., Islamic, Jewish, Chinese) and reasons for their organizational structures (e.g., political, historic, religious).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.g Grade Level Expectation:</h5> Making predictions, decisions, or taking a public stand on a defensible position based on an understanding of the past and present.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.h Grade Level Expectation:</h5> Explaining why certain key events remain the historic consciousness and others do not (e.g., the role of Pilgrims in 1628).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.i Grade Level Expectation:</h5> Explaining transitions between eras that occurred over time as well as those that occurred as a result of a pivotal event, and evaluating the effects of these transitions (e.g., What factors led to various democratic revolutions? What have been the long-term effects of these revolutions?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:10.j Grade Level Expectation:</h5> Identifying why certain events are considered pivotal and how they cause us to reorder time (e.g., Muhammad's call to prophecy, the collapse of the Soviet Union).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.7. Standard: Geography</h3> Geographical Knowledge: Students use geographical knowledge and images of various places to understand the present, communicate historical interpretations, develop solutions for problems, and plan for the future.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students interpret geography and solve geographic problems by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.a Grade Level Expectation:</h5> Identifying characteristics of states, countries, and continents; synthesizing and evaluating characteristics of various areas in relation to a particular variable (e.g., quality of life, economic opportunity, desirability).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.b Grade Level Expectation:</h5> Observing, comparing, and analyzing patterns of national, and global land use over time (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities; speculating as to which areas might be used in the future and the impact of that usage.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.c Grade Level Expectation:</h5> Locating the physical, political, and cultural regions the United States and the world; hypothesizing the effects of current trends on these regions (e.g., the dominance of English as an international language).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.d Grade Level Expectation:</h5> Predicting areas of the world that will increase in future importance and giving reasons to support this prediction.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.e Grade Level Expectation:</h5> Analyzing how technological and environmental changes impact settlement patterns over time (e.g., using tables and maps to show the distribution of refugees from areas affected by natural disasters).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.f Grade Level Expectation:</h5> Interpreting and analyzing a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., analyzing maps to determine how population density has changed and will change).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.g Grade Level Expectation:</h5> Identifying, utilizing, and evaluating appropriate maps for specific purposes (e.g., choosing resource allocation maps in order to investigate oil distribution).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.h Grade Level Expectation:</h5> Using a variety of grid systems to locate places on maps and globes (e.g., UTM or Public Land Survey Systems).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.i Grade Level Expectation:</h5> Analyzing and synthesizing similar and dissimilar spatial patterns using geographic resources (e.g., examining levels of AIDS infection in relation to population density and literacy).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of human interaction with the environment over time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.a Grade Level Expectation:</h5> Describing and analyzing how human activity and technology currently impact the environment in the U.S. and world, and speculating the impact in the future if current trends continue.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.b Grade Level Expectation:</h5> Generating information related to the impact of human activities on the physical environment in the local, state, national, or global community in order to draw conclusions and recommend actions (e.g., using charts and graphs to analyze the effects of overfishing along the coast of North America or the Philippine archipelago).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.c Grade Level Expectation:</h5> Analyzing different viewpoints regarding resource use in the U.S. and world; expressing and supporting one's personal viewpoint (e.g., after debating the causes and/or existence of global warming, expressing one's opinion).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.d Grade Level Expectation:</h5> Analyzing multiple factors in the interaction of humans and the environment (e.g., analyzing mediating factors that influence the relationship between population distribution and environmental change).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.e Grade Level Expectation: Using information to analyze and evaluate the impact of current voluntary and involuntary migration patterns in the U.S. and world (ex</h5> census data).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students analyze how and why cultures continue and change over time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.a Grade Level Expectation:</h5> Analyzing and evaluating the impact of expressions of culture in Vermont, the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., analyzing the influence of black slave culture on subsequent generations of African Americans).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.b Grade Level Expectation:</h5> Analyzing the contributions of various cultural groups to the world, both past and present, including immigrants and native peoples; hypothesizing about the impact of the globalization of culture.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.c Grade Level Expectation:</h5> Analyzing how location and spatial patterns influence the spread of cultural traits (e.g., comparing clothing, food, religion/ values, government, and art across four ancient cultures in relation to location); analyzing the means by which various cultural groups try to retain their cultural identity.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.d Grade Level Expectation:</h5> Analyzing and evaluating ways in which culture in the United States and the world has changed and may change in the future (e.g., how might the spread of Islam change American culture in the future?).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.8. Standard: Geography</h3> Movements and Settlements: Students analyze the factors and implications associated with the historical and contemporary movements and settlements of people and groups in various times in their local community, in Vermont, in the United States, and in various locations world wide.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students interpret geography and solve geographic problems by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.a Grade Level Expectation:</h5> Identifying characteristics of states, countries, and continents; synthesizing and evaluating characteristics of various areas in relation to a particular variable (e.g., quality of life, economic opportunity, desirability).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.b Grade Level Expectation:</h5> Observing, comparing, and analyzing patterns of national, and global land use over time (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities; speculating as to which areas might be used in the future and the impact of that usage.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.c Grade Level Expectation:</h5> Locating the physical, political, and cultural regions the United States and the world; hypothesizing the effects of current trends on these regions (e.g., the dominance of English as an international language).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.d Grade Level Expectation:</h5> Predicting areas of the world that will increase in future importance and giving reasons to support this prediction.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.e Grade Level Expectation:</h5> Analyzing how technological and environmental changes impact settlement patterns over time (e.g., using tables and maps to show the distribution of refugees from areas affected by natural disasters).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.f Grade Level Expectation:</h5> Interpreting and analyzing a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., analyzing maps to determine how population density has changed and will change).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.g Grade Level Expectation:</h5> Identifying, utilizing, and evaluating appropriate maps for specific purposes (e.g., choosing resource allocation maps in order to investigate oil distribution).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.h Grade Level Expectation:</h5> Using a variety of grid systems to locate places on maps and globes (e.g., UTM or Public Land Survey Systems).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.i Grade Level Expectation:</h5> Analyzing and synthesizing similar and dissimilar spatial patterns using geographic resources (e.g., examining levels of AIDS infection in relation to population density and literacy).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of human interaction with the environment over time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.a Grade Level Expectation:</h5> Describing and analyzing how human activity and technology currently impact the environment in the U.S. and world, and speculating the impact in the future if current trends continue.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.b Grade Level Expectation:</h5> Generating information related to the impact of human activities on the physical environment in the local, state, national, or global community in order to draw conclusions and recommend actions (e.g., using charts and graphs to analyze the effects of overfishing along the coast of North America or the Philippine archipelago).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.c Grade Level Expectation:</h5> Analyzing different viewpoints regarding resource use in the U.S. and world; expressing and supporting one's personal viewpoint (e.g., after debating the causes and/or existence of global warming, expressing one's opinion).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.d Grade Level Expectation:</h5> Analyzing multiple factors in the interaction of humans and the environment (e.g., analyzing mediating factors that influence the relationship between population distribution and environmental change).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.e Grade Level Expectation: Using information to analyze and evaluate the impact of current voluntary and involuntary migration patterns in the U.S. and world (ex</h5> census data).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students analyze how and why cultures continue and change over time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.a Grade Level Expectation:</h5> Analyzing and evaluating the impact of expressions of culture in Vermont, the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., analyzing the influence of black slave culture on subsequent generations of African Americans).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.b Grade Level Expectation:</h5> Analyzing the contributions of various cultural groups to the world, both past and present, including immigrants and native peoples; hypothesizing about the impact of the globalization of culture.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.c Grade Level Expectation:</h5> Analyzing how location and spatial patterns influence the spread of cultural traits (e.g., comparing clothing, food, religion/ values, government, and art across four ancient cultures in relation to location); analyzing the means by which various cultural groups try to retain their cultural identity.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.d Grade Level Expectation:</h5> Analyzing and evaluating ways in which culture in the United States and the world has changed and may change in the future (e.g., how might the spread of Islam change American culture in the future?).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.9. Standard: Citizenship</h3> Meaning of Citizenship: Students examine and debate the meaning of citizenship and act as citizens in a democratic society.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students act as citizens by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.a Grade Level Expectation:</h5> Analyzing and evaluating changes in the interpretation of rights and responsibilities of citizenship over time (e.g., changes in voting age, changes in voting rights for women and African Americans).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.b Grade Level Expectation:</h5> Analyzing and evaluating the issues related to and criteria for U.S. citizenship, past and present (e.g., analyzing the issues surrounding Japanese citizens during WWII).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.c Grade Level Expectation:</h5> Discussing why people want to become citizens of the U.S. and/or another country (e.g., Why did Americans emigrate to the Soviet Union during the Depression?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.d Grade Level Expectation:</h5> Analyzing impacts of people's actions as members of a global community (e.g., the Kyoto Agreement).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.e Grade Level Expectation:</h5> Demonstrating positive interaction with group members (e.g., working with a group to draft legislation).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.f Grade Level Expectation:</h5> Identifying problems, proposing solutions, considering the effects of and implementing a course of action in the local community, state, nation, or world.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.g Grade Level Expectation:</h5> Explaining and defending one's own point of view on issues that affect themselves and society, using information gained from reputable sources (e.g. stem cell research, health care issues, federal budget allocations).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.h Grade Level Expectation:</h5> Explaining, critically evaluating, and defending views that are not one's own.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.i Grade Level Expectation:</h5> Analyzing ways in which political parties, campaigns, and elections encourage and discourage citizens to participate in the political process (e.g., voter registration drives, use of the Internet, negative campaign ads).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.j Grade Level Expectation:</h5> Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., research the far-reaching effects of Mohandas Ghandi's beliefs and actions).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.k Grade Level Expectation:</h5> Analyzing how identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples (e.g. nation building in regions with disparate cultures).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.l Grade Level Expectation:</h5> Establishing rules and/or policies for a group, school, or community, and defending them (e.g., senior privileges, curfews).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of various forms of government by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.a Grade Level Expectation:</h5> Evaluating how and why rules and laws are created, interpreted, and changed (e.g., evaluating recent decisions by the U.N.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.b Grade Level Expectation:</h5> Analyzing the principles in key U.S. and international documents and how they apply to their own lives (e.g., Patriot Act, Universal Declaration of Human Rights).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.c Grade Level Expectation:</h5> Describing how government decisions impact citizens locally, nationally, and internationally.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.d Grade Level Expectation:</h5> Comparing and evaluating the basic functions, structures and purposes of governments, both past and present (e.g., democracy vs. dictatorship, internal and external protection).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.e Grade Level Expectation:</h5> Identifying and debating issues surrounding the basic principles of American democracy (e.g., individual rights vs. common good, majority rule vs. protection of minority rights).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.f Grade Level Expectation:</h5> Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students examine how different societies address issues of human interdependence by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.a Grade Level Expectation:</h5> Analyzing the impact of a current or historic issue related to human rights, and explaining how the values of the time or place influenced the issue (e.g. Guantanamo, land mines, invasion of Iraq).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.b Grade Level Expectation:</h5> Analyzing how shared values and beliefs can create or maintain a subculture and/or counterculture (e.g., the Ku Klux Klan, Goths, Hippies).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.c Grade Level Expectation:</h5> Evaluating the significance of governmental and nongovernmental international organizations (e.g., World Health Organization, Doctors Without Borders, International Atomic Energy Agency, IMF).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.d Grade Level Expectation:</h5> After examining issues from more than one perspective, defining and defending the rights and needs of others in the community, nation, and world (e.g., gay rights, environmental protection, privatization of government).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.e Grade Level Expectation:</h5> Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits (e.g., affirmative action).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.f Grade Level Expectation:</h5> Describing how diversity contributes to change over time (e.g., how population shifts impact politics, whites becoming a minority in the U.S., interracial marriage).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.g Grade Level Expectation:</h5> Analyzing the impact of interdependence among states and nations (e.g., OPEC, NAFTA).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.h Grade Level Expectation:</h5> Analyzing the effectiveness of behaviors that are intended to foster global cooperation among groups and governments (e.g., League of Nations, nation building, coalition to fight terrorism).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.i Grade Level Expectation:</h5> Explaining conditions, actions, and motivations that contribute to conflict within and among individuals, communities, and nations (e.g., economic conditions, religious beliefs, political repression).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.j Grade Level Expectation:</h5> Proposing and defending ways to ease tensions and/or peacefully resolve conflicts (e.g., assimilation/ separatism; affirmative action; diplomacy).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students examine how access to various institutions affects justice, reward, and power by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:17.a Grade Level Expectation:</h5> Analyzing and evaluating why groups of people or individuals have accessed or were denied justice (e.g., utilizing contemporary and current primary and secondary sources to determine how perspectives on the Nisei have changed).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:17.b Grade Level Expectation:</h5> Analyzing points of conflict between different political ideologies (e.g., creation of party platforms).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.10. Standard: Citizenship</h3> Types of Government: Students compare and evaluate the philosophical underpinnings and the workings of different types of governments, including constitutional governments, in various times in their local community, in Vermont, in the United States, and in various locations world wide.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students act as citizens by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.a Grade Level Expectation:</h5> Analyzing and evaluating changes in the interpretation of rights and responsibilities of citizenship over time (e.g., changes in voting age, changes in voting rights for women and African Americans).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.b Grade Level Expectation:</h5> Analyzing and evaluating the issues related to and criteria for U.S. citizenship, past and present (e.g., analyzing the issues surrounding Japanese citizens during WWII).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.c Grade Level Expectation:</h5> Discussing why people want to become citizens of the U.S. and/or another country (e.g., Why did Americans emigrate to the Soviet Union during the Depression?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.d Grade Level Expectation:</h5> Analyzing impacts of people's actions as members of a global community (e.g., the Kyoto Agreement).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.e Grade Level Expectation:</h5> Demonstrating positive interaction with group members (e.g., working with a group to draft legislation).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.f Grade Level Expectation:</h5> Identifying problems, proposing solutions, considering the effects of and implementing a course of action in the local community, state, nation, or world.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.g Grade Level Expectation:</h5> Explaining and defending one's own point of view on issues that affect themselves and society, using information gained from reputable sources (e.g. stem cell research, health care issues, federal budget allocations).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.h Grade Level Expectation:</h5> Explaining, critically evaluating, and defending views that are not one's own.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.i Grade Level Expectation:</h5> Analyzing ways in which political parties, campaigns, and elections encourage and discourage citizens to participate in the political process (e.g., voter registration drives, use of the Internet, negative campaign ads).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.j Grade Level Expectation:</h5> Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., research the far-reaching effects of Mohandas Ghandi's beliefs and actions).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.k Grade Level Expectation:</h5> Analyzing how identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples (e.g. nation building in regions with disparate cultures).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.l Grade Level Expectation:</h5> Establishing rules and/or policies for a group, school, or community, and defending them (e.g., senior privileges, curfews).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of various forms of government by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.a Grade Level Expectation:</h5> Evaluating how and why rules and laws are created, interpreted, and changed (e.g., evaluating recent decisions by the U.N.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.b Grade Level Expectation:</h5> Analyzing the principles in key U.S. and international documents and how they apply to their own lives (e.g., Patriot Act, Universal Declaration of Human Rights).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.c Grade Level Expectation:</h5> Describing how government decisions impact citizens locally, nationally, and internationally.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.d Grade Level Expectation:</h5> Comparing and evaluating the basic functions, structures and purposes of governments, both past and present (e.g., democracy vs. dictatorship, internal and external protection).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.e Grade Level Expectation:</h5> Identifying and debating issues surrounding the basic principles of American democracy (e.g., individual rights vs. common good, majority rule vs. protection of minority rights).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.f Grade Level Expectation:</h5> Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students examine how different societies address issues of human interdependence by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.a Grade Level Expectation:</h5> Analyzing the impact of a current or historic issue related to human rights, and explaining how the values of the time or place influenced the issue (e.g. Guantanamo, land mines, invasion of Iraq).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.b Grade Level Expectation:</h5> Analyzing how shared values and beliefs can create or maintain a subculture and/or counterculture (e.g., the Ku Klux Klan, Goths, Hippies).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.c Grade Level Expectation:</h5> Evaluating the significance of governmental and nongovernmental international organizations (e.g., World Health Organization, Doctors Without Borders, International Atomic Energy Agency, IMF).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.d Grade Level Expectation:</h5> After examining issues from more than one perspective, defining and defending the rights and needs of others in the community, nation, and world (e.g., gay rights, environmental protection, privatization of government).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.e Grade Level Expectation:</h5> Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits (e.g., affirmative action).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.f Grade Level Expectation:</h5> Describing how diversity contributes to change over time (e.g., how population shifts impact politics, whites becoming a minority in the U.S., interracial marriage).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.g Grade Level Expectation:</h5> Analyzing the impact of interdependence among states and nations (e.g., OPEC, NAFTA).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.h Grade Level Expectation:</h5> Analyzing the effectiveness of behaviors that are intended to foster global cooperation among groups and governments (e.g., League of Nations, nation building, coalition to fight terrorism).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.i Grade Level Expectation:</h5> Explaining conditions, actions, and motivations that contribute to conflict within and among individuals, communities, and nations (e.g., economic conditions, religious beliefs, political repression).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.j Grade Level Expectation:</h5> Proposing and defending ways to ease tensions and/or peacefully resolve conflicts (e.g., assimilation/ separatism; affirmative action; diplomacy).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students examine how access to various institutions affects justice, reward, and power by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:17.a Grade Level Expectation:</h5> Analyzing and evaluating why groups of people or individuals have accessed or were denied justice (e.g., utilizing contemporary and current primary and secondary sources to determine how perspectives on the Nisei have changed).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:17.b Grade Level Expectation:</h5> Analyzing points of conflict between different political ideologies (e.g., creation of party platforms).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.11. Standard: Citizenship</h3> Institutional Access: Students analyze the access that various groups and individuals have had to justice, reward, and power, as those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in various locations world wide.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students act as citizens by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.a Grade Level Expectation:</h5> Analyzing and evaluating changes in the interpretation of rights and responsibilities of citizenship over time (e.g., changes in voting age, changes in voting rights for women and African Americans).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.b Grade Level Expectation:</h5> Analyzing and evaluating the issues related to and criteria for U.S. citizenship, past and present (e.g., analyzing the issues surrounding Japanese citizens during WWII).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.c Grade Level Expectation:</h5> Discussing why people want to become citizens of the U.S. and/or another country (e.g., Why did Americans emigrate to the Soviet Union during the Depression?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.d Grade Level Expectation:</h5> Analyzing impacts of people's actions as members of a global community (e.g., the Kyoto Agreement).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.e Grade Level Expectation:</h5> Demonstrating positive interaction with group members (e.g., working with a group to draft legislation).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.f Grade Level Expectation:</h5> Identifying problems, proposing solutions, considering the effects of and implementing a course of action in the local community, state, nation, or world.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.g Grade Level Expectation:</h5> Explaining and defending one's own point of view on issues that affect themselves and society, using information gained from reputable sources (e.g. stem cell research, health care issues, federal budget allocations).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.h Grade Level Expectation:</h5> Explaining, critically evaluating, and defending views that are not one's own.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.i Grade Level Expectation:</h5> Analyzing ways in which political parties, campaigns, and elections encourage and discourage citizens to participate in the political process (e.g., voter registration drives, use of the Internet, negative campaign ads).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.j Grade Level Expectation:</h5> Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., research the far-reaching effects of Mohandas Ghandi's beliefs and actions).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.k Grade Level Expectation:</h5> Analyzing how identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples (e.g. nation building in regions with disparate cultures).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.l Grade Level Expectation:</h5> Establishing rules and/or policies for a group, school, or community, and defending them (e.g., senior privileges, curfews).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of various forms of government by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.a Grade Level Expectation:</h5> Evaluating how and why rules and laws are created, interpreted, and changed (e.g., evaluating recent decisions by the U.N.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.b Grade Level Expectation:</h5> Analyzing the principles in key U.S. and international documents and how they apply to their own lives (e.g., Patriot Act, Universal Declaration of Human Rights).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.c Grade Level Expectation:</h5> Describing how government decisions impact citizens locally, nationally, and internationally.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.d Grade Level Expectation:</h5> Comparing and evaluating the basic functions, structures and purposes of governments, both past and present (e.g., democracy vs. dictatorship, internal and external protection).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.e Grade Level Expectation:</h5> Identifying and debating issues surrounding the basic principles of American democracy (e.g., individual rights vs. common good, majority rule vs. protection of minority rights).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.f Grade Level Expectation:</h5> Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students examine how different societies address issues of human interdependence by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.a Grade Level Expectation:</h5> Analyzing the impact of a current or historic issue related to human rights, and explaining how the values of the time or place influenced the issue (e.g. Guantanamo, land mines, invasion of Iraq).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.b Grade Level Expectation:</h5> Analyzing how shared values and beliefs can create or maintain a subculture and/or counterculture (e.g., the Ku Klux Klan, Goths, Hippies).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.c Grade Level Expectation:</h5> Evaluating the significance of governmental and nongovernmental international organizations (e.g., World Health Organization, Doctors Without Borders, International Atomic Energy Agency, IMF).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.d Grade Level Expectation:</h5> After examining issues from more than one perspective, defining and defending the rights and needs of others in the community, nation, and world (e.g., gay rights, environmental protection, privatization of government).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.e Grade Level Expectation:</h5> Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits (e.g., affirmative action).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.f Grade Level Expectation:</h5> Describing how diversity contributes to change over time (e.g., how population shifts impact politics, whites becoming a minority in the U.S., interracial marriage).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.g Grade Level Expectation:</h5> Analyzing the impact of interdependence among states and nations (e.g., OPEC, NAFTA).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.h Grade Level Expectation:</h5> Analyzing the effectiveness of behaviors that are intended to foster global cooperation among groups and governments (e.g., League of Nations, nation building, coalition to fight terrorism).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.i Grade Level Expectation:</h5> Explaining conditions, actions, and motivations that contribute to conflict within and among individuals, communities, and nations (e.g., economic conditions, religious beliefs, political repression).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.j Grade Level Expectation:</h5> Proposing and defending ways to ease tensions and/or peacefully resolve conflicts (e.g., assimilation/ separatism; affirmative action; diplomacy).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students examine how access to various institutions affects justice, reward, and power by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:17.a Grade Level Expectation:</h5> Analyzing and evaluating why groups of people or individuals have accessed or were denied justice (e.g., utilizing contemporary and current primary and secondary sources to determine how perspectives on the Nisei have changed).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:17.b Grade Level Expectation:</h5> Analyzing points of conflict between different political ideologies (e.g., creation of party platforms).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.12. Standard: Citizenship</h3> Human Rights: Students identify and evaluate the concept of human rights in various times in their local community, in Vermont, in the United States, and in various locations world wide.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students act as citizens by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.a Grade Level Expectation:</h5> Analyzing and evaluating changes in the interpretation of rights and responsibilities of citizenship over time (e.g., changes in voting age, changes in voting rights for women and African Americans).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.b Grade Level Expectation:</h5> Analyzing and evaluating the issues related to and criteria for U.S. citizenship, past and present (e.g., analyzing the issues surrounding Japanese citizens during WWII).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.c Grade Level Expectation:</h5> Discussing why people want to become citizens of the U.S. and/or another country (e.g., Why did Americans emigrate to the Soviet Union during the Depression?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.d Grade Level Expectation:</h5> Analyzing impacts of people's actions as members of a global community (e.g., the Kyoto Agreement).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.e Grade Level Expectation:</h5> Demonstrating positive interaction with group members (e.g., working with a group to draft legislation).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.f Grade Level Expectation:</h5> Identifying problems, proposing solutions, considering the effects of and implementing a course of action in the local community, state, nation, or world.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.g Grade Level Expectation:</h5> Explaining and defending one's own point of view on issues that affect themselves and society, using information gained from reputable sources (e.g. stem cell research, health care issues, federal budget allocations).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.h Grade Level Expectation:</h5> Explaining, critically evaluating, and defending views that are not one's own.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.i Grade Level Expectation:</h5> Analyzing ways in which political parties, campaigns, and elections encourage and discourage citizens to participate in the political process (e.g., voter registration drives, use of the Internet, negative campaign ads).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.j Grade Level Expectation:</h5> Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., research the far-reaching effects of Mohandas Ghandi's beliefs and actions).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.k Grade Level Expectation:</h5> Analyzing how identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples (e.g. nation building in regions with disparate cultures).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:14.l Grade Level Expectation:</h5> Establishing rules and/or policies for a group, school, or community, and defending them (e.g., senior privileges, curfews).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of various forms of government by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.a Grade Level Expectation:</h5> Evaluating how and why rules and laws are created, interpreted, and changed (e.g., evaluating recent decisions by the U.N.).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.b Grade Level Expectation:</h5> Analyzing the principles in key U.S. and international documents and how they apply to their own lives (e.g., Patriot Act, Universal Declaration of Human Rights).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.c Grade Level Expectation:</h5> Describing how government decisions impact citizens locally, nationally, and internationally.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.d Grade Level Expectation:</h5> Comparing and evaluating the basic functions, structures and purposes of governments, both past and present (e.g., democracy vs. dictatorship, internal and external protection).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.e Grade Level Expectation:</h5> Identifying and debating issues surrounding the basic principles of American democracy (e.g., individual rights vs. common good, majority rule vs. protection of minority rights).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:15.f Grade Level Expectation:</h5> Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students examine how different societies address issues of human interdependence by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.a Grade Level Expectation:</h5> Analyzing the impact of a current or historic issue related to human rights, and explaining how the values of the time or place influenced the issue (e.g. Guantanamo, land mines, invasion of Iraq).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.b Grade Level Expectation:</h5> Analyzing how shared values and beliefs can create or maintain a subculture and/or counterculture (e.g., the Ku Klux Klan, Goths, Hippies).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.c Grade Level Expectation:</h5> Evaluating the significance of governmental and nongovernmental international organizations (e.g., World Health Organization, Doctors Without Borders, International Atomic Energy Agency, IMF).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.d Grade Level Expectation:</h5> After examining issues from more than one perspective, defining and defending the rights and needs of others in the community, nation, and world (e.g., gay rights, environmental protection, privatization of government).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.e Grade Level Expectation:</h5> Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits (e.g., affirmative action).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.f Grade Level Expectation:</h5> Describing how diversity contributes to change over time (e.g., how population shifts impact politics, whites becoming a minority in the U.S., interracial marriage).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.g Grade Level Expectation:</h5> Analyzing the impact of interdependence among states and nations (e.g., OPEC, NAFTA).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.h Grade Level Expectation:</h5> Analyzing the effectiveness of behaviors that are intended to foster global cooperation among groups and governments (e.g., League of Nations, nation building, coalition to fight terrorism).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.i Grade Level Expectation:</h5> Explaining conditions, actions, and motivations that contribute to conflict within and among individuals, communities, and nations (e.g., economic conditions, religious beliefs, political repression).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:16.j Grade Level Expectation:</h5> Proposing and defending ways to ease tensions and/or peacefully resolve conflicts (e.g., assimilation/ separatism; affirmative action; diplomacy).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students examine how access to various institutions affects justice, reward, and power by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:17.a Grade Level Expectation:</h5> Analyzing and evaluating why groups of people or individuals have accessed or were denied justice (e.g., utilizing contemporary and current primary and secondary sources to determine how perspectives on the Nisei have changed).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:17.b Grade Level Expectation:</h5> Analyzing points of conflict between different political ideologies (e.g., creation of party platforms).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.13. Standard: Diversity and Unity</h3> Concepts of Culture: Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students interpret geography and solve geographic problems by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.a Grade Level Expectation:</h5> Identifying characteristics of states, countries, and continents; synthesizing and evaluating characteristics of various areas in relation to a particular variable (e.g., quality of life, economic opportunity, desirability).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.b Grade Level Expectation:</h5> Observing, comparing, and analyzing patterns of national, and global land use over time (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities; speculating as to which areas might be used in the future and the impact of that usage.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.c Grade Level Expectation:</h5> Locating the physical, political, and cultural regions the United States and the world; hypothesizing the effects of current trends on these regions (e.g., the dominance of English as an international language).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.d Grade Level Expectation:</h5> Predicting areas of the world that will increase in future importance and giving reasons to support this prediction.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.e Grade Level Expectation:</h5> Analyzing how technological and environmental changes impact settlement patterns over time (e.g., using tables and maps to show the distribution of refugees from areas affected by natural disasters).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.f Grade Level Expectation:</h5> Interpreting and analyzing a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., analyzing maps to determine how population density has changed and will change).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.g Grade Level Expectation:</h5> Identifying, utilizing, and evaluating appropriate maps for specific purposes (e.g., choosing resource allocation maps in order to investigate oil distribution).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.h Grade Level Expectation:</h5> Using a variety of grid systems to locate places on maps and globes (e.g., UTM or Public Land Survey Systems).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:11.i Grade Level Expectation:</h5> Analyzing and synthesizing similar and dissimilar spatial patterns using geographic resources (e.g., examining levels of AIDS infection in relation to population density and literacy).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of human interaction with the environment over time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.a Grade Level Expectation:</h5> Describing and analyzing how human activity and technology currently impact the environment in the U.S. and world, and speculating the impact in the future if current trends continue.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.b Grade Level Expectation:</h5> Generating information related to the impact of human activities on the physical environment in the local, state, national, or global community in order to draw conclusions and recommend actions (e.g., using charts and graphs to analyze the effects of overfishing along the coast of North America or the Philippine archipelago).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.c Grade Level Expectation:</h5> Analyzing different viewpoints regarding resource use in the U.S. and world; expressing and supporting one's personal viewpoint (e.g., after debating the causes and/or existence of global warming, expressing one's opinion).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.d Grade Level Expectation:</h5> Analyzing multiple factors in the interaction of humans and the environment (e.g., analyzing mediating factors that influence the relationship between population distribution and environmental change).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:12.e Grade Level Expectation: Using information to analyze and evaluate the impact of current voluntary and involuntary migration patterns in the U.S. and world (ex</h5> census data).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students analyze how and why cultures continue and change over time by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.a Grade Level Expectation:</h5> Analyzing and evaluating the impact of expressions of culture in Vermont, the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., analyzing the influence of black slave culture on subsequent generations of African Americans).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.b Grade Level Expectation:</h5> Analyzing the contributions of various cultural groups to the world, both past and present, including immigrants and native peoples; hypothesizing about the impact of the globalization of culture.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.c Grade Level Expectation:</h5> Analyzing how location and spatial patterns influence the spread of cultural traits (e.g., comparing clothing, food, religion/ values, government, and art across four ancient cultures in relation to location); analyzing the means by which various cultural groups try to retain their cultural identity.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:13.d Grade Level Expectation:</h5> Analyzing and evaluating ways in which culture in the United States and the world has changed and may change in the future (e.g., how might the spread of Islam change American culture in the future?).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.15. Standard: Economics</h3> Knowledge of Economic Principles: Students use the basic principles of economics to interpret local, state, national, and international economic activity.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.a Grade Level Expectation:</h5> Explaining patterns and networks of economic interdependence that exist nationally and globally (e.g., currency, stock market, world trade).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.b Grade Level Expectation:</h5> Examining how producers in the U.S. and/or world have used natural, human, and capital resources to produce goods and services and comparing and contrasting the findings (e.g., compare the use of the labor supply in different countries).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.c Grade Level Expectation:</h5> Drawing conclusions about how choices within various economic systems affect the environment in the state, nation, and/or world (e.g., mixed, command, and market economies).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS7-8:19 Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of the interconnectedness between government and the economy by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.a. Grade Level Expectation:</h5> Identifying and comparing goods and services provided by local, state, national, and international governmental and/ or nongovernmental organizations (e.g., researching and debating socialized medicine vs. private healthcare; investigating the role of the International Monetary Fund).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.b. Grade Level Expectation:</h5> Evaluating and debating the ideological underpinnings of government and economic programs (e.g., how much welfare should governments provide, and on what bases do various governments make these decisions?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.c. Grade Level Expectation:</h5> Explaining the global relationship between taxation and governmental goods and services (e.g., exploring the benefits and tradeoffs of foreign aid).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.d. Grade Level Expectation:</h5> Recognizing that regional economic unions around the world create their own currency for use as money (e.g., the switch from multiple currencies to the Euro).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.e. Grade Level Expectation:</h5> Recognizing that world events and the strength of currencies affects services and prices (e.g., September 11, 2001 and its effect on the stock market).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students make economic decisions as a consumer, producer, saver, investor, and citizen by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.a Grade Level Expectation:</h5> Using economic terms to analyze and interpret global economic issues and problems (e.g., Should there be debt relief for economically unstable countries?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.b Grade Level Expectation:</h5> Examining the causes and long term effects of people's needs and/or wants exceeding their available resources, and proposing possible solutions (e.g., distribution and use of fresh water).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.c Grade Level Expectation:</h5> Developing strategies for earning and spending utilizing a system of accounting (e.g., creating a budget).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.d Grade Level Expectation:</h5> Analyzing the impact of media, time, and place on buying and saving (e.g., advertising, current events).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.e Grade Level Expectation:</h5> Demonstrating understanding of patterns and interdependence locally, nationally, and globally that are involved in the production of a product or service (e.g., supply and demand).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.16. Standard: Economics</h3> Impact of Economic Systems: Students evaluate the impact of economic systems on the needs and wants of all people and on the environment in various times in their local community, in Vermont, in the United States, and in various locations world wide.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.a Grade Level Expectation:</h5> Explaining patterns and networks of economic interdependence that exist nationally and globally (e.g., currency, stock market, world trade).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.b Grade Level Expectation:</h5> Examining how producers in the U.S. and/or world have used natural, human, and capital resources to produce goods and services and comparing and contrasting the findings (e.g., compare the use of the labor supply in different countries).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.c Grade Level Expectation:</h5> Drawing conclusions about how choices within various economic systems affect the environment in the state, nation, and/or world (e.g., mixed, command, and market economies).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS7-8:19 Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of the interconnectedness between government and the economy by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.a. Grade Level Expectation:</h5> Identifying and comparing goods and services provided by local, state, national, and international governmental and/ or nongovernmental organizations (e.g., researching and debating socialized medicine vs. private healthcare; investigating the role of the International Monetary Fund).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.b. Grade Level Expectation:</h5> Evaluating and debating the ideological underpinnings of government and economic programs (e.g., how much welfare should governments provide, and on what bases do various governments make these decisions?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.c. Grade Level Expectation:</h5> Explaining the global relationship between taxation and governmental goods and services (e.g., exploring the benefits and tradeoffs of foreign aid).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.d. Grade Level Expectation:</h5> Recognizing that regional economic unions around the world create their own currency for use as money (e.g., the switch from multiple currencies to the Euro).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.e. Grade Level Expectation:</h5> Recognizing that world events and the strength of currencies affects services and prices (e.g., September 11, 2001 and its effect on the stock market).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students make economic decisions as a consumer, producer, saver, investor, and citizen by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.a Grade Level Expectation:</h5> Using economic terms to analyze and interpret global economic issues and problems (e.g., Should there be debt relief for economically unstable countries?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.b Grade Level Expectation:</h5> Examining the causes and long term effects of people's needs and/or wants exceeding their available resources, and proposing possible solutions (e.g., distribution and use of fresh water).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.c Grade Level Expectation:</h5> Developing strategies for earning and spending utilizing a system of accounting (e.g., creating a budget).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.d Grade Level Expectation:</h5> Analyzing the impact of media, time, and place on buying and saving (e.g., advertising, current events).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.e Grade Level Expectation:</h5> Demonstrating understanding of patterns and interdependence locally, nationally, and globally that are involved in the production of a product or service (e.g., supply and demand).</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>VT.6.17. Standard: Economics</h3> Governments and Resources: Students understand how governments affect the flow of resources, goods, and services.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.a Grade Level Expectation:</h5> Explaining patterns and networks of economic interdependence that exist nationally and globally (e.g., currency, stock market, world trade).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.b Grade Level Expectation:</h5> Examining how producers in the U.S. and/or world have used natural, human, and capital resources to produce goods and services and comparing and contrasting the findings (e.g., compare the use of the labor supply in different countries).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:18.c Grade Level Expectation:</h5> Drawing conclusions about how choices within various economic systems affect the environment in the state, nation, and/or world (e.g., mixed, command, and market economies).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS7-8:19 Essential Knowledge And Skill: Grade Level Expectation</h4> Students show understanding of the interconnectedness between government and the economy by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.a. Grade Level Expectation:</h5> Identifying and comparing goods and services provided by local, state, national, and international governmental and/ or nongovernmental organizations (e.g., researching and debating socialized medicine vs. private healthcare; investigating the role of the International Monetary Fund).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.b. Grade Level Expectation:</h5> Evaluating and debating the ideological underpinnings of government and economic programs (e.g., how much welfare should governments provide, and on what bases do various governments make these decisions?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.c. Grade Level Expectation:</h5> Explaining the global relationship between taxation and governmental goods and services (e.g., exploring the benefits and tradeoffs of foreign aid).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.d. Grade Level Expectation:</h5> Recognizing that regional economic unions around the world create their own currency for use as money (e.g., the switch from multiple currencies to the Euro).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7-8:19.e. Grade Level Expectation:</h5> Recognizing that world events and the strength of currencies affects services and prices (e.g., September 11, 2001 and its effect on the stock market).</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>H&SS11-12: Essential Knowledge And Skill: Grade Level Expectation</h4> Students make economic decisions as a consumer, producer, saver, investor, and citizen by:<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.a Grade Level Expectation:</h5> Using economic terms to analyze and interpret global economic issues and problems (e.g., Should there be debt relief for economically unstable countries?).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.b Grade Level Expectation:</h5> Examining the causes and long term effects of people's needs and/or wants exceeding their available resources, and proposing possible solutions (e.g., distribution and use of fresh water).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.c Grade Level Expectation:</h5> Developing strategies for earning and spending utilizing a system of accounting (e.g., creating a budget).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.d Grade Level Expectation:</h5> Analyzing the impact of media, time, and place on buying and saving (e.g., advertising, current events).</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>11-12:20.e Grade Level Expectation:</h5> Demonstrating understanding of patterns and interdependence locally, nationally, and globally that are involved in the production of a product or service (e.g., supply and demand).</li></ul></li></ul></li></ul>

• UT.1. Standard: U.S. History II

  Students will expand their knowledge of pre-Reconstruction America.

  • 1.1. Objective:

    Examine the American colonial experience.

    • 1.1.a. Indicator:

      Identify reasons for the establishment of colonies in America.

    • 1.1.b. Indicator:

      Examine the rise of American culture in the New England, Middle, and Southern colonies.

  • 1.2. Objective:

    Investigate the development of the United States government, its institutions, and its politics.

    • 1.2.a. Indicator:

      Identify the philosophies which influenced the development of the Constitution, separation of powers, balance of power, and the elastic clause.

    • 1.2.b. Indicator:

      Analyze the Constitution's creation and impact on the new United States.

    • 1.2.c. Indicator:

      Trace the development of American government and politics from the Federalist period through Jacksonian democracy.

  • 1.3. Objective:

    Analyze the growth and division of the United States from 1820 through 1877.

    • 1.3.a. Indicator:

      Trace the United States' expansion and growth from the Atlantic to the Pacific.

    • 1.3.b. Indicator:

      Recognize the sectional differences that developed during the antebellum period.

    • 1.3.c. Indicator:

      Evaluate the causes, course, and consequences of the Civil War.

    • 1.3.d. Indicator:

      Analyze the successes and failures of the Reconstruction period following the Civil War.

    • 1.3.e. Indicator:

      Examine the United States' policies relating to American Indians.

• UT.2. Standard: U.S. History II

  Students will understand how the growth of industry changed the United States.

  • 2.1. Objective:

    Assess how transportation, communication, and marketing improvements and innovations transformed the American economy in the late 19th and early 20th centuries.

    • 2.1.a. Indicator:

      Identify major American inventions and how they affected the United States; e.g., telephone, electricity, car, motion pictures.

    • 2.1.b. Indicator:

      Explain the expansion of transportation and communication in the United States following the Civil War.

    • 2.1.c. Indicator:

      Determine the impact of industrialization on the American economy and society.

    • 2.1.d. Indicator:

      Examine how the market revolution affected retail distribution of goods in the cities and in rural areas.

  • 2.2. Objective:

    Evaluate the prominent business leaders and the business organizations that influenced the growth of industrialization in the United States.

    • 2.2.a. Indicator:

      Examine the roles of American industrialists; e.g., Rockefeller, Morgan, Carnegie, Vanderbilt, Ford.

    • 2.2.b. Indicator:

      Evaluate the growth and influences of monopolies and trusts on capitalism.

  • 2.3. Objective:

    Assess how the growth of industry affected the movement of people into and within the United States.

    • 2.3.a. Indicator:

      Determine the demographic changes in population from the 1890's to the present.

    • 2.3.b. Indicator:

      Investigate the influences that affected various immigrant groups entering the United States.

    • 2.3.c. Indicator:

      Examine the working conditions of immigrant workers; e.g., factory, mine, agriculture, transportation.

  • 2.4. Objective:

    Investigate the challenges presented to urban inhabitants.

    • 2.4.a. Indicator:

      Identify how American cities spawned American architecture.

    • 2.4.b. Indicator:

      Examine living conditions in tenements.

    • 2.4.c. Indicator:

      Compare the attitudes of Social Darwinism with those of Social Gospel believers.

• UT.3. Standard: U.S. History II

  Students will recognize how social reform occurred at the turn of the century.

  • 3.1. Objective:

    Investigate reform movements and their prominent leaders.

    • 3.1.a. Indicator:

      Examine the problems faced by American farmers created by the new market economy and the rise of the Populist Party.

    • 3.1.b. Indicator:

      Analyze the growth and influence of political machines; i.e., muckrakers, Progressives.

    • 3.1.c. Indicator:

      Investigate the emerging civil rights movements for women and Afro-Americans.

  • 3.2. Objective:

    Assess the growth and development of labor unions and their key leaders.

    • 3.2.a. Indicator:

      Trace the development of national labor unions.

    • 3.2.b. Indicator:

      Determine the impact of collective bargaining.

    • 3.2.c. Indicator:

      Analyze the development of socialism in the United States.

• UT.4. Standard: U.S. History II

  Students will understand how war affected the early 20th century.

  • 4.1. Objective:

    Investigate how the United States became involved in imperialism and the Spanish-American War.

    • 4.1.a. Indicator:

      Determine the economic, social, and military affects of United States imperialism.

    • 4.1.b. Indicator:

      Examine the cause, course, and consequences of the Spanish-American War.

    • 4.1.c. Indicator:

      Assess how America's imperialism altered relationships with the Far East and Latin America.

  • 4.2. Objective:

    Examine how World War I affected the military and the home front of the United States.

    • 4.2.a. Indicator:

      Identify major causes of World War I and the United States' involvement and influence in the war; i.e., Wilson's fourteen points, the Versailles Treaty.

    • 4.2.b. Indicator:

      Determine the reasons the United States Senate refused to join the League of Nations.

    • 4.2.c. Indicator:

      Examine the impact World War I had on the United States; e.g., government policy, industrial might, civil liberties.

• UT.5. Standard: U.S. History II

  Students will understand how Americans reacted to rapid social change during the 1920's.

  • 5.1. Objective:

    Analyze how the United States coped with rapid economic and technological advances.

    • 5.1.a. Indicator:

      Investigate how mass media affected American society.

    • 5.1.b. Indicator:

      Assess how new inventions and consumerism influenced daily life.

    • 5.1.c. Indicator:

      Explain how the automobile affected the business and landscape of America.

  • 5.2. Objective:

    Examine the experiences of black Americans and women in the early 20th century.

    • 5.2.a. Indicator:

      Account for the sudden growth of black consciousness.

    • 5.2.b. Indicator:

      Describe the changes in women's attitudes and roles in society.

• UT.6. Standard: U.S. History II

  Students will understand how the Great Depression and the New Deal affected the United States.

  • 6.1. Objective:

    Investigate the impact of the Great Depression on the United States.

    • 6.1.a. Indicator:

      Analyze the major causes of the Great Depression.

    • 6.1.b. Indicator:

      Examine the social effects of the Great Depression.

  • 6.2. Objective:

    Analyze the long-term effects of the New Deal on the United States.

    • 6.2.a. Indicator:

      Explore the purposes and effectiveness of the New Deal; e.g., presidency, economics, politics.

    • 6.2.b. Indicator:

      Investigate the shift of power from state to federal government.

• UT.7. Standard: U.S. History II

  Students will understand the causes, course, and consequences of the United States' role in World War II.

  • 7.1. Objective:

    Determine how America shifted from isolationism to intervention.

    • 7.1.a. Indicator:

      Analyze the factors that led to militarism and fascist aggression in the world.

    • 7.1.b. Indicator:

      Determine how the attack on Pearl Harbor forced the United States out of isolationism.

    • 7.1.c. Indicator:

      Examine how the alliance systems led the United States into World War II.

    • 7.1.d. Indicator:

      Investigate the major campaigns of the United States in the European and Pacific theaters; e.g., Midway, D-Day, Battle of the Bulge, island hopping, and the bombing of Japan.

  • 7.2. Objective:

    Examine the impact World War II had on the American home front.

    • 7.2.a. Indicator:

      Identify the impact of World War II on minority groups in America.

    • 7.2.b. Indicator:

      Examine the role women played in the wartime workforce.

    • 7.2.c. Indicator:

      Trace American mobilization for war.

  • 7.3. Objective:

    Evaluate how the rules and weapons of war changed during World War II.

    • 7.3.a. Indicator:

      Assess how the war expanded beyond military targets to civilian centers.

    • 7.3.b. Indicator:

      Evaluate how technology changed the weapons used in World War II and introduced the atomic age.

  • 7.4. Objective:

    Investigate the Post-War Baby Boom's influence on America.

    • 7.4.a. Indicator:

      Assess the influence of the G.I. Bill on the American lifestyle.

    • 7.4.b. Indicator:

      Trace the development of consumerism and the economy on the Baby Boom generation.

    • 7.4.c. Indicator:

      Trace the development of television and its impact on American culture.

    • 7.4.d. Indicator:

      Investigate the cultural and social impact of the Baby Boom generation on the American people.

• UT.8. Standard: U.S. History II

  Students will understand the United States' domestic and international position in the Cold War era.

  • 8.1. Objective:

    Investigate how the postwar goals and action of the United States and the Soviet Union was manifested throughout the world.

    • 8.1.a. Indicator:

      Analyze the organization and operation of the United Nations.

    • 8.1.b. Indicator:

      Evaluate the effectiveness of American post-war foreign policy in Europe and the Soviet Union's reaction.

    • 8.1.c. Indicator:

      Examine the world's reaction to nuclear weapons.

  • 8.2. Objective:

    Analyze the Cold War ideology of the United States' involvement in Asia.

    • 8.2.a. Indicator:

      Explain America's reaction to the fall of China to Communism under Mao Zedong.

    • 8.2.b. Indicator:

      Trace American and United Nations involvement in the Korean Police Action.

    • 8.2.c. Indicator:

      Examine the various factors that drew the United States into conflict with North Vietnam and Ho Chi Minh.

    • 8.2.d. Indicator:

      Investigate how the Vietnam War changed the nature of warfare.

  • 8.3. Objective:

    Summarize the political, social, and economic reactions to the Cold War in the United States.

    • 8.3.a. Indicator:

      Examine the successes and failures of the various political administrations; i.e., Kennedy, Lyndon B. Johnson, Nixon.

    • 8.3.b. Indicator:

      Analyze the Great Society programs aimed at ending poverty.

    • 8.3.c. Indicator:

      Examine the impact of McCarthyism and Watergate on citizens' attitude toward government.

    • 8.3.d. Indicator:

      Trace the development of space exploration.

  • 8.4. Objective:

    Investigate the end of the Cold War and examine America's role in the changing world.

    • 8.4.a. Indicator:

      Compare differing American reactions to overseas military involvement.

    • 8.4.b. Indicator:

      Trace the events that resulted in the breakup of the USSR.

    • 8.4.c. Indicator:

      Examine the superpower status of the United States in the world.

• UT.9. Standard: U.S. History II

  The students will understand the emergence and development of the human rights and culture in the modern era.

  • 9.1. Objective:

    Analyze how the civil rights movement affected United States society.

    • 9.1.a. Indicator:

      Identify the causes and consequences of civil rights legislation and court decisions.

    • 9.1.b. Indicator:

      Investigate the fight for political, economic, and social equality of women.

    • 9.1.c. Indicator:

      Analyze how the black civil rights movement utilized both social and political actions to achieve its goals.

    • 9.1.d. Indicator:

      Investigate the gains in civil rights made by the American Indian nations, Mexican Americans, and other ethnic groups in the last half of the twentieth century.

  • 9.2. Objective:

    Analyze the impact of the counter culture since the 1960's.

    • 9.2.a. Indicator:

      Trace the development of the counter culture from the anti-Vietnam movement.

    • 9.2.b. Indicator:

      Assess the development of mass media as the voice of the counter culture.

    • 9.2.c. Indicator:

      Examine the impact of drugs on the counter culture and the United States.

• UT.10. Standard: U.S. History II

  The students will understand the economic and political changes of contemporary America.

  • 10.1. Objective:

    Analyze the economy of the contemporary United States.

    • 10.1.a. Indicator:

      Examine the effects of economics on modern society.

    • 10.1.b. Indicator:

      Trace the development of computers and the Internet and their impact on American business and globalization.

  • 10.2. Objective:

    Determine how politics was changed by the end of the Cold War.

    • 10.2.a. Indicator:

      Examine the 'Reagan Revolution,' its goals, success, and failures.

    • 10.2.b. Indicator:

      Determine the impact of environmentalism on the United States.

    • 10.2.c. Indicator:

      Analyze the impact of international terrorism on the United States.

• UT.1. Standard: Geography for Life

  Students will understand the world in spatial terms.

  • 1.1. Objective:

    Use maps and other geographic tools to acquire information from a spatial perspective.

    • 1.1.a. Indicator:

      Explain the differences between major types of map projections.

    • 1.1.b. Indicator:

      Examine characteristics of maps and globes such as latitude, longitude, great circle routes, cardinal directions, compass rose, legend, scale, relief, grid system, and time zones.

    • 1.1.c. Indicator:

      Explain selected map concepts, including rotation, revolution, axis, seasons, solstice, equinox, and the earth/sun relationship of weather patterns.

    • 1.1.d. Indicator:

      Collect and interpret geographic data using maps, charts, population pyramids, cartograms, remote sensing, and Geographic Information Systems (GIS).

  • 1.2. Objective:

    Explore the concept of mental maps to organize information about people, places, and environments.

    • 1.2.a. Indicator:

      Define mental mapping.

    • 1.2.b. Indicator:

      Appraise mental maps, from simple to complex.

  • 1.3. Objective:

    Analyze the spatial organization of people, places, and environments on the earth's surface.

    • 1.3.a. Indicator:

      Describe the importance and role of location in geographic studies.

    • 1.3.b. Indicator:

      Apply the geographic mode of inquiry (What? Where? How? And So What?) to world regions.

    • 1.3.c. Indicator:

      Evaluate the locational importance of human and natural resources using maps, satellite images, and databases.

    • 1.3.d. Indicator:

      Define absolute and relative location recognizing political and physical boundaries.

• UT.2. Standard: Geography for Life

  Students will understand the human and physical characteristics of places and regions.

  • 2.1. Objective:

    Interpret place by its human and physical characteristics.

    • 2.1.a. Indicator:

      Examine human characteristics, including language, religion, population, political and economic systems, and quality of life.

    • 2.1.b. Indicator:

      Investigate physical characteristics such as landforms, climates, water cycle, vegetation, and animal life.

    • 2.1.c. Indicator:

      Recognize that places change over time.

  • 2.2. Objective:

    Assess how people create regions to interpret the earth's surface.

    • 2.2.a. Indicator:

      Recognize how peoples create regions to understand a large, complex, and changing world.

    • 2.2.b. Indicator:

      Characterize the similarities and differences within and between regions.

  • 2.3. Objective:

    Evaluate how culture and experience influence the way people live in places and regions.

    • 2.3.a. Indicator:

      List and define components of culture; e.g., race, gender roles, education, religion.

    • 2.3.b. Indicator:

      Explain the effects of cultural diffusion from country to country.

• UT.3. Standard: Geography for Life

  Students will understand how physical processes shape the earth's surface.

  • 3.1. Objective:

    Examine the physical processes that shape the earth's surface.

    • 3.1.a. Indicator:

      Examine the role of plate tectonics in shaping the earth's surface.

    • 3.1.b. Indicator:

      Assess the external forces of weathering and erosion.

    • 3.1.c. Indicator:

      Explain the factors that combine to shape climatic and vegetation patterns on earth.

  • 3.2. Objective:

    Assess the characteristics and location of ecosystems.

    • 3.2.a. Indicator:

      Identify the characteristics of ecosystems.

    • 3.2.b. Indicator:

      Use geographic tools to identify the location and distribution of global ecosystems.

    • 3.2.c. Indicator:

      Compare regions of the earth with similar physical features, such as semi-arid regions in Utah with other semiarid regions of the world.

• UT.4. Standard: Geography for Life

  Students will understand how human activities shape the earth's surface.

  • 4.1. Objective:

    Analyze the characteristics, distribution, and migration of human populations on the earth's surface.

    • 4.1.a. Indicator:

      Describe how physical environments provide geographic advantage or disadvantage.

    • 4.1.b. Indicator:

      Examine the importance of water to settlement patterns.

    • 4.1.c. Indicator:

      Explain why people who modify their physical environment in one place cause change in other places.

    • 4.1.d. Indicator:

      Investigate how people adapt to their environment.

  • 4.2. Objective:

    Analyze economic interdependence among regions and countries.

    • 4.2.a. Indicator:

      Examine economic networks, from local to global.

    • 4.2.b. Indicator:

      Assess how nations and cultures are linked through transportation, communication, language, currency, goods, and services.

  • 4.3. Objective:

    Investigate various forms of governance and how they affect peoples and landscapes.

    • 4.3.a. Indicator:

      Compare and contrast political systems within world regions.

    • 4.3.b. Indicator:

      Determine the role of government in contemporary and historical world issues.

• UT.5. Standard: Geography for Life

  Students will understand the interaction of physical and human systems.

  • 5.1. Objective:

    Explore how humans change the environment and how the environment changes humans.

    • 5.1.a. Indicator:

      Evaluate the role of technology in modifying the physical environment.

    • 5.1.b. Indicator:

      Explain how historical events affect physical and human systems.

    • 5.1.c. Indicator:

      Discuss regional issues; e.g., desertification, deforestation, pollution.

    • 5.1.d. Indicator:

      Predict the potential effect of human modification on the physical environment.

  • 5.2. Objective:

    Assess the importance of natural and human resources.

    • 5.2.a. Indicator:

      Describe the roles of natural and human resources in daily life.

    • 5.2.b. Indicator:

      Identify worldwide distribution and use of human and natural resources.

    • 5.2.c. Indicator:

      Compare and contrast the use of renewable and nonrenewable resources.

    • 5.2.d. Indicator:

      Evaluate the role of energy resources as they are consumed, conserved, and recycled.

• UT.6. Standard: Geography for Life

  Students will use geographic knowledge to connect to today's world.

  • 6.1. Objective:

    Apply geographic concepts to interpret the past.

    • 6.1.a. Indicator:

      Apply an understanding of cultures as an integrated whole including traditions, behavior patterns, and technologies.

    • 6.1.b. Indicator:

      Explain why and how individuals, groups, and institutions respond to continuity and change.

    • 6.1.c. Indicator:

      Relate economic development to the distribution of resources.

    • 6.1.d. Indicator:

      Recognize that both human choices and natural events have consequences.

  • 6.2. Objective:

    Apply geographic concepts to interpret the present and plan for the future.

    • 6.2.a. Indicator:

      Examine how the unequal distribution of resources effects economic development.

    • 6.2.b. Indicator:

      Investigate career opportunities available through the application of geography skills and concepts.

    • 6.2.c. Indicator:

      Participate in community activities respecting the environment and personal property.

• UT.1. Standard: World Civilizations

  Students will gain an understanding of early civilizations and their contributions to the foundations of human culture.

  • 1.1. Objective:

    Speculate about the factors that led to civilized society.

    • 1.1.a. Indicator:

      Investigate hunters and gatherers.

    • 1.1.b. Indicator:

      Explore man's domestication of plants and animals.

    • 1.1.c. Indicator:

      Examine the role of irrigation in early agriculture.

  • 1.2. Objective:

    Assess the impact of geography on the locations of early civilizations.

    • 1.2.a. Indicator:

      Examine why early civilizations developed in river environments.

    • 1.2.b. Indicator:

      Evaluate the diffusion of civilizations.

  • 1.3. Objective:

    Examine the major characteristics of the early civilizations of Mesopotamia, Egypt, the Indus Valley, and the Yellow River.

    • 1.3.a. Indicator:

      Analyze the social, political, and economic structure of ancient civilizations.

    • 1.3.b. Indicator:

      Investigate the technological advancements and writing systems that developed in early river valley cultures.

    • 1.3.c. Indicator:

      Identify the factors that led to the rise of cities.

• UT.2. Standard: World Civilizations

  Students will comprehend the contributions of classical civilizations.

  • 2.1. Objective:

    Investigate the purpose and influence of religions and philosophies on classical civilizations of Greece, Rome, China, and India.

    • 2.1.a. Indicator:

      Examine the essential elements of the belief systems of Greek mythology, Judaism, Christianity, Confucianism, Buddhism, Hinduism, and Islam.

    • 2.1.b. Indicator:

      Examine the diffusion of Buddhism, Judaism, Christianity, and Islam.

    • 2.1.c. Indicator:

      Compare and contrast the major philosophies of the Greeks and Chinese.

  • 2.2. Objective:

    Analyze the development of classical political systems.

    • 2.2.a. Indicator:

      Contrast the evolution of Athenian democracy and Spartan rule.

    • 2.2.b. Indicator:

      Examine the consequences of Persian and Macedonian expansion.

    • 2.2.c. Indicator:

      Contrast Zhou feudalism, the Greek city-state, and the caste system of India.

    • 2.2.d. Indicator:

      Compare the development of the Roman and Han empires.

  • 2.3. Objective:

    Investigate the importance of the expansion of trade.

    • 2.3.a. Indicator:

      Identify routes of early colonization; e.g., Phoenician, Greek, Hellenistic, Korean/Japanese.

    • 2.3.b. Indicator:

      Examine the technological improvements in transportation over time.

    • 2.3.c. Indicator:

      Assess the importance of the Mediterranean and East Asian trade routes.

  • 2.4. Objective:

    Evaluate the significance of classical sculpture, architecture, and performing arts.

    • 2.4.a. Indicator:

      Examine the importance and influence of Greco-Roman art and architecture.

    • 2.4.b. Indicator:

      Assess the development of Indian and Chinese architecture and art.

    • 2.4.c. Indicator:

      Investigate the importance and influence of the performing arts on classical civilizations.

  • 2.5. Objective:

    Analyze the social organization of classical cultures.

    • 2.5.a. Indicator:

      Describe the role of slavery in Greece and Rome.

    • 2.5.b. Indicator:

      Compare the role of the family in Imperial Rome and Confucian China.

    • 2.5.c. Indicator:

      Explain the caste system of India.

    • 2.5.d. Indicator:

      Compare the treatment of women in China, Athens, Sparta, India, and Rome.

• UT.3. Standard: World Civilizations

  Students will investigate the diffusion and interaction of cultures from the Classical Period through the Age of Discovery.

  • 3.1. Objective:

    Appraise the major characteristics of interregional contact that linked the people of Africa, Asia and Europe.

    • 3.1.a. Indicator:

      Describe the impact the Silk Road had on trade across Europe and Asia.

    • 3.1.b. Indicator:

      Discuss the importance of cross-Saharan migrations.

    • 3.1.c. Indicator:

      Examine the consequences of the Crusades.

    • 3.1.d. Indicator:

      Analyze the impact of Mongol invasion on Europe and Asia.

    • 3.1.e. Indicator:

      Examine the influence of Chinese culture on Southeast Asia, Korea, and Japan.

  • 3.2. Objective:

    Assess the influence of advancing technologies on the development of societies.

    • 3.2.a. Indicator:

      Identify the significant technological developments in Tang China.

    • 3.2.b. Indicator:

      Investigate key technologies that diffused to Europe from Asia; e.g., gunpowder, printing.

    • 3.2.c. Indicator:

      Explain the consequences of the cannon and the longbow on European warfare and society.

    • 3.2.d. Indicator:

      Analyze the impact of movable type printing on Europe.

  • 3.3. Objective:

    Compare and contrast the founding and organization of Spanish and Portuguese colonial empires to northern European trading empires.

    • 3.3.a. Indicator:

      Assess the expansion of Portugal and Spain on Africa, India, and Southwest Asia.

    • 3.3.b. Indicator:

      Examine the political and military conflict between the Spanish, Portugese, and the peoples of the New World.

    • 3.3.c. Indicator:

      Assess the impact of the exchange of ideas and goods on the New and Old Worlds.

    • 3.3.d. Indicator:

      Investigate French, Dutch, and English merchants' impact on European overseas expansion.

  • 3.4. Objective:

    Investigate the rise and development of the modern European political system.

    • 3.4.a. Indicator:

      Describe the political and economic importance of the growth of towns in northern Europe.

    • 3.4.b. Indicator:

      Explain the political and economic consequences of the rise of national monarchies.

    • 3.4.c. Indicator:

      Examine the influence of mercantilism and commercial capitalism on France, England, and the Netherlands.

• UT.4. Standard: World Civilizations

  Students will understand the influence of revolution and social change in the transition from early modern to contemporary societies.

  • 4.1. Objective:

    Assess the importance of intellectual and cultural change on early modern society.

    • 4.1.a. Indicator:

      Compare the 'rebirth' of European culture during the Renaissance with the flowering Chinese culture of the Ming dynasty; i.e., literature, art, architecture, the humanities.

    • 4.1.b. Indicator:

      Examine the key events and ideas of the Protestant Reformation, the Counter Reformation, and Neo-Confucianism.

    • 4.1.c. Indicator:

      Analyze the significant ideas and philosophies of the scientific revolution and the Enlightenment.

    • 4.1.d. Indicator:

      Examine the roles and conditions of men, women, and children in European monarchies.

  • 4.2. Objective:

    Investigate the role of revolution in the establishment of governmental systems.

    • 4.2.a. Indicator:

      Explain the political, economic, and social philosophies that lead to revolution.

    • 4.2.b. Indicator:

      Compare and contrast major world revolutions; e.g., American, French, Russian, Chinese.

  • 4.3. Objective:

    Analyze the economic transformation of production and distribution of goods in Europe.

    • 4.3.a. Indicator:

      Compare and contrast capitalism and socialism.

    • 4.3.b. Indicator:

      Explain the significance of the agricultural revolution.

    • 4.3.c. Indicator:

      Investigate the impact of the first and second Industrial Revolutions.

  • 4.4. Objective:

    Evaluate the impact of Western imperialism in Africa, Asia, and the Pacific.

    • 4.4.a. Indicator:

      Examine the impact of Western imperialism on Africa.

    • 4.4.b. Indicator:

      Compare the reactions of China, India, and Japan to foreign domination.

• UT.5. Standard: World Civilizations

  Students will understand the interaction of peoples in the global integration of the 20th century.

  • 5.1. Objective:

    Analyze the political and economic global issues in the first half of the 20th century.

    • 5.1.a. Indicator:

      Investigate the impact of totalitarianism on Europe; i.e., Stalinism, Italian fascism, German National Socialism.

    • 5.1.b. Indicator:

      Examine the connections among WWI, the Great Depression, and WWII.

    • 5.1.c. Indicator:

      Assess the consequences of global war on the world.

  • 5.2. Objective:

    Investigate the impact of the Cold War on integration.

    • 5.2.a. Indicator:

      Explain the key elements of the Cold War.

    • 5.2.b. Indicator:

      Examine the independence movements in the African and Asian colonial world.

    • 5.2.c. Indicator:

      Determine the causes and effects of the collapse of the Soviet sphere.

  • 5.3. Objective:

    Investigate the creation of international organizations and global integration.

    • 5.3.a. Indicator:

      Assess the impact of economic and political organizations on global relations; e.g., World Trade Organization, United Nations, Olympics.

    • 5.3.b. Indicator:

      Examine the impact of advancements in worldwide communication/transportation; e.g., satellite communications, information technology/Internet, mass transportation.

    • 5.3.c. Indicator:

      Analyze the impact of military alliances; e.g., North Atlantic Treaty Organization, Warsaw Pact, United Nations Geneva Convention.

  • 5.4. Objective:

    Evaluate the impact of terrorism on the world's political, economic, and social systems.

    • 5.4.a. Indicator:

      Assess the base of terrorist networks and activities.

    • 5.4.b. Indicator:

      Examine the impact of terrorism on the lives of people.

    • 5.4.c. Indicator:

      Analyze the responses of political and economic institutions to terrorism.

• UT.1. Standard: U.S. Government and Citizenship

  Students will understand the significance and impact of the Constitution on everyday life.

  • 1.1. Objective:

    Investigate the ideas and events that significantly influenced the creation of the United States Constitution.

    • 1.1.a. Indicator:

      Identify and summarize the philosophies that contributed to the Constitution; e.g., Machiavelli, Locke, Jefferson, Madison, Hamilton.

    • 1.1.b. Indicator:

      Identify and investigate the events that led to the creation of the Constitution.

    • 1.1.c. Indicator:

      Analyze how the idea of compromise affected the Constitution.

  • 1.2. Objective:

    Assess the essential ideas of United States constitutional government.

    • 1.2.a. Indicator:

      Examine the purposes and role of government.

    • 1.2.b. Indicator:

      Investigate the major ideas of the Declaration of Independence, the Constitution, and other writings; e.g., Magna Carta, English Bill of Rights, Mayflower Compact, Declaration of Independence, Articles of Confederation, Iroquois Confederation.

    • 1.2.c. Indicator:

      Compare the Articles of Confederation to the United States Constitution.

  • 1.3. Objective:

    Determine the importance of popular sovereignty and limited government in a democratic society.

    • 1.3.a. Indicator:

      Explain how the separation of powers is maintained through checks and balances.

    • 1.3.b. Indicator:

      Describe how the federal system of government creates a division of power.

    • 1.3.c. Indicator:

      Determine how judicial review makes the Constitution a living document.

    • 1.3.d. Indicator:

      Examine how the rule of law affects everyday life.

    • 1.3.e. Indicator:

      Investigate the necessity for civic virtue.

  • 1.4. Objective:

    Investigate the organization and functions of the United States government.

    • 1.4.a. Indicator:

      Explain how legislative, executive, and judicial powers are distributed and shared among the three branches of national government.

    • 1.4.b. Indicator:

      Describe how the United States Congress makes laws.

    • 1.4.c. Indicator:

      Examine the ways in which the executive branch carries out laws.

    • 1.4.d. Indicator:

      Investigate how laws are interpreted by courts through an adversarial process; i.e., plaintiff, defendant.

• UT.2. Standard: U.S. Government and Citizenship

  Students will understand the protections and privileges of individuals and groups in the United States.

  • 2.1. Objective:

    Assess the freedoms and rights guaranteed in the United States Constitution.

    • 2.1.a. Indicator:

      Determine the rights and liberties outlined in the Bill of Rights.

    • 2.1.b. Indicator:

      Examine how the Bill of Rights promotes civil rights and protects diversity.

    • 2.1.c. Indicator:

      Assess the significance of the First and Fourteenth Amendments.

  • 2.2. Objective:

    Analyze how civil rights and liberties have been changed through court decisions.

    • 2.2.a. Indicator:

      Examine how the Bill of Rights promotes a just legal system.

    • 2.2.b. Indicator:

      Summarize the differing interpretations of the strict versus loose constructionists.

    • 2.2.c. Indicator:

      Identify landmark cases and their impact on civil rights and individual liberties; e.g., Dred Scott, Plessey, Brown, Miranda, Gideon, Bakke.

• UT.3. Standard: U.S. Government and Citizenship

  Students will understand the distribution of power in the national, state, and local government in the United States federal system.

  • 3.1. Objective:

    Determine the relationship between the national government and the states.

    • 3.1.a. Indicator:

      Identify and explain the concept of federalism.

    • 3.1.b. Indicator:

      Examine the debate between federal supremacy and states' rights.

    • 3.1.c. Indicator:

      Assess the unique relationship between the sovereign American Indian nations and the United States government.

  • 3.2. Objective:

    Analyze the role of local government in the United States federal system.

    • 3.2.a. Indicator:

      Describe the powers given to local governments.

    • 3.2.b. Indicator:

      Investigate the structure and function of local government.

    • 3.2.c. Indicator:

      Assess how federal monies influence local policy and decision making.

    • 3.2.d. Indicator:

      Explore current issues affecting local governments; e.g., spending, state v. local control, land use.

    • 3.2.e. Indicator:

      Examine how public education is a function of state and local government.

• UT.4. Standard: U.S. Government and Citizenship

  Students will understand the responsibilities of citizens in the United States.

  • 4.1. Objective:

    Investigate the responsibilities and obligations of a citizen.

    • 4.1.a. Indicator:

      Assess the need to obey laws.

    • 4.1.b. Indicator:

      Examine the election and voting process.

    • 4.1.c. Indicator:

      Examine the United States tax system.

    • 4.1.d. Indicator:

      Recognize the need for selective service in maintaining a military.

    • 4.1.e. Indicator:

      Investigate the major political parties and their ideas.

  • 4.2. Objective:

    Investigate ways in which responsible citizens take part in civic life.

    • 4.2.a. Indicator:

      Evaluate the need for civic dialogue in maintaining a democratic society; e.g., public meetings, mass meetings.

    • 4.2.b. Indicator:

      Participate in activities that promote the public good; e.g., the voting process, jury duty, community service.

  • 4.3. Objective:

    Assess methods for respectfully dealing with differences.

    • 4.3.a. Indicator:

      Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation.

    • 4.3.b. Indicator:

      Develop an understanding of the role of civility in dealing with individual and group differences.

• UT.5. Standard: U.S. Government and Citizenship

  Students will understand basic economic principles and how they influence everyday life.

  • 5.1. Objective:

    Explore major economic systems.

    • 5.1.a. Indicator:

      Explain how the scarcity and abundance of productive resources contribute to economic systems.

    • 5.1.b. Indicator:

      Develop an understanding of capitalism, communism, socialism, and mixed economic systems.

    • 5.1.c. Indicator:

      Examine the problems of newly developing economies in today's world.

  • 5.2. Objective:

    Determine how supply and demand affect the availability of goods and services.

    • 5.2.a. Indicator:

      Analyze the role that prices, incentives, and profits play in determining what is produced and distributed in a competitive market system.

    • 5.2.b. Indicator:

      Determine how scarcity and choice influence governmental economic decision making.

    • 5.2.c. Indicator:

      Examine how the private and public sectors contribute to an economic system.

    • 5.2.d. Indicator:

      Analyze the role of specialization and exchange in the economic process.

• UT.6. Standard: U.S. Government and Citizenship

  Students will understand the relationship between the United States and the international system.

  • 6.1. Objective:

    Examine major government structures and functions outside the United States.

    • 6.1.a. Indicator:

      Explain the purpose of government and analyze how government powers are acquired, used, and justified.

    • 6.1.b. Indicator:

      Compare different political systems with that of the United States; e.g., dictatorship, democracy, theocracy, monarchy, totalitarianism.

    • 6.1.c. Indicator:

      Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations.

  • 6.2. Objective:

    Evaluate how United States foreign policy affects the world.

    • 6.2.a. Indicator:

      Explain the powers that the Constitution gives to the president and Congress in foreign affairs, and how these powers have been used.

    • 6.2.b. Indicator:

      Describe the process by which United States foreign policy is made; e.g., federal agencies, domestic interest groups, the public, the media.

    • 6.2.c. Indicator:

      Analyze the various ways that United States foreign policy is carried out; e.g., diplomatic, economic, military, humanitarian.

    • 6.2.d. Indicator:

      Explain how United States domestic politics affect United States foreign policy.

  • 6.3. Objective:

    Explore how the United States influences other nations, and how other nations influence the United States.

    • 6.3.a. Indicator:

      Describe the impact of the United States' concepts of democracy and individual rights on the world.

    • 6.3.b. Indicator:

      Explain how developments in other nations affect United States society and life.

    • 6.3.c. Indicator:

      Describe the role of the United States in international organizations.

• UT.1. Standard: American Government and Law

  Students will demonstrate through both individual and group processes a variety of creative, critical, and reflective thinking skills through reading, writing, listening, speaking, and problem solving.

  • 1.1. Objective:

    Develop writing skills in social studies.

    • 1.1.a. Indicator:

      Enhance writing skills through descriptions of the government, political and legal processes.

    • 1.1.b. Indicator:

      Develop an original project or paper on government policy articulation, formulation, implementation, adjudication.

    • 1.1.c. Indicator:

      Write a paper on a legal issue presently confronting the United States and evaluate possible solutions.

  • 1.2. Objective:

    Develop social studies process skills.

    • 1.2.a. Indicator:

      Use appropriate vocabulary and terminology.

    • 1.2.b. Indicator:

      Identify main and supporting ideas and arguments in assigned reading materials.

    • 1.2.c. Indicator:

      Comprehend and arrange events in chronological order or some other sequence.

    • 1.2.d. Indicator:

      Interpret or create graphs, charts, statistics, newspapers, political articles, and observations of political events.

• UT.2. Standard: American Government and Law

  Students will understand a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

  • 2.1. Objective:

    Develop map and globe skills of space and place.

    • 2.1.a. Indicator:

      Demonstrate how sectionalism and geographic location have caused conflict throughout United States governmental history; e.g., the Civil War, economic policy disputes, solid south, farm parity movement, Jim Crow laws.

    • 2.1.b. Indicator:

      Demonstrate an understanding of the practical consequences of political geography on demographics; e.g., Congressional reapportionment, gerrymandering, the electoral college, geographic ticket balance.

    • 2.1.c. Indicator:

      Explain how geographic divisions at the community, county, state, and national levels relate to the unique American approach to federalism.

    • 2.1.d. Indicator:

      Demonstrate knowledge of how United States domestic and foreign policy has been affected by geographical factors.

  • 2.2. Objective: Develop, plan, and evaluate alternative uses of the environment and natural resources

    • 2.2.a. Indicator:

      Explain how governments balance costs and benefits in their formulation of environmental policy.

    • 2.2.b. Indicator:

      Discuss how governments attempt to control or modify the environment to satisfy the needs of their citizenry and the national interest.

    • 2.2.c. Indicator:

      Predict how environmental issues result in changing needs and conflicts for various groups and interests.

• UT.3. Standard: American Government and Law

  Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity.

  • 3.1. Objective:

    Historical interpretations of the role of government and law evolve with change in society.

    • 3.1.a. Indicator:

      Identify and describe major historical eras of U. S. history as they relate to the development of American governmental, legal, and political processes.

    • 3.1.b. Indicator:

      Identify the key principles and provisions of the United States Constitution.

    • 3.1.c. Indicator:

      Apply law-related and citizenship education concepts to a legal issue currently being discussed in the court, government or legal system.

    • 3.1.d. Indicator:

      Demonstrate an understanding of the historic development and structure of the federal judicial system.

    • 3.1.e. Indicator:

      Explain how specific Constitutional concepts including judicial review, states' rights, due process, and national supremacy have affected the historical development of the United States.

  • 3.2. Objective:

    Students will demonstrate why and how our governmental and legal systems have been influenced over time by ideas, attitudes, events, persons, movements, and documents.

    • 3.2.a. Indicator:

      Define major periods in the development of American political culture and ideology.

    • 3.2.b. Indicator:

      Describe the development and dynamics of the two-party system.

    • 3.2.c. Indicator:

      Trace the broadening of participatory democracy over the course of American history; e.g., expanding voting rights, civil, criminal, and juvenile rights.

    • 3.2.d. Indicator:

      Discuss significant contributions of philosophy, religion, art, literature, sociology, science, and other fields to American government and law.

  • 3.3. Objective:

    Students will analyze and apply various political and economic theories to the development of contemporary society.

    • 3.3.a. Indicator:

      Describe various political and economic theories; e.g., Turner, Marx, strict constructionism, economic determinism.

    • 3.3.b. Indicator:

      Hypothesize how specific sociopolitical factors influence change; e.g., in population, economy, societal values.

• UT.4. Standard: American Government and Law

  Students will demonstrate why people in different societies create and adopt systems of government and how each addresses human needs, rights, and citizen responsibilities.

  • 4.1. Objective:

    Identify and examine the competing ideas about the necessity and purposes of politics, government, and law.

    • 4.1.a. Indicator:

      Explain the role of government and how the law affects individual citizens and groups using law-related and citizenship education concepts and methods.

    • 4.1.b. Indicator:

      Discuss the purposes of constitutions and judicial systems and how they affect the political, economic and social systems of societies.

    • 4.1.c. Indicator:

      Examine the conditions under which constitutional governments flourish and conditions under which they do not, and the role that citizens play.

    • 4.1.d. Indicator:

      Compare alternative governments and political systems.

  • 4.2. Objective:

    Identify and examine persisting issues involving the balance between individual rights and the general welfare.

    • 4.2.a. Indicator:

      Describe how political change and stability affect the values and needs of individuals and groups.

    • 4.2.b. Indicator:

      Summarize the historical importance of various Supreme Court decisions and Acts of Congress in the development of individual rights; e.g., Dred Scott v. Sanford, Goss v. Lopez, Brown v. Board of Education, the Civil Rights Acts of 1964 and 1991, Miranda v. Arizona, Gideon v. Wainwright, Texas v. Johnson.

    • 4.2.c. Indicator:

      Describe similarities and/or differences of various groups seeking civil rights.

    • 4.2.d. Indicator:

      Describe how the federal government has become the primary protector of individual civil rights through constitutional interpretations of the Supreme Court.

    • 4.2.e. Indicator:

      Describe and analyze civic responsibilities.

    • 4.2.f. Indicator:

      Explain how the courts' role in citizenship protects individual rights using law-related strategies.

  • 4.3. Objective:

    Compare different political systems, their ideologies, institutions, processes, and political cultures.

    • 4.3.a. Indicator:

      Explain the differences between federal and centralized systems of government and give examples of each.

    • 4.3.b. Indicator:

      Compare different ways governments gain legitimacy; e.g., the constitutional monarchy of Great Britain, representative democracy of the United States.

    • 4.3.c. Indicator:

      Compare and contrast the structure and function of political parties in the United States and other nations.

    • 4.3.d. Indicator:

      Discuss the political attitudes and responsibilities of American citizens.

  • 4.4. Objective:

    Compare the ways societies and organizations respond to conflicts between forces of unity and forces of diversity.

    • 4.4.a. Indicator:

      Evaluate activist versus a restrained Supreme Court.

    • 4.4.b. Indicator:

      Discuss tolerance in relation to a variety of issues.

    • 4.4.c. Indicator:

      Discuss mistrust of government.

    • 4.4.d. Indicator:

      Explain the difference an individual citizen can make.

    • 4.4.e. Indicator:

      Explain why a certain level of political diversity, competition, and tolerance is necessary in a functioning democracy.

• UT.5. Standard: American Government and Law

  Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

  • 5.1. Objective:

    Apply an understanding of how societal traditions, ideas, and behavior patterns affect political culture and legal traditions.

    • 5.1.a. Indicator:

      Define political culture and identify the dominant aspects.

    • 5.1.b. Indicator:

      Discuss factors affecting ideology and party identification.

    • 5.1.c. Indicator:

      Write an elected official and express your opinion or concerns regarding a law-related issue.

    • 5.1.d. Indicator:

      Visit the legislature during the legislative session and analyze a piece of legislation under discussion.

  • 5.2. Objective:

    Utilize a variety of resources to interpret cultural values and standards.

    • 5.2.a. Indicator:

      Discuss how American political culture and law have been influenced by a wide variety of events and factors; e.g., English Common Law, the American Revolution, the nation's religious heritage and, the changing of family structure and roles.

    • 5.2.b. Indicator:

      Analyze class consciousness in the United States.

  • 5.3. Objective:

    Explain why individuals, groups, and institutions respond to change in a particular way on the basis of shared assumptions, ideas, and technologies.

    • 5.3.a. Indicator:

      List the sources and assess the influence of political attitudes in the United States.

    • 5.3.b. Indicator:

      Describe the role that perceptions, beliefs and interests play in defining government policy.

    • 5.3.c. Indicator:

      Use technology to research case law.

  • 5.4. Objective:

    Describe the various forms and roles that institutions take in furthering both continuity and change within their governments and legal systems.

    • 5.4.a. Indicator:

      Describe and differentiate majoritarian, interest-group, client, and entrepreneurial politics; e.g., League of Women Voters, Libertarian, ACLU.

    • 5.4.b. Indicator:

      Explain why members of Congress differ over how to address public policy issues.

    • 5.4.c. Indicator:

      Describe how Congress and the Supreme Court affect the role of the President.

    • 5.4.d. Indicator:

      Discuss the role bureaucracy plays in policy-making.

    • 5.4.e. Indicator:

      Explain how an activist court system can influence public policy.

• UT.6. Standard: American Government and Law

  Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.

  • 6.1. Objective:

    Explain how the scarcity of productive resources requires the development of economic systems to make basic decisions about how goods and services are produced and distributed.

    • 6.1.a. Indicator:

      Identify the key agencies and actors in the formulation of economic policy.

    • 6.1.b. Indicator:

      Summarize the major competing economic theories that have influenced American economic policy.

  • 6.2. Objective:

    Compare and contrast the various economic institutions, that comprise economic systems including households, business firms, banks, government agencies, labor unions and corporations.

    • 6.2.a. Indicator:

      Compare and contrast political systems and describe how these respective governments make economic decisions; e.g., democracy, socialism communism, dictatorships, monarchies, oligarchies, aristocracies, and fascism.

    • 6.2.b. Indicator:

      Demonstrate how financial institutions work and what services they provide.

    • 6.2.c. Indicator:

      Explain the interrelationship between business interests and government.

    • 6.2.d. Indicator:

      Analyze the influences of social institutions and mass communication on an individual's perception of the world.

    • 6.2.e. Indicator:

      Consider different strategies for dealing with situations arising from conflicting beliefs, levels of education, and socioeconomic status.

  • 6.3. Objective:

    Apply economic concepts and economic reasoning to historical and contemporary developments in government and law.

    • 6.3.a. Indicator:

      Discuss how the development of the United States from an agricultural to an industrial nation has altered our approach to government.

    • 6.3.b. Indicator:

      Trace the development of monopolies and their effect on society.

    • 6.3.c. Indicator:

      Trace the interactions of government and various special interest groups.

    • 6.3.d. Indicator:

      Display a practical knowledge of how collective bargaining is utilized by labor unions and business.

    • 6.3.e. Indicator:

      Distinguish between democratic, republican, and other ideological views on unions and business.

• UT.7. Standard: American Government and Law

  Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote personal and public good.

  • 7.1. Objective:

    Demonstrate the characteristics of a lifelong learner in school activities.

    • 7.1.a. Indicator:

      Consider different strategies for coping with situations which arise from conflicting ideas, and socioeconomic conditions in the past and at the present time.

    • 7.1.b. Indicator:

      Organize resources and time efficiently.

    • 7.1.c. Indicator:

      Use appropriate strategies to identify and meet needs and goals.

  • 7.2. Objective:

    Demonstrate collaboration in working with others to achieve specified results.

    • 7.2.a. Indicator:

      Describe ways in which government works to deal with conflict and to make decisions relating to the common good.

    • 7.2.b. Indicator:

      Understand how citizens can work together to change or implement legislation.

    • 7.2.c. Indicator:

      Listen with respect to the ideas and views of others.

    • 7.2.d. Indicator:

      Demonstrate an understanding of the group's needs or goals.

    • 7.2.e. Indicator:

      Show respect and willingness to participate in group problem-solving activities while serving in a variety of roles.

    • 7.2.f. Indicator:

      Demonstrate the ability to resolve conflicts positively.

    • 7.2.g. Indicator:

      Use multiple resources effectively.

    • 7.2.h. Indicator:

      Participate in a community, county, or state political campaign.

    • 7.2.i. Indicator:

      Identify careers in government and law.

  • 7.3. Objective:

    Demonstrates an understanding of, and a reasoned commitment to, the rule of law.

    • 7.3.a. Indicator:

      Respect and defend individual rights and property.

    • 7.3.b. Indicator:

      Demonstrate individual responsibility; e.g., school policy, voting, motor vehicle laws.

    • 7.3.c. Indicator:

      Recognize how individual choices and actions affect self, family, and community.

    • 7.3.d. Indicator:

      Understand the development of government and law and its function and practice in modern society.

    • 7.3.e. Indicator:

      Demonstrate respect for elected authorities.

• UT.1. Standard: Anthropology

  Students will demonstrate through individual and group processes a variety of critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.

  • 1.1. Objective:

    Develop observation skills to foster inquiry in social studies.

    • 1.1.a. Indicator:

      Make lists of a variety of human customs; e.g., types of food, types of body decoration, different family types.

    • 1.1.b. Indicator:

      Recognize the differences in the four sub-disciplines of anthropology and be able to sort information according to each sub-discipline.

    • 1.1.c. Indicator:

      Analyze magazine and newspaper articles to broaden awareness of unfamiliar customs and beliefs.

  • 1.2. Objective:

    Develop writing skills in social studies.

    • 1.2.a. Indicator:

      Recreate a life story of a person from a different culture; e.g., Kung Bushmen, Mid-East Nomad, Amazon Indian.

    • 1.2.b. Indicator:

      Develop a glossary of anthropological terms, people and concepts.

    • 1.2.c. Indicator:

      Compile a list of questions about a new group of people and write a persuasive position paper on a technologically primitive lifestyle; e.g., Plains Indians during the 19th century, modern tribes in the Amazon, Amish in North America.

  • 1.3. Objective:

    Develop reading skills in social studies.

    • 1.3.a. Indicator:

      Read a biography of a famous anthropologist.

    • 1.3.b. Indicator:

      Read and summarize an anthropological monograph about another culture.

    • 1.3.c. Indicator:

      Read an autobiography of a person from another culture and outline or chart the similarities and differences.

    • 1.3.d. Indicator:

      Isolate the probable relationship between a culture's environment and its ideology; e.g., examine how cultures differ between the people of Highland New Guinea and the people in the Middle East.

  • 1.4. Objective:

    Develop critical analysis skills in social studies.

    • 1.4.a. Indicator:

      Analyze the world's seven major language groups by making a language tree, showing which languages have developed into others; e.g., Indo- European, Athabaskan, Swahili.

    • 1.4.b. Indicator:

      Compare and contrast the relationship between a culture's social structure and the types of gods and supernatural beings the culture believes in.

    • 1.4.c. Indicator:

      Use the concept of culture to analyze individual and cultural choices including how much influence culture has on choices.

  • 1.5. Objective:

    Develop interpretive skills in social studies.

    • 1.5.a. Indicator:

      Compare, contrast, and analyze differing perceptions of fellow classmates, teachers, and theorists.

    • 1.5.b. Indicator:

      Identify what biases and ethnocentric tendencies anthropologists have; e.g., Malinowski, Mead, Evans-Pritchard, Goodall, Leakey.

    • 1.5.c. Indicator:

      Discuss an anthropological topic that affects daily living; e.g., benefits of technology, available food resources, rites of passage.

  • 1.6. Objective:

    Develop creative thinking skills in social studies.

    • 1.6.a. Indicator:

      Compare and contrast the lives of various peoples in the world; e.g., indigenous communities, gender roles, treatment of the elderly.

    • 1.6.b. Indicator:

      Predict and justify the demographic layout of the world in one hundred years.

    • 1.6.c. Indicator:

      Make a time line or chart which demonstrates how social institutions have changed over time.

• UT.2. Standard: Anthropology

  Students will understand a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

  • 2.1. Objective:

    Develop map and globe skills of space and place.

    • 2.1.a. Indicator:

      On a map, locate and identify four sample cultures from each of the main technological levels of human development; e.g., hunter-gatherer, pastoral, horticultural, agricultural, industrial.

    • 2.1.b. Indicator:

      Locate and label with dates the major fossil finds in Africa relevant to human ancestry.

  • 2.2. Objective:

    Develop, plan and evaluate alternative uses of environments and resources.

    • 2.2.a. Indicator:

      Identify similar environments and hypothesize how the cultures are similar and different; e.g., vegetation, animal sources, weather.

    • 2.2.b. Indicator:

      Chart or graph the use of finite natural resources and predict the effects on human population.

    • 2.2.c. Indicator:

      Outline ten different cultures around the world according to the way they use resources and energy.

  • 2.3. Objective:

    Demonstrate global awareness of interconnectedness and interdependence.

    • 2.3.a. Indicator:

      Diagram and chart specific cultures involved in the international trading of products; e.g., ownership, location, benefits.

    • 2.3.b. Indicator:

      Interview doctors and pharmacists to determine discoveries from rain forests that have medicinal value.

    • 2.3.c. Indicator:

      Predict the effect of the chain reaction if natural resources are altered.

• UT.3. Standard: Anthropology

  Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity.

  • 3.1. Objective:

    Demonstrate that historical knowledge and the concept of time are culturally influenced.

    • 3.1.a. Indicator:

      Compare and contrast the 'linear' concept of time that modern America uses with the 'circular' concept of time that Native American cultures use.

    • 3.1.b. Indicator:

      Distinguish the historical perspectives that different cultures have on a variety of topics.

    • 3.1.c. Indicator:

      Collect examples of the way cultures interpret and understand medical and scientific experiences.

  • 3.2. Objective:

    Identify selected periods or movements of historical change within and across cultures.

    • 3.2.a. Indicator:

      Summarize the main theories of cultural change in anthropology and identify examples of each from different parts of the globe and at different times in history.

    • 3.2.b. Indicator:

      Select and write an historical account of cultural change from a society's perspective; e.g., how the Trobriand Islanders substituted the game of cricket for war, a battle between U. S. Cavalry and North American Indians.

    • 3.2.c. Indicator:

      Evaluate the effects of culture clash on communities; e.g., colonialism, exploration, missionary work.

  • 3.3. Objective:

    Use ideas, theories, and modes of inquiry drawn from history in the analysis of contemporary society.

    • 3.3.a. Indicator:

      Evaluate contemporary American society in light of the beliefs and views of primitive people; e.g., divorce rates, levels of violence, family time, destruction of environment, equality, child care, treatment of elderly.

    • 3.3.b. Indicator:

      Identify concepts and principles adopted from other cultures that have influenced American democracy; e.g., Magna Carta, English Common Law, Hammurabiis Code, the League of the Iroquois.

• UT.4. Standard: Anthropology

  Students will demonstrate why people in different societies create and adopt systems of government and how each addresses human needs, rights, and citizen responsibilities.

  • 4.1. Objective:

    Identify and examine persisting issues involving the rights, role and status of the individual in relation to the general welfare.

    • 4.1.a. Indicator:

      Identify differences in community between cultures; e.g., Bedouins, Hutterites, Yanomamo, Pygmies.

    • 4.1.b. Indicator:

      Compare and contrast the rights, roles, and status of individuals in various types of cultures; e.g., hunter/gatherer, horticultural, pastoral, agricultural and industrial.

    • 4.1.c. Indicator:

      Describe how the roles, rights and status of minorities have changed throughout history in the U. S.

  • 4.2. Objective:

    Compare and contrast different political systems, their ideologies, institutions, processes and political cultures.

    • 4.2.a. Indicator:

      Identify several groups in the U. S. and the ways they have participated in the political process.

    • 4.2.b. Indicator:

      Examine the similarities and differences of the political systems of various North American Indian groups.

  • 4.3. Objective:

    Compare and contrast the ways in which societies and organizations respond to conflict.

    • 4.3.a. Indicator:

      Specify how different cultures solve conflict; e.g., banishment, divination, trial by ordeal, judicial system with codified law.

    • 4.3.b. Indicator:

      Isolate the factors that typically ensure victory in a societal conflict.

    • 4.3.c. Indicator:

      Evaluate a historical conflict between two cultures; e.g., Cortez in Mexico, India's struggle for independence from Britain, the Sioux, and the U. S.

• UT.5. Standard: Anthropology

  Students will demonstrate why and how commonalities and differences of ideas, attitudes, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

  • 5.1. Objective:

    Apply an understanding of culture as an integrated whole that includes traditions, ideas, behavior patterns and artifacts.

    • 5.1.a. Indicator:

      Summarize the traditions, ideas, and artifacts of one culture from each of the six continents.

    • 5.1.b. Indicator:

      Analyze several definitions of culture.

  • 5.2. Objective:

    Identify and describe both current and historic examples of interdependence between individuals and societies.

    • 5.2.a. Indicator:

      Demonstrate how change in one area of a culture has a ripple effect and causes change in other areas of the culture.

    • 5.2.b. Indicator:

      Explain the effects of religion on various aspects of culture; e.g., Christianity, Hinduism, Taoism, Animism.

  • 5.3. Objective:

    Explain why individuals, groups, and institutions respond to change in a particular way on the basis of shared assumptions and technologies.

    • 5.3.a. Indicator:

      Investigate the concepts of cosmology, religious explanations, and scientific explanations and how they effect world view; e.g., how does the world work, how do humans control nature, why do people suffer?

    • 5.3.b. Indicator:

      Research examples of how a particular culture responded to change based on shared assumptions, beliefs and technologies.

  • 5.4. Objective:

    Describe the various forms and roles institutions take in furthering both continuity and change.

    • 5.4.a. Indicator:

      List those institutions which encourage continuity within a culture.

    • 5.4.b. Indicator:

      Debate the effects that institutions have on cultural change.

• UT.6. Standard: Anthropology

  Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.

  • 6.1. Objective:

    Explain how the scarcity of productive resources including natural, human and capital goods require the development of economic systems to make basic decisions about how goods and services are produced and distributed.

    • 6.1.a. Indicator:

      Examine the relationship between what a society values; e.g., gold, seashells, oil, water, and their scarcity in their local environment.

    • 6.1.b. Indicator:

      Determine what factors go into basic decisions about how goods and services are produced and distributed; e.g., is it scarcity of resources? is it who owns the resources? is it who benefits in the sale of the resources? is it the type of governmental system? is it religious ideology?

    • 6.1.c. Indicator:

      Compare and contrast the ways different cultures determine how to produce and distribute scarce resources.

    • 6.1.d. Indicator:

      Find examples in American history and culture of unusual methods of redistribution of scarce goods; e.g., what in America resembles a barter system, what in America resembles a redistribution system?

  • 6.2. Objective:

    Compare and contrast the various economic institutions that comprise economic systems; e.g., households, business firms, banks, government agencies, labor unions, and corporations.

    • 6.2.a. Indicator:

      Compare and contrast various economic institutions in our system with typical economic customs in preindustrial cultures including household production, sharing of natural resources, feasts to redistribute, trading to get equal return rather than profit.

    • 6.2.b. Indicator:

      Compare the structure of a corporation to a unilineal clan organization.

    • 6.2.c. Indicator:

      Explain the concept of a household as an economic system and as a domestic mode of production.

  • 6.3. Objective:

    Apply economic concepts and economic reasoning to historical and contemporary social developments and issues.

    • 6.3.a. Indicator:

      Analyze cultures that were forcibly changed by outside influences; e.g., black slaves that were brought to the United States, South American Indians who were conquered by the conquistadors, Amish who were assimilated into American life.

    • 6.3.b. Indicator:

      Determine and predict changes in the class system of the United States; e.g., wages, tax laws, welfare.

    • 6.3.c. Indicator:

      Recognize and explain the two theories in the field of economic anthropology, formal western economics and substantive economics.

• UT.7. Standard: Anthropology

  Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good.

  • 7.1. Objective:

    Demonstrate the characteristics of lifelong learning in school activities.

    • 7.1.a. Indicator:

      Analyze how people are similar or different depending upon their culture.

    • 7.1.b. Indicator:

      Consider various views and different strategies in a variety of cultures for coping with situations which arise from conflicting beliefs, and socioeconomic conditions.

    • 7.1.c. Indicator:

      Evaluate the strategies used by various groups to identify and meet needs and goals.

    • 7.1.d. Indicator:

      Organize personal resources and time efficiently.

    • 7.1.e. Indicator:

      Investigate career opportunities in anthropology, archeology, linguistics and physical anthropology.

  • 7.2. Objective:

    Demonstrate collaboration in working with others to achieve specified results.

    • 7.2.a. Indicator:

      Investigate the importance of the individual in various types of societies.

    • 7.2.b. Indicator:

      Discuss the reasons why people in American society might join and contribute to group activities. Compare and contrast those reasons with the reasons that might be listed for a hunter-gatherer society or a horticultural society.

    • 7.2.c. Indicator:

      Demonstrate the ability to work in a group and to develop consensus or a course of action.

    • 7.2.d. Indicator:

      Resolve conflicts positively.

    • 7.2.e. Indicator:

      Use resources effectively.

  • 7.3. Objective:

    Demonstrate an understanding of, and a reasoned commitment to, the rule of law.

    • 7.3.a. Indicator:

      Compare and contrast the source of laws in American society to the source of law and rules in preindustrial and/or non-democratic societies.

    • 7.3.b. Indicator:

      Select several cultures and specify the differences between their legal systems and the legal system in the United States.

    • 7.3.c. Indicator:

      Discuss the importance of participation in the civic process.

    • 7.3.d. Indicator:

      Recognize how individual choices and actions affect the individual, the family, and the community in several societies.

    • 7.3.e. Indicator:

      Understand the impact of resources upon the development of economic, political, social, or environmental systems.

    • 7.3.f. Indicator:

      Demonstrate cultural understanding, responsibility and appreciation.

• UT.1. Standard: Economics

  Students will demonstrate through individual group processes a variety of creative, critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.

  • 1.1. Objective:

    Develop observation skills to foster inquiry in economics.

    • 1.1.a. Indicator:

      Use current events to predict possible economic problems and solutions.

    • 1.1.b. Indicator:

      Construct questions, based on observations, that can be used to address changes in the economy.

  • 1.2. Objective:

    Develop writing skills in economics.

    • 1.2.a. Indicator:

      Define in your own words basic economic concepts e.g., opportunity cost, supply, demand, equilibrium, price, and elasticity.

    • 1.2.b. Indicator:

      Write and document a research project reflecting an economic problem or concept.

  • 1.3. Objective:

    Develop reading skills in economics.

    • 1.3.a. Indicator:

      Use appropriate vocabulary; e.g., opportunity cost, supply, demand, equilibrium, price, elasticity.

    • 1.3.b. Indicator:

      Read and identify different points of view concerning economic theory and/or decisions.

  • 1.4. Objective:

    Develop speaking skills in economics.

    • 1.4.a. Indicator:

      Participate in group discussions, activities, and planning sessions.

    • 1.4.b. Indicator:

      Defend a point of view when giving an oral presentation.

  • 1.5. Objective:

    Develop listening skills in economics.

    • 1.5.a. Indicator:

      Listen to and evaluate various sources of information when forming an opinion or course of action in solving an economic problem.

    • 1.5.b. Indicator:

      Find the main and supporting ideas from a discussion, lecture, or media presentation.

  • 1.6. Objective:

    Develop causal reasoning skills in economics.

    • 1.6.a. Indicator:

      Separate fact from interpretation of facts.

    • 1.6.b. Indicator:

      Explain cause and effect relationships.

    • 1.6.c. Indicator:

      Evaluate the idea that events and actions have consequences.

    • 1.6.d. Indicator:

      Apply causal reasoning to information seen, heard, or read.

    • 1.6.e. Indicator:

      Evaluate the economic value of community service for individuals, businesses, and government entities.

  • 1.7. Objective:

    Develop critical analysis skills in economics.

    • 1.7.a. Indicator:

      Use analogies from the lives of students to explain economic choices.

    • 1.7.b. Indicator:

      Collect economic data about Utah using specific topics or themes.

    • 1.7.c. Indicator:

      Construct a simple analysis of data using graphs, charts, and tables from databases.

  • 1.8. Objective:

    Develop interpretive skills in economics.

    • 1.8.a. Indicator:

      Modify opinions and solutions based on additional information.

    • 1.8.b. Indicator:

      Read and interpret economic graphs and apply them in their appropriate context.

  • 1.9. Objective:

    Develop creative thinking in economics.

    • 1.9.a. Indicator:

      Develop solutions and predict outcomes to an economic situation, based on economic data.

    • 1.9.b. Indicator:

      Discuss problems and potential solutions using brainstorming strategies.

    • 1.9.c. Indicator:

      Predict how future changes in technology may affect your personal life.

  • 1.10. Objective:

    Develop research and presentation skills.

    • 1.10.a. Indicator:

      Demonstrate how to access information on current economic indicators and market conditions.

    • 1.10.b. Indicator:

      Present an oral report on an economic concept using current events.

    • 1.10.c. Indicator:

      Explore general economic trends using relevant sources; e.g., The Wall Street Journal, business/economic television programming, weekly business publications.

  • 1.11. Objective:

    Explore career opportunities in economics.

    • 1.11.a. Indicator:

      Identify employment trends.

    • 1.11.b. Indicator:

      Explore the educational paths recommended to be a business or social economist.

    • 1.11.c. Indicator:

      Show how economic knowledge can be used in any occupation.

• UT.2. Standard: Economics

  Students will understand a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

  • 2.1. Objective:

    Develop map and globe skills of space and place.

    • 2.1.a. Indicator:

      Use natural resources and population density maps to predict the potential economic activity of a region.

    • 2.1.b. Indicator:

      Locate historical and /or current regions where examples of the world's major economic systems can be found i.e., traditional, market, mixed-market, and command.

  • 2.2. Objective:

    Develop, plan, and evaluate alternative uses of environments and resources.

    • 2.2.a. Indicator:

      Analyze how human and physical changes on the earth can affect business cycles i.e., inflation/deflation, depression/recession, expansion/contraction.

    • 2.2.b. Indicator:

      Analyze how comparative and absolute advantage may lead to or impede international trade.

    • 2.2.c. Indicator:

      Explain how major economic indicators such as gross national product, unemployment, stock market, and consumer price index reflect the interaction among nations.

• UT.3. Standard: Economics

  Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity.

  • 3.1. Objective:

    Demonstrate that historical interpretation and knowledge of economic systems are socially influenced.

    • 3.1.a. Indicator:

      Trace the development of the world's major economic systems over time i.e., traditional, market, mixed-market, and command.

    • 3.1.b. Indicator:

      Trace the development of money as a socially acceptable medium of exchange.

    • 3.1.c. Indicator:

      Briefly outline the history of the Federal Reserve System.

  • 3.2. Objective:

    Identify and describe selected periods or movements of historical change within and across cultures.

    • 3.2.a. Indicator:

      Describe the nature and causes of business cycles, using examples from selected periods of time i.e., inflation/deflation, depression/recession, expansion/contraction.

    • 3.2.b. Indicator:

      Identify and summarize specific examples of international trade throughout history; e.g., the Roman Era, European, African and Asian trade routes, mercantilism, and Post-Cold War economic unions.

    • 3.2.c. Indicator:

      Compare and contrast labor force trends which have affected economies and predict the future of the labor movement based on past history.

    • 3.2.d. Indicator:

      Identify and compare examples of taxation throughout different historical periods with the 1990s.

  • 3.3. Objective:

    Use ideas, theories, and modes of inquiry drawn from history in the analysis of contemporary social arrangements.

    • 3.3.a. Indicator:

      Cite examples of how the philosophy of capitalism has impacted attitudes toward private property, private enterprise, and freedom of choice.

    • 3.3.b. Indicator:

      Compare and contrast current examples of four types of market structures found in the United States i.e., pure monopoly, oligopoly, monopolistic competition, and pure competition.

• UT.4. Standard: Economics

  Students will demonstrate why people in different societies create and adopt systems of government and how each addresses human needs, rights, and citizen responsibilities.

  • 4.1. Objective:

    Identify and examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.

    • 4.1.a. Indicator:

      Explain the role of the 'invisible hand' and the 'profit motive' in redirecting self-interested behavior toward serving the public interest.

    • 4.1.b. Indicator:

      Analyze situations where the market system fails to maximize the public interest including monopolies and externalities.

  • 4.2. Objective:

    Compare and contrast different political systems, their ideologies, institutions, processes, and political cultures.

    • 4.2.a. Indicator:

      Analyze the economic advantages and disadvantages of the major economic systems i.e., traditional, market, mixed-market, socialist, and command.

    • 4.2.b. Indicator:

      Explain how free enterprise answers the basic economic questions of what, how, when, and for whom goods and services are produced.

  • 4.3. Objective:

    Compare and contrast the ways societies and organizations respond to conflicts between the forces of unity and the forces of diversity.

    • 4.3.a. Indicator:

      Explain how the market economy coordinates the actions of otherwise competitive individuals and firms.

    • 4.3.b. Indicator:

      Evaluate the role of international trade agreements in reducing and/or escalating global conflicts.

  • 4.4. Objective:

    Identify the relationships between the private and public sectors of the economy.

    • 4.4.a. Indicator:

      Illustrate the relationship between households, firms, government and international sector, using the concept of the circular flow of economics.

    • 4.4.b. Indicator:

      Explain how individuals and groups use the public sector to serve the private interest.

• UT.5. Standard: Economics

  Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

  • 5.1. Objective:

    Apply an understanding of culture as an integrated whole that relates to traditions, attitudes, behavioral patterns, and artifacts.

    • 5.1.a. Indicator:

      Analyze the ways in which available resources can help to shape the traits of culture within a given group.

    • 5.1.b. Indicator:

      Evaluate how cultural traditions, attitudes and behavior patterns influence the perceived value of various factors of production within a given society.

  • 5.2. Objective:

    Identify and describe both current and historical examples of the interaction and interdependence of individuals and societies in a variety of cultural settings.

    • 5.2.a. Indicator:

      Describe the various roles and norms that govern the production, distribution, and consumption of goods and services within the following societies; e.g., hunter/gatherer, pastoral, horticultural, agricultural, industrial, and information/technological.

    • 5.2.b. Indicator:

      Explain the operation of supply and demand in the mixed-market economy of the United States.

  • 5.3. Objective:

    Explain why individuals, groups, and institutions respond to change in a particular way on the basis of shared assumptions, and technologies.

    • 5.3.a. Indicator:

      Compare and contrast the ways in which cultural variation within and among societies helps to create differences in the economic value of resources.

    • 5.3.b. Indicator:

      Explain how change in personal life situations helps to shape personal economic decisions.

  • 5.4. Objective:

    Describe the various forms and roles institutions take in furthering both continuity and change.

    • 5.4.a. Indicator:

      Analyze the role of education in helping individuals to change their economic status.

    • 5.4.b. Indicator:

      Compare and contrast the ways in which government economic policies both impede and promote economic growth within society.

• UT.6. Standard: Economics

  Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.

  • 6.1. Objective:

    Explain how the scarcity of productive resources including natural, human, and capital goods requires the development of economic systems to make basic decisions about how goods and services are to be produced and distributed.

    • 6.1.a. Indicator:

      List and describe the primary factors of production.

    • 6.1.b. Indicator:

      Identify the principal elements of scarcity in the context of unlimited wants and limited resources.

    • 6.1.c. Indicator:

      Evaluate the tradeoffs involved in alternative uses of resources using the production possibilities curve.

  • 6.2. Objective: Compare and contrast the various economic institutions that comprise economic systems

    households, firms, banks, government agencies, labor unions, corporations, and the stock market.

    • 6.2.a. Indicator:

      Analyze the advantages and disadvantages of the four types of market structures; i.e., pure monopoly, oligopoly, monopolistic competition, and pure competition.

    • 6.2.b. Indicator:

      Explain the relationship between financial institutions and the Federal Reserve System in creation and control of the money supply.

    • 6.2.c. Indicator:

      Compare and contrast the basic forms of business ownership; e.g., sole proprietorship, partnership, corporation, franchise, and cooperatives.

    • 6.2.d. Indicator:

      Explain the role of entrepreneurs in organizing and allocating economic resources.

  • 6.3. Objective:

    Apply economic concepts and economic reasoning to historical and contemporary social developments and issues.

    • 6.3.a. Indicator:

      Identify and discuss major economic indicators; e.g., gross national product, unemployment, price indexes, stock and bond market indexes.

    • 6.3.b. Indicator:

      Evaluate the usefulness of alternative economic indicators as measures of social welfare and progress.

    • 6.3.c. Indicator:

      Describe the nature and causes of business cycles.

    • 6.3.d. Indicator:

      Explain the relationship between saving, investment, and economic growth.

    • 6.3.e. Indicator:

      Explain the relationship among sustainable economic growth, environmental issues, and other social goals.

• UT.7. Standard: Economics

  Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote personal and public good.

  • 7.1. Objective:

    Demonstrate the characteristics of lifelong learning in school activities.

    • 7.1.a. Indicator:

      Use appropriate strategies to identify and meet needs and goals.

    • 7.1.b. Indicator:

      Organize resources and time efficiently.

    • 7.1.c. Indicator:

      Explore and reflect on the philosophical views of others and support your own views with logical reasoning.

    • 7.1.d. Indicator:

      Analyze the influence of economic institutions and mass communication on an individual's perception of the world.

    • 7.1.e. Indicator:

      Investigate career opportunities in economics.

  • 7.2. Objective:

    Demonstrate collaboration in working with others to achieve specified results.

    • 7.2.a. Indicator:

      Listen with respect to the ideas and views of others.

    • 7.2.b. Indicator:

      Demonstrate an understanding of the group's needs or goals.

    • 7.2.c. Indicator:

      Show respect and willingness to participate in group problem-solving activities while serving in variety of roles.

    • 7.2.d. Indicator:

      Recognize and use group dynamics.

    • 7.2.e. Indicator:

      Demonstrate the ability to resolve conflicts positively.

    • 7.2.f. Indicator:

      Use resources effectively.

    • 7.2.g. Indicator:

      Explain how the major groups in a capitalist economy are independent entrepreneurs, workers, and consumers.

    • 7.2.h. Indicator:

      Consider the opportunity costs of disagreements that arise from conflicting attitudes and socioeconomic conditions.

  • 7.3. Objective:

    Demonstrate an understanding of, and a reasoned commitment to, the rule of law.

    • 7.3.a. Indicator:

      Respect and defend individual rights and property.

    • 7.3.b. Indicator:

      Demonstrate individual economic responsibility.

    • 7.3.c. Indicator:

      Recognize how individual economic choices and actions affect self, family, and community.

    • 7.3.d. Indicator:

      Understand how an economic system can impose order on a society.

    • 7.3.e. Indicator:

      Evaluate the opportunities in a society in which people are allowed to communicate and to express different economic points of view.

    • 7.3.f. Indicator:

      Analyze the causes, effects, strengths, and problems of the free enterprise system.

    • 7.3.g. Indicator:

      Analyze historical and contemporary examples in which individuals demonstrated respect and support for the rights, responsibilities, and dignity of all people.

• UT.1. Standard: Psychology

  Students will demonstrate through individual group processes a variety of creative, critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.

  • 1.1. Objective:

    Develop observation skills to foster inquiry in psychology.

    • 1.1.a. Indicator:

      Observe peoples' body language by charting or taking notes.

    • 1.1.b. Indicator:

      Compare the attitudes of siblings to one another and to other people.

  • 1.2. Objective:

    Develop writing skills in psychology.

    • 1.2.a. Indicator:

      Create and maintain a journal; e.g., ideas, impressions, memories.

    • 1.2.b. Indicator:

      Create an original paper showing the differences between the two major theories of personality.

    • 1.2.c. Indicator:

      Review daily newspapers and bimonthly magazines and write a summary of how each treats the discipline of psychology.

    • 1.2.d. Indicator:

      Identify a current problem in the treatment of a mood disorder.

  • 1.3. Objective:

    Develop reading skills in psychology.

    • 1.3.a. Indicator:

      Understand subject-appropriate vocabulary.

    • 1.3.b. Indicator:

      Define key words according to subject matter.

    • 1.3.c. Indicator:

      Compare and contrast a variety of written materials; e.g., magazines, newspapers, books, primary and secondary sources.

    • 1.3.d. Indicator:

      Analyze charts, graphs, and almanacs.

  • 1.4. Objective:

    Develop listening skills in psychology.

    • 1.4.a. Indicator:

      Find the main and supporting ideas from lectures, discussions, and forums.

    • 1.4.b. Indicator:

      Use visualization to assist in conceptualizing or problem solving.

  • 1.5. Objective:

    Develop speaking skills in psychology.

    • 1.5.a. Indicator:

      Participate in group discussions dealing with factors that influence personality.

    • 1.5.b. Indicator:

      Defend a psychologist's point of view when giving an oral presentation.

    • 1.5.c. Indicator:

      Participate in oral questions and examinations.

  • 1.6. Objective:

    Develop causal reasoning skills in the study of psychology.

    • 1.6.a. Indicator:

      Separate fact from fiction when dealing with certain psychological hypotheses.

    • 1.6.b. Indicator:

      Explain the pros and cons of psychological philosophies; e.g., Freud's ideas on dream analysis, Piaget's developmental theory, Pavlov's theory of conditioning, Maslov's theory of self-actualization.

    • 1.6.c. Indicator:

      Predict outcomes based on studies and/or surveys dealing with behavior.

  • 1.7. Objective:

    Develop critical analysis skills in psychology.

    • 1.7.a. Indicator:

      Determine the credibility of a source.

    • 1.7.b. Indicator:

      Analyze data on specific disorders in humans and animals.

    • 1.7.c. Indicator:

      Infer the motivation and bias of theorists in psychology; e.g., Skinner, Rogers, Maslow, Watson.

  • 1.8. Objective:

    Develop interpretive skills in psychology.

    • 1.8.a. Indicator:

      Compare, contrast, and analyze differing perceptions of theorists.

    • 1.8.b. Indicator:

      Identify mental disorders, causes and cures; e.g., obsessive-compulsive, panic disorders, eating disorders, depression, character disorders.

  • 1.9. Objective:

    Develop creative thinking in psychology.

    • 1.9.a. Indicator:

      Brainstorm strategies to discuss problems and potential solutions in today's world.

    • 1.9.b. Indicator:

      Explain how media influences thinking and behavior.

• UT.2. Standard: Psychology

  Students will understand a comprehensive geographical view of the human and physical worlds and how and why they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

  • 2.1. Objective:

    The student will be able to understand the impact of the human and physical environment on personality development.

    • 2.1.a. Indicator:

      Recognize communication styles, both globally and regionally.

    • 2.1.b. Indicator:

      Understand the effect that observational learning has on behavior; e.g., aggression, violence, age appropriate relationships, coping skills, grief and loss.

  • 2.2. Objective:

    Develop, plan, and evaluate alternative uses of environments and resources.

    • 2.2.a. Indicator:

      Understand the effect of temperature, altitude and pollution on behavior.

    • 2.2.b. Indicator:

      Analyze the effect of external stimulation on behavior; e.g., noise, crowding, traffic.

    • 2.2.c. Indicator:

      Recognize factors that contribute to suicide; e.g., culture, substance abuse, physical and emotional stress.

• UT.3. Standard: Psychology

  Students will demonstrate why and how ideas, attitudes, events, people and documents have influenced the study of behavior over time.

  • 3.1. Objective:

    Identify and describe selected major trends or movements in the development of psychology.

    • 3.1.a. Indicator:

      Compare and contrast major schools of thought in psychology from 1800 to the present.

    • 3.1.b. Indicator:

      Evaluate the contributions of selected philosophers and psychologists to the field of psychology and how they have influenced thinking today.

  • 3.2. Objective:

    Examine the growth and development of the goals and methods of psychology.

    • 3.2.a. Indicator:

      Outline the four basic goals of psychology.

    • 3.2.b. Indicator:

      Compare and contrast different methods used in psychological research.

    • 3.2.c. Indicator:

      Explore the influence that culture, race, and gender of the researcher have on psychological research.

    • 3.2.d. Indicator:

      Evaluate the strengths and limitations of basic and applied research.

    • 3.2.e. Indicator:

      Articulate various ethical issues in psychological research.

    • 3.2.f. Indicator:

      Explain the guidelines governing treatment of research subjects, both human and non-human.

  • 3.3. Objective:

    Trace the development of specialty fields in psychology.

    • 3.3.a. Indicator:

      Describe various sub-areas of study in the field of psychology.

    • 3.3.b. Indicator:

      Gather information on various careers in psychology.

    • 3.3.c. Indicator:

      Investigate possible areas of expansion for using psychology to enhance our lives.

• UT.4. Standard: Psychology

  Students will demonstrate why people in diverse societies create and adopt systems of government and how each addresses human rights and citizen responsibilities.

  • 4.1. Objective:

    Identify and examine persisting issues involving the rights, roles, and status of the individual in relation to society.

    • 4.1.a. Indicator:

      Describe the rights, roles and responsibilities of citizens in several world societies.

    • 4.1.b. Indicator:

      Evaluate the status of work force hierarchies; i.e., women, men, children, the disabled, elderly, minorities.

  • 4.2. Objective:

    Compare and contrast different political systems, their ideologies, institutions, processes, and political cultures as they pertain to psychology.

    • 4.2.a. Indicator:

      Debate 20th century issues relating to individual rights.

    • 4.2.b. Indicator:

      Examine the influence that political parties, election processes, taxes, and the media have on issues.

  • 4.3. Objective:

    Compare and contrast the ways individuals respond to conflict between forces of unity and forces of diversity.

    • 4.3.a. Indicator:

      Compare and contrast the positions of psychologists in various conflicts of the 20th century.

    • 4.3.b. Indicator:

      Evaluate the social and organizational effects of conflict using current examples in our state; e.g., smoking in public places, laws governing alcohol, separation of church and state, hosting the 2002 Olympics.

• UT.5. Standard: Psychology

  Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

  • 5.1. Objective:

    Apply an understanding of human behavior that relates to traditions, beliefs, and behavioral patterns.

    • 5.1.a. Indicator:

      Identify several behaviors associated with local traditions.

    • 5.1.b. Indicator:

      Compare and contrast different socioeconomic levels in urban and rural areas.

  • 5.2. Objective:

    Identify and describe both current and historic examples of the interaction and interdependence of individuals and society in a variety of cultural settings.

    • 5.2.a. Indicator:

      Determine major influences made by historic and contemporary people in psychology.

    • 5.2.b. Indicator:

      Trace the evolution of how societies have perceived and treated mental illness.

    • 5.2.c. Indicator:

      Investigate and hypothesize behavioral challenges in the next decade.

    • 5.2.d. Indicator:

      Predict changes faced by individuals as a result of contact with others.

  • 5.3. Objective:

    Explain why human behavior responds to change in a particular way on the basis of shared assumptions, beliefs, and technologies.

    • 5.3.a. Indicator:

      Collect and organize information about ways people have dealt with change.

    • 5.3.b. Indicator:

      Evaluate technologies that are being used today in the study of human behavior.

    • 5.3.c. Indicator:

      Describe why responses to change differ based on points of view.

  • 5.4. Objective:

    Describe the various forms and roles institutions take in furthering both continuity and change.

    • 5.4.a. Indicator:

      Explain how institutions and organizations influence cultural values; e.g., media, family, school, religion, peer groups.

    • 5.4.b. Indicator:

      Collect and organize information about the roles institutions have played in furthering change in the treatment of mental illness.

• UT.6. Standard: Psychology

  Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.

  • 6.1. Objective:

    Evaluate economic benefits derived from psychological wellness.

    • 6.1.a. Indicator:

      Identify how positive coping strategies impact the work environment. Compare and contrast the economic significance positive and negative stress has on individuals.

    • 6.1.b. Indicator:

      Identify and provide a plan for the personal and economic cost of stressful incidents in one's life; e.g., death, divorce, violence, change of residence, illness.

  • 6.2. Objective:

    Describe and evaluate the economic impact of mental illness on society.

    • 6.2.a. Indicator:

      Describe the implications of mental illness on society; e.g., homelessness, abuse, crime, welfare.

    • 6.2.b. Indicator:

      Identify the economic impact of mental illness on the work force and productivity.

    • 6.2.c. Indicator:

      Calculate the cost of various treatments for mental illness; e.g., in-patient, out-patient, drug, electroshock.

• UT.7. Standard: Psychology

  Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good.

  • 7.1. Objective:

    Demonstrate the characteristics of lifelong learning in school activities.

    • 7.1.a. Indicator:

      Use appropriate strategies to identify and meet needs and goals.

    • 7.1.b. Indicator:

      Organize resources and time efficiently.

    • 7.1.c. Indicator:

      Explore the philosophical views of others.

    • 7.1.d. Indicator:

      Use the scientific method to test a hypothesis.

    • 7.1.e. Indicator:

      Understand how learning strategies facilitate individual learning.

  • 7.2. Objective:

    Demonstrate collaboration in working with others to achieve specified results.

    • 7.2.a. Indicator:

      Show respect for ideas, possessions, and work of self and others.

    • 7.2.b. Indicator:

      Describe why supporting and dissenting communication is important to scientific inquiry and a productive society.

    • 7.2.c. Indicator:

      Demonstrate understanding of a group's needs and goals.

    • 7.2.d. Indicator:

      Demonstrate respect and willingness to participate in problem-solving activities while serving in a variety of roles.

    • 7.2.e. Indicator:

      Resolve conflicts positively.

    • 7.2.f. Indicator:

      Use resources efficiently and effectively.

  • 7.3. Objective:

    Demonstrate an understanding of, and a reasoned commitment to, the rule of law.

    • 7.3.a. Indicator:

      Demonstrate respect for other humans, animals, and all living and non-living things.

    • 7.3.b. Indicator:

      Use contemporary and historical data to analyze cases in which human behavior demonstrates respect and support for the rights and dignity of people.

    • 7.3.c. Indicator:

      Explain the necessity for people to abide by rules and laws.

    • 7.3.d. Indicator:

      Classify rules and laws that impact society; e.g., family, school, community, nation.

    • 7.3.e. Indicator:

      Practice responsible citizenship.

• UT.1. Standard: Sociology

  Students will demonstrate through individual and group processes a variety of creative, critical, causal, interpretive and reflective thinking skills through observing, reading, writing, listening, speaking, and problem solving.

  • 1.1. Objective:

    Develop observation skills to foster sociological inquiry.

    • 1.1.a. Indicator:

      Explain social interaction through the view of the participants, setting, and activity.

    • 1.1.b. Indicator:

      Explain the function(s) of social interaction.

  • 1.2. Objective:

    Develop sociological reading skills.

    • 1.2.a. Indicator:

      Define common terms used by sociologists.

    • 1.2.b. Indicator:

      Compare and contrast a variety of written materials, including both primary and secondary sources.

    • 1.2.c. Indicator:

      Interpret and synthesize information contained in textbooks and other instructional materials.

  • 1.3. Objective:

    Develop sociological writing skills.

    • 1.3.a. Indicator:

      Write an essay on a social issue, utilizing a thesis, supporting paragraphs, and a conclusion.

    • 1.3.b. Indicator:

      Write and document a research project on a sociological topic using multiple resources and mediums.

  • 1.4. Objective:

    Develop listening skills in sociology.

    • 1.4.a. Indicator:

      Identify the main and supporting ideas from a discussion or lecture.

    • 1.4.b. Indicator:

      Organize information into notes.

  • 1.5. Objective:

    Develop speaking skills in sociology.

    • 1.5.a. Indicator:

      Prepare and present an oral report on a social issue.

    • 1.5.b. Indicator:

      Participate in group discussion of a social issue.

  • 1.6. Objective:

    Develop causal reasoning skills in sociology.

    • 1.6.a. Indicator:

      Separate fact from opinion.

    • 1.6.b. Indicator:

      Recognize and describe bias.

    • 1.6.c. Indicator:

      Explain causal relationships.

    • 1.6.d. Indicator:

      Explain that events and actions may have both positive and negative consequences.

    • 1.6.e. Indicator:

      Predict an outcome based on a given scenario.

  • 1.7. Objective:

    Develop critical analysis skills in sociology.

    • 1.7.a. Indicator:

      Analyze the importance of collecting sociological data.

    • 1.7.b. Indicator:

      Infer the motivations and biases of noted sociologists in their social and historical contexts.

    • 1.7.c. Indicator:

      Collect and categorize data about a specific social phenomenon.

    • 1.7.d. Indicator:

      Compare, contrast, and analyze differing perceptions.

  • 1.8. Objective:

    Develop creative thinking skills in sociology.

    • 1.8.a. Indicator:

      Use brainstorming strategies to discuss problems and potential solutions.

    • 1.8.b. Indicator:

      Develop solutions and predict outcomes to a current sociological problem based on data collected from a variety of sources.

• UT.2. Standard: Sociology

  Students will understand a comprehensive geographical view of the human and physical worlds and why and how they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

  • 2.1. Objective:

    Describe sociology as a unique discipline within the social sciences.

    • 2.1.a. Indicator:

      Distinguish sociology from other social sciences; i.e., anthropology, economics, geography, history, political science, psychology.

    • 2.1.b. Indicator:

      Explain how social institutions and situations influence individual behaviors from a sociological perspective.

  • 2.2. Objective:

    Develop and practice methodological techniques, including the scientific method.

    • 2.2.a. Indicator:

      Conduct an experiment on a hypothetical or real social situation using the scientific method.

    • 2.2.b. Indicator:

      Employ a variety of approaches in the examination of world social problems; e.g., participant observation, survey, historical analysis, and case study.

  • 2.3. Objective:

    Compare and distinguish between theoretical perspectives as they relate to the physical and social environment.

    • 2.3.a. Indicator:

      Identify and compare classical and contemporary theoretical approaches to sociology; e.g., Comte, Durkheim, Marx, Weber, Mills.

    • 2.3.b. Indicator:

      Apply one or more sociological theories to a contemporary social problem using one of the five themes of geography.

• UT.3. Standard: Sociology

  Students will demonstrate why and how ideas, attitudes, events, persons, movements, and documents have influenced humanity.

  • 3.1. Objective:

    Define culture and recognize the characteristics of culture.

    • 3.1.a. Indicator:

      Recognize nonmaterial, material, and symbolic cultural traits.

    • 3.1.b. Indicator:

      Describe how cultural components of language, time and space, norms and values form the basis of a unique culture.

    • 3.1.c. Indicator:

      Recognize the roles of archeologists and ethnologists.

    • 3.1.d. Indicator:

      Discuss the processes of cultural transmission.

  • 3.2. Objective:

    Compare a variety of different cultures.

    • 3.2.a. Indicator:

      Demonstrate a knowledge of other cultures.

    • 3.2.b. Indicator:

      Compare and contrast the concepts of ethnocentrism and cultural relativity.

    • 3.2.c. Indicator:

      Define and identify subcultures; e.g., hippies, gangs, Mexican Americans, Mennonites.

    • 3.2.d. Indicator:

      Analyze fashion and fads.

  • 3.3. Objective:

    Understand the factors which promote and inhibit cultural diffusion.

    • 3.3.a. Indicator:

      Explain how population growth and movement change a culture.

    • 3.3.b. Indicator:

      Describe how war, technology, environment, and other factors effect cultural diffusion.

    • 3.3.c. Indicator:

      Explain how the vested interests of a culture effect cultural change.

• UT.4. Standard: Sociology

  Students will demonstrate why people in different societies create and adopt systems of government and how each addresses human needs, rights, and citizen responsibilities.

  • 4.1. Objective:

    Determine what elements must be present for a society to exist.

    • 4.1.a. Indicator:

      Compare and contrast American society with other societies.

    • 4.1.b. Indicator:

      Describe changes and differences in American society from 1700 to the present.

  • 4.2. Objective:

    Describe the basic types of social organizations and social structures in the United States.

    • 4.2.a. Indicator:

      Explain the differences among primary groups, secondary groups, aggregates, and categories.

    • 4.2.b. Indicator:

      Discuss the impact and relationship of reference groups on a group's dynamics.

    • 4.2.c. Indicator:

      Distinguish between in-groups and out-groups.

    • 4.2.d. Indicator:

      Identify types of formal organizations.

    • 4.2.e. Indicator:

      Identify the primary characteristics of a bureaucracy.

    • 4.2.f. Indicator:

      Compare and contrast groups on the basis of their respective activities; e.g., power/authority, norms, criteria for membership, communication.

  • 4.3. Objective:

    Identify and explain the major social institutions of society.

    • 4.3.a. Indicator:

      State the purposes and social activities associated with family, education, government, and religion.

    • 4.3.b. Indicator:

      Distinguish between various philosophies, forms, and practices associated with the family institution; e.g., nuclear, extended, matriarchal, patriarchal.

    • 4.3.c. Indicator:

      Compare and contrast various philosophies, forms, and practices associated with educational institutions; e.g., public, private, parochial, alternative.

    • 4.3.d. Indicator:

      Evaluate various philosophies, forms, and practices associated with governmental institutions; e.g., authoritarian, totalitarian, monarchical, democratic.

    • 4.3.e. Indicator:

      Distinguish between various philosophies, forms, and practices associated with economic institutions; e.g., preindustrial and contemporary market, centrally-planned and alternative.

    • 4.3.f. Indicator:

      Distinguish between various philosophies, forms, and practices associated with religious institutions; e.g., Buddhist, Christian, Islamic, Jewish.

  • 4.4. Objective:

    Explain the process of socialization.

    • 4.4.a. Indicator:

      Explain the nature v. nurture concept regarding socialization.

    • 4.4.b. Indicator:

      Describe the effects of social isolation on humans and other primates.

    • 4.4.c. Indicator:

      Identify the agents of socialization; e.g., family, schools, peer groups, mass media, social structures.

    • 4.4.d. Indicator:

      Examine the influence of status and roles on the development of individuals.

    • 4.4.e. Indicator:

      Describe the effect of social norms and values on human behavior.

    • 4.4.f. Indicator:

      Discuss key theories of socialization; e.g., Sigmund Freud's model of personality, Jean Piaget's cognitive development, George H. Mead's social self.

    • 4.4.g. Indicator:

      Compare and contrast the modes of socialization in childhood, adolescence, adulthood, and old age.

    • 4.4.h. Indicator:

      Cite personal observations related to the socialization process.

    • 4.4.i. Indicator:

      Examine different applications of resocialization.

• UT.5. Standard: Sociology

  Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

  • 5.1. Objective:

    Analyze the causes and effects of discrimination, prejudice and racism.

    • 5.1.a. Indicator:

      Discuss the impact of racial and/or ethnic discrimination within the United States and other countries.

    • 5.1.b. Indicator:

      Discuss explanations for the onset of discrimination; e.g., labeling, stereotyping, ethnocentrism, scapegoating.

    • 5.1.c. Indicator: Describe how and why institutions and individuals apply the following

      assimilation, accommodation, discrimination, and genocide.

  • 5.2. Objective:

    Analyze gender discrimination.

    • 5.2.a. Indicator:

      Observe and relate examples of gender bias and discrimination within the United States and other countries.

    • 5.2.b. Indicator:

      Explain the origins and consequences of gender discrimination within different cultural contexts.

    • 5.2.c. Indicator:

      Discuss solutions to gender-based social problems.

  • 5.3. Objective:

    Analyze social inequality based upon class stratification.

    • 5.3.a Indicator:

      Compare examples of class stratification within the United States and other countries.

    • 5.3.b. Indicator:

      Explain the origins and consequences of class stratification in the United States and other countries; e.g., the caste system in India, apartheid in South Africa, worldwide homelessness.

    • 5.3.c. Indicator:

      Develop solutions to a class stratification-based social problem; e.g., caste, poverty, sexual harassment.

  • 5.4. Objective:

    Analyze additional forms of social inequity.

    • 5.4.a. Indicator:

      Observe and relate examples of social inequity; e.g., age, economics, disability.

    • 5.4.b. Indicator:

      Discuss how individuals have assisted minority groups to gain status and affect social change; e.g., Caesar Chavez, Martin Luther King, Eleanor Roosevelt, Sitting Bull.

    • 5.4.c. Indicator:

      Identify and describe how individuals and groups rationalize social inequities.

• UT.6. Standard: Sociology

  Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.

  • 6.1. Objective:

    Investigate poverty, crime, conflict and other relevant social problems.

    • 6.1.a. Indicator:

      Describe why and how a particular economic issue constitutes a social problem; e.g., poverty, wealth, health care.

    • 6.1.b. Indicator: Examine social problems from different economic conditions

      welfare, middle-class, affluent.

  • 6.2. Objective:

    Consider various sociological methods in resolving economic problems.

    • 6.2.a. Indicator:

      Discuss solutions to past, present, and future economic problems.

    • 6.2.b. Indicator:

      Synthesize historical and contemporary sociological principles as they apply to the resolution of a socioeconomic problem; e.g. homelessness, school dropouts, unemployed.

• UT.7. Standard: Sociology

  Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good.

  • 7.1. Objective:

    Demonstrate the characteristics of lifelong learning in school activities.

    • 7.1.a. Indicator:

      Use appropriate strategies to identify and meet needs and goals.

    • 7.1.b. Indicator:

      Organize resources and time efficiently.

    • 7.1.c. Indicator:

      Explore the three major theories of social change and discuss the strengths and weaknesses of each theory.

    • 7.1.d. Indicator:

      Recognize the importance of social movements in fostering or inhibiting social change.

    • 7.1.e. Indicator:

      Investigate career opportunities in sociology and social work.

  • 7.2. Objective:

    Demonstrate collaboration in working with others to achieve specified results.

    • 7.2.a. Indicator:

      Listen with respect to the ideas, beliefs, and views of others.

    • 7.2.b. Indicator:

      Demonstrate an understanding of a group's needs or goals.

    • 7.2.c. Indicator:

      Show respect and willingness to participate in problem-solving activities while serving in a variety of roles.

    • 7.2.d. Indicator:

      Resolve conflicts positively.

    • 7.2.e. Indicator:

      Use resources effectively.

    • 7.2.f. Indicator:

      Distinguish between social movements and collective behavior.

    • 7.2.g. Indicator:

      Understand the role of the media in influencing social change.

  • 7.3. Objective:

    Demonstrate an understanding of, and a reasoned commitment to, the rule of law.

    • 7.3.a. Indicator:

      Respect individual rights and property.

    • 7.3.b. Indicator:

      Demonstrate individual responsibility.

    • 7.3.c. Indicator:

      Recognize how individual and social decisions affect self, family, and community.

    • 7.3.d. Indicator:

      Recognize how fashion, fads, media, and advertising can affect social actions and decisions.

    • 7.3.e. Indicator:

      Analyze historical and contemporary examples of social change and determine whether they were positive or negative.

    • 7.3.f. Indicator:

      Identify individuals who have demonstrated respect and support for the rights, responsibilities, and dignity of people or social groups.