3.1. Component / Goal:

Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.

• 3.1.1. Benchmark / Gle: MAPS AND GEOGRAPHIC TOOLS

  Understands and uses maps and globes to identify major bodies of water and continental land masses.

3.2. Component / Goal:

Understands human interaction with the environment.

• 3.2.1. Benchmark / Gle: HUMAN-ENVIRONMENTAL INTERACTION

  Understands that the way families live is shaped by the environment.

• 3.2.3. Benchmark / Gle: HUMAN MIGRATION

  Understands why families make decisions to move.

4.1. Component / Goal:

Understands historical chronology.

• 4.1.1. Benchmark / Gle: CHRONOLOGY

  Understands and creates family timelines to show events in a sequential manner.

4.4. Component / Goal:

Uses history to understand the present and plan for the future.

• 4.4.1. Benchmark / Gle: HISTORICAL ANTECENDENTS

  Understands how knowledge of family history can be used to make current choices.

5.2. Component / Goal:

Uses inquiry-based research.

• 5.2.1. Benchmark / Gle: FORMS QUESTIONS

  Understands how questions are used to find out information.

• 5.2.2. Benchmark / Gle: ANALYZES SOURCES

  Uses texts and visuals to identify the main ideas or key details to study family life.

5.3. Component / Goal:

Deliberates public issues.

• 5.3.1. Benchmark / Gle: DELIBERATION

  Engages in discussions to learn about how families live around the world.

5.4. Component / Goal:

Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

• 5.4.1. Benchmark / Gle: CREATES POSITION AND PRODUCT

  Describes how different people live using a graphic organizer.

1.2.01. Learning Expectation:

Describe the potential costs and benefits of personal economic choices in a market economy.

• 1.2.01.a. Benchmark:

  Recognize that workers who provide services earn money to meet needs and wants.

• 1.2.01.b. Benchmark:

  Recognize that people advertise goods and services through different forms of communication.

• 1.2.01.c. Benchmark:

  Identify how people exchange goods and services.

• 1.2.01.d. Benchmark:

  Describe the requirements of various jobs and the characteristics of a job well performed.

• 1.2.01.e. Benchmark:

  Describe how specialized jobs contribute to the production of goods and services.

1.2.02. Learning Expectation:

Give examples of how individuals, businesses and governments operate in a market economy.

• 1.2.02.a. Benchmark:

  Recognize that goods and services are exchanged worldwide.

• 1.2.02.b. Benchmark:

  Give examples of industries and the resources needed to operate industries.

• 1.2.02.c. Benchmark:

  Identify examples of goods and services in the home, school, and community.

1.2.03. Learning Expectation:

Understand fundamental economic concepts.

• 1.2.03.a. Benchmark:

  Distinguish the difference between goods and services.

• 1.2.03.b. Benchmark:

  Differentiate between consumers and producers.

1.3.01. Learning Expectation:

Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

• 1.3.01.a. Benchmark:

  Recognize that maps and globes are representations or models of specific places.

• 1.3.01.b. Benchmark:

  Locate their home, neighborhood, and school on a visual representation.

• 1.3.01.c. Benchmark:

  Use map symbols and legends to identify locations and directions.

• 1.3.01.d. Benchmark:

  Interpret symbols that represent various forms of geographic data and use these symbols to identify locations and directions.

1.3.02. Learning Expectation:

Recognize how to identify and locate major physical and political features on maps and globes.

• 1.3.02.a. Benchmark:

  Define what cardinal directions are.

• 1.3.02.b. Benchmark:

  Locate places using cardinal directions on maps and globes.

• 1.3.02.c. Benchmark:

  Locate cities, states, countries, and continents on maps and globes and major bodies of water on maps and globes.

• 1.3.02.d. Benchmark:

  Describe the concept of human features as in cities, buildings, farms, roads, and railroads.

• 1.3.02.e. Benchmark:

  Locate and name the places in school and the neighborhood.

• 1.3.02.f. Benchmark:

  Identify the geographic location of the United States and Tennessee on a globe and a map.

• 1.3.02.g. Benchmark:

  Estimate distances such as from home to school.

1.3.03. Learning Expectation:

Demonstrate awareness of the interaction between human and physical systems around the world.

• 1.3.03.a. Benchmark:

  Explain how land is used for different tasks in the local area.

• 1.3.03.b. Benchmark:

  Define natural resources and explain how people are dependent on them.

• 1.3.03.c. Benchmark:

  Compare and contrast natural and artificial features of the earth.

• 1.3.03.d. Benchmark:

  Describe what weather is.

1.4.01. Learning Expectation:

Discuss the purposes of governance.

• 1.4.01.a. Benchmark:

  Recognize the United States Constitution as the basis for the laws in our country.

• 1.4.01.b. Benchmark:

  Categorize rules and laws we follow as members of a family, school and community.

• 1.4.01.c. Benchmark:

  Explain the purpose of government and give examples of laws that establish order, provide security, and control conflict.

1.4.02. Learning Expectation:

Describe the United States and Tennessee State Constitutions in principle and practice.

• 1.4.02.a. Benchmark:

  Understand that community governments employ various service workers.

• 1.4.02.b. Benchmark:

  Identify leaders in the community, state, and nation.

• 1.4.02.c. Benchmark:

  Describe the relationship between local, state, and national government.

1.4.03. Learning Expectation:

Describe the rights, responsibilities, and privileges of citizens living in a democratic society.

• 1.4.03.a. Benchmark:

  Define citizenship and responsibility.

• 1.4.03.b. Benchmark:

  Examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class.

• 1.4.03.c. Benchmark:

  Categorize responsibilities that citizens have to their community, state, and country.

• 1.4.03.d. Benchmark:

  Design a set of rules or laws for a home, classroom, or community.

• 1.4.03.e. Benchmark:

  Recognize family and school rules as compared with those from another culture.

1.4.04. Learning Expectation:

Recognize the knowledge, skills, and attitudes necessary to become contributing citizens.

• 1.4.04.a. Benchmark:

  Recite and explain the meaning of the Pledge of Allegiance.

• 1.4.04.b. Benchmark:

  Understand that voting is a way of making choices and decisions.

• 1.4.04.c. Benchmark:

  Explain how selected customs, symbols, and celebrations reflect an American love of individualism and inventiveness.

• 1.4.04.d. Benchmark:

  Explain selected national and state patriotic symbols such as the United States and Tennessee flags.

1.5.01. Learning Expectation:

Identify major people, events, and issues from Tennessee, United States, and world history.

• 1.5.01.a. Benchmark:

  Recognize some early forms of communication and how communication has changed over time.

• 1.5.01.b. Benchmark:

  Recognize that other countries have a longer history than the United States.

• 1.5.01.c. Benchmark:

  Identify contributions of diverse historical figures that have influenced the community, state, and nation.

1.5.02. Learning Expectation:

Understand the place of historical events in the context of past, present, and future.

• 1.5.02.a. Benchmark:

  Distinguish between the past, present, and future.

• 1.5.02.b. Benchmark:

  Recognize major events in American history.

1.6.01. Learning Expectation:

Understand the impact of individual and group decisions on citizens and communities.

• 1.6.01.a. Benchmark:

  Work independently and cooperatively to accomplish goals.

• 1.6.01.b. Benchmark:

  Recognize individuals have responsibilities to the group whether as a leader or as a member.

• 1.6.01.c. Benchmark:

  Recognize the importance of individuals and families as part of neighborhoods.

1.6.02. Learning Expectation:

Recognize how groups can impact change at the local, state, national and world levels.

• 1.6.02.a. Benchmark:

  Describe the unique features of one's nuclear and extended families.

• 1.6.02.b. Benchmark:

  Give examples of the tension between the wants and needs of individuals, and groups, and concepts such as fairness, equity and justice.

• 1.6.02.c. Benchmark:

  Recognize that cooperation is necessary in working with a group to complete a task.

1.W.1. Indicator / Benchmark:

Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

• 1.W.1.1. Standard:

  Mastery of this indicator does not emerge until third grade.

1.W.2. Indicator / Benchmark:

Evaluate the interaction of world cultures and civilizations, philosophies, and religions.

• 1.W.2.1. Standard:

  Mastery of this indicator does not emerge until second grade.

1.G.1. Indicator / Benchmark:

Analyze information from geographic representation, tools, and technology to define location, place, and region.

• 1.G.1.1. Standard:

  (Application) Students are able to construct a simple map using a map key and at least three symbols.

• 1.G.1.2. Standard:

  (Application) Students are able to use a picture map to locate an address.

• 1.G.1.3. Standard:

  (Knowledge) Students are able to identify a continent as a large land mass and an ocean as a large body of water.

1.C.1. Indicator / Benchmark:

Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

• 1.C.1.1. Standard: (Knowledge) Students are able to identify American symbols and landmarks (Example

  the flag, the bald eagle, the Statue of Liberty, the Lincoln Memorial, the Washington Monument and the White House, Crazy Horse).

1.C.2. Indicator / Benchmark:

Analyze the constitutional rights and responsibilities of United States citizens.

• 1.C.2.1. Standard: (Knowledge) Students are able to list rules in different groups for different situations (Examples

  family, school, community).

• 1.C.2.2. Standard:

  (Knowledge) Students are able to identify the attributes of good citizenship.

1.E.1. Indicator / Benchmark:

Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.

• 1.E.1.1. Standard:

  (Knowledge) Students are able to define goods and services.

• 1.E.1.2. Standard:

  (Comprehension) Students are able to explain choices families have to make when buying goods and services.

2.a. Assessment Target:

Student should be able to explain the importance of the fundamental values and principles of American democracy.

2.b. Assessment Target:

Student should be able to identify some important beliefs commonly held by Americans about themselves and their government.

2.c. Assessment Target:

Student should be able to explain the importance of Americans sharing and supporting certain values, principles, and beliefs.

2.d. Assessment Target:

Student should be able to describe diversity in the United States and identify its benefits.

2.e. Assessment Target:

Student should be able to identify and evaluate ways conflicts about diversity can be prevented and managed.

2.f. Assessment Target:

Student should be able to identify ways people can work together to promote the values and principles of American democracy.

3.a. Assessment Target:

Student should be able to describe what the United States Constitution is and why it is important.

3.b. Assessment Target:

Student should be able to give examples of ways the national government protects individual rights and promotes the common good.

3.c. Assessment Target:

Student should be able to explain the most important responsibilities of their state government.

3.d. Assessment Target:

Student should be able to explain the most important responsibilities of their local government.

3.e. Assessment Target:

Student should be able to identify the members of the legislative branches and the heads of the executive branches of their local, state, and national governments.

4.a. Assessment Target:

Student should be able to explain that the world is divided into different nations, which interact with one another.

4.b. Assessment Target:

Student should be able to explain the major ways nations interact with one another.

5.a. Assessment Target:

Student should be able to explain the meaning of citizenship in the United States.

5.b. Assessment Target:

Student should be able to explain how one becomes a citizen of the United States.

5.c. Assessment Target:

Student should be able to explain why certain rights are important to the individual and to a democratic society.

5.d. Assessment Target:

Student should be able to explain why certain responsibilities are important to themselves and their family, community, state, and nation.

5.e. Assessment Target:

Student should be able to explain the importance of certain dispositions to themselves and American democracy.

5.f. Assessment Target:

Student should be able to describe the means by which citizens can influence the decisions and actions of their government.

5.g. Assessment Target:

Student should be able to explain the importance of political leadership and public service in their school, community, state, and nation.

5.h. Assessment Target:

Student should be able to explain and apply criteria useful in selecting leaders in their school, community, state, and nation.

1.a. Assessment Target:

Student knows and understands the characteristics and purposes of geographic representations (such as maps, gloves, graphs, diagrams, aerial and other photographs, and satellite-produced images).

1.b. Assessment Target:

Student knows and understands the characteristics and purposes of tools and technologies (such as reference works and computer-based geographic information systems).

1.c. Assessment Target:

Student knows and understands how to display spatial information on maps and other geographic representations.

1.d. Assessment Target:

Student knows and understands how to use appropriate geographic tools and technologies.

1.e. Assessment Target:

Student knows and understands the locations of places within the local community and in nearby communities.

1.f. Assessment Target:

Student knows and understands the location of Earth's continents and oceans in relation to each other and to principal parallels and meridians.

1.g. Assessment Target:

Student knows and understands the location of major physical and human features in the United States and on Earth.

1.h. Assessment Target:

Student knows and understands the spatial elements of point, line, area, and volume.

1.i. Assessment Target:

Student knows and understands the spatial concepts of location, distance, direction, scale, movement, and region.

1.j. Assessment Target:

Student knows and understands that places and features are distributed spatially across Earth's surface.

1.k. Assessment Target:

Student knows and understands the causes and consequences of spatial interaction on Earth's surface.

2.a. Assessment Target:

Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).

2.b. Assessment Target:

Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).

2.c. Assessment Target:

Student knows and understands how physical and human processes together shape places.

2.d. Assessment Target:

Student knows and understands the concept of region as an area of Earth's surface with unifying geographic characteristics.

2.e. Assessment Target:

Student knows and understands the similarities and differences among regions.

2.f. Assessment Target:

Student knows and understands the ways in which regions change.

2.g. Assessment Target:

Student knows and understands how to describe the student's own community and region from different perspectives.

2.h. Assessment Target:

Student knows and understands ways in which different people perceive places and regions.

3.a. Assessment Target: Student knows and understands the components of Earth's physical systems

the atmosphere, lithosphere, hydrosphere, and biosphere.

3.b. Assessment Target:

Student knows and understands how patterns (location, distribution, and association) of features on Earth's surface are shaped by physical processes.

3.c. Assessment Target:

Student knows and understands how Earth-Sun relations affect conditions on Earth.

3.d. Assessment Target:

Student knows and understands the components of ecosystems.

3.e. Assessment Target:

Student knows and understands the distribution and patterns of ecosystems.

3.f. Assessment Target:

Student knows and understands how humans interact with ecosystems.

4.a. Assessment Target:

Student knows and understands the spatial distribution of population.

4.b. Assessment Target:

Student knows and understands the characteristics of populations at different scales (local to global).

4.c. Assessment Target:

Student knows and understands the causes and effects of human migration.

4.d. Assessment Target:

Student knows and understands how the characteristics of culture affect the ways in which people live.

4.e. Assessment Target:

Student knows and understands how patterns of culture vary across Earth's surface.

4.f. Assessment Target:

Student knows and understands how cultures change.

4.g. Assessment Target:

Student knows and understands the location and spatial distribution of economic activities.

4.h. Assessment Target:

Student knows and understands the factors that influence the location and spatial distribution of economic activities.

4.i. Assessment Target:

Student knows and understands the transportation and communication networks used in daily life.

4.j. Assessment Target:

Student knows and understands the types and spatial patterns of settlement.

4.k. Assessment Target:

Student knows and understands the factors that affect where people settle.

4.l. Assessment Target:

Student knows and understands how spatial patterns of human settlement change.

4.m. Assessment Target:

Student knows and understands the spatial characteristics of cities.

4.n. Assessment Target:

Student knows and understands the types of territorial units.

4.o. Assessment Target:

Student knows and understands the extent and characteristics of political, social, and economic units at different scales (local to global).

4.p. Assessment Target:

Student knows and understands how people divide Earth's surface.

4.q. Assessment Target:

Student knows and understands how cooperation and conflict affect places in the local community.

5.a. Assessment Target:

Student knows and understands how people depend on the physical environment.

5.b. Assessment Target:

Student knows and understands how people modify the physical environment.

5.c. Assessment Target:

Student knows and understands that the physical environment can both accommodate and be endangered by human activities.

5.d. Assessment Target:

Student knows and understands how variations within the physical environment produce spatial patterns that affect human adaptation.

5.e. Assessment Target:

Student knows and understands the ways in which the physical environment provides opportunities for people.

5.f. Assessment Target:

Student knows and understands the ways in which the physical environment constrains human activities.

5.g. Assessment Target:

Student knows and understands the characteristics of renewable, nonrenewable, and flow resources.

5.h. Assessment Target:

Student knows and understands the spatial distribution of resources.

5.i. Assessment Target:

Student knows and understands the role of resources in daily life.

6.a. Assessment Target:

Student knows and understands how places and geographic contexts change over time.

6.b. Assessment Target:

Student knows and understands that people's perceptions of places and geographic contexts change over time.

6.c. Assessment Target:

Student knows and understands that geographic contexts influence people and events over time.

6.d. Assessment Target:

Student knows and understands the dynamic character of geographic contexts.

6.e. Assessment Target:

Student knows and understands how people's perceptions affect their interpretation of the world.

6.f. Assessment Target:

Student knows and understands the spatial dimensions of social and environmental problems.

1.a. Assessment Target:

The student distinguishes between past, present, and future time.

1.b. Assessment Target:

The student identifies the temporal structure of a historical narrative or story.

1.c. Assessment Target:

The student establishes temporal order in constructing students' own historical narratives.

1.d. Assessment Target:

The student measures and calculates calendar time.

1.e. Assessment Target:

The student interprets data presented in time lines.

1.f. Assessment Target:

The student creates time lines.

1.g. Assessment Target:

The student explains change and continuity over time.

2.a. Assessment Target:

The student identifies the author or source of the historical document or narrative.

2.b. Assessment Target:

The student reconstructs the literal meaning of a historical passage.

2.c. Assessment Target:

The student identifies the central question(s) the historical narrative addresses.

2.d. Assessment Target:

The student reads historical narratives imaginatively.

2.e. Assessment Target:

The student appreciates historical perspectives.

2.f. Assessment Target:

The student draws upon data in historical maps.

2.g. Assessment Target:

The student draws upon visual and mathematical data presented in graphs.

2.h. Assessment Target:

The student draws upon visual data presented in photographs, paintings, cartoons, and architectural drawings.

3.a. Assessment Target:

The student formulates questions to focus their inquiry or analysis.

3.b. Assessment Target:

The student compares and contrasts differing sets of ideas, values, personalities, behaviors, and institutions.

3.c. Assessment Target:

The student analyzes historical fiction.

3.d. Assessment Target:

The student distinguishes between fact and fiction.

3.e. Assessment Target:

The student compares different stories about a historical figure, era, or event.

3.f. Assessment Target:

The student analyzes illustrations in historical stories.

4.a. Assessment Target:

The student formulates historical questions.

4.b. Assessment Target:

The student analyzes the interests and values of the various people involved.

4.c. Assessment Target:

The student interrogates historical data.

4.d. Assessment Target:

The student marshals needed knowledge of the time and place, and construct a story, explanation, or historical narrative.

5.a. Assessment Target:

The student identifies problems and dilemmas in the past.

5.b. Assessment Target:

The student analyzes the interests and values of the various people involved.

5.c. Assessment Target:

The student identifies causes of the problem or dilemma.

5.d. Assessment Target:

The student proposes alternative choices for addressing the problem.

5.e. Assessment Target:

The student formulates a position or course of action on an issue.

5.f. Assessment Target:

The student identifies the solution chosen.

5.g. Assessment Target:

The student evaluates the consequences of a decision.

5.2.3.A. Standard Statement:

Identify examples of the rights and responsibilities of citizenship. (Personal rights, Political rights, Economic rights, Personal responsibilities, Civic responsibilities)

5.2.3.B. Standard Statement:

Identify personal rights and responsibilities.

5.2.3.C. Standard Statement:

Identify sources of conflict and disagreement and different ways conflicts can be resolved.

5.2.3.D. Standard Statement:

Identify the importance of political leadership and public service in the school, community, state and nation.

5.2.3.E. Standard Statement:

Describe ways citizens can influence the decisions and actions of government.

5.2.3.F. Standard Statement:

Explain the benefits of following rules and laws and the consequences of violating them.

5.2.3.G. Standard Statement:

Identify ways to participate in government and civic life.

5.3.3.A. Standard Statement: Identify the elected representative bodies responsible for making local, Pennsylvania and United States laws. (Identify the role of the three branches of government

Executive, Legislative, Judicial)

5.3.3.C. Standard Statement:

Identify reasons for rules and laws in the school and community.

5.3.3.D. Standard Statement:

Identify services performed by the local, state and national governments.

5.3.3.E. Standard Statement:

Identify positions of authority at school and in local, state and national governments.

5.3.3.F. Standard Statement:

Explain what an election is.

5.3.3.G. Standard Statement:

Explain why being treated fairly is important.

5.3.3.H. Standard Statement:

Identify individual interests and explain ways to influence others.

5.3.3.I. Standard Statement:

Explain why taxes are necessary and identify who pays them.

5.3.3.J. Standard Statement:

Identify the role of the media in society.

5.3.3.K. Standard Statement:

Identify different ways people govern themselves.

5.4.3.A. Standard Statement:

Identify how customs and traditions influence governments.

5.4.3.B. Standard Statement:

Recognize that the world is divided into various political units.

5.4.3.C. Standard Statement:

Identify ways in which countries interact with the United States.

5.4.3.D. Standard Statement:

Identify treaties and other agreements between or among nations.

5.4.3.E. Standard Statement:

Identify how nations work together to solve problems.

6.1.3.A. Standard Statement:

Describe how individuals, families and communities with limited resources make choices.

6.1.3.B. Standard Statement:

Describe alternative methods of allocating goods and services and advantages and disadvantages of each.

6.1.3.C. Standard Statement:

Identify local economic activities. (Employment, Output)

6.1.3.D. Standard Statement:

Identify examples of local businesses opening, closing, expanding or contracting.

6.2.3.A. Standard Statement:

Define and identify goods, services, consumers and producers.

6.2.3.B. Standard Statement:

Identify ways local businesses compete to get consumers.

6.2.3.C. Standard Statement:

Identify and compare means of payment. (Barter, Money)

6.2.3.D. Standard Statement:

Identify groups of competing producers in the local area.

6.2.3.E. Standard Statement:

Identify who supplies a product and who demands a product.

6.2.3.F. Standard Statement:

Define price and identify the prices of different items.

6.2.3.G. Standard Statement:

Define what a tax is and identify a tax paid by most families.

6.2.3.H. Standard Statement:

Identify government involvement in local economic activities.

6.2.3.I. Standard Statement:

Identify goods and services produced by the government (e.g., postal service, food inspection).

6.2.3.J. Standard Statement:

Explain the relationship between taxation and government services.

6.2.3.K. Standard Statement:

Identify forms of advertising designed to influence personal choice.

6.2.3.L. Standard Statement:

Explain why most countries create their own form of money.

6.3.3.A. Standard Statement:

Define scarcity and identify limited resources.

6.3.3.B. Standard Statement:

Identify and define wants of different people.

6.3.3.C. Standard Statement:

Identify and define natural, human and capital resources.

6.3.3.D. Standard Statement:

Identify costs and benefits associated with an economic decision.

6.3.3.E. Standard Statement:

Explain what is given up when making a choice.

6.3.3.F. Standard Statement:

Explain how self-interest influences choice.

6.4.3.A. Standard Statement:

Define specialization and the concept of division of labor.

6.4.3.B. Standard Statement:

Explain why people trade.

6.4.3.C. Standard Statement:

Explain why goods, services and resources come from all over the nation and the world.

6.4.3.D. Standard Statement:

Identify local resources. (Natural (renewable, nonrenewable and flow resources); Human; Capital)

6.4.3.E. Standard Statement:

Define specialization and identify examples of interdependence.

6.4.3.F. Standard Statement:

Explain why some products are produced locally while others are not.

6.4.3.G. Standard Statement:

Identify local geographic patterns of economic activities. (Agriculture, Travel and tourism, Mining and mineral extraction, Manufacturing, Wholesale and retail, Health services)

6.5.3.A. Standard Statement:

Explain why people work to get goods and services.

6.5.3.B. Standard Statement:

Identify different occupations.

6.5.3.C. Standard Statement:

Describe businesses that provide goods and businesses that provide services.

6.5.3.D. Standard Statement:

Define profit and loss.

6.5.3.E. Standard Statement:

Identify examples of assets. (Tangible (e.g., houses, cars, jewelry); Financial assets (e.g., stocks, bonds, savings accounts))

6.5.3.F. Standard Statement:

Define entrepreneurship and identify entrepreneurs in the local community.

6.5.3.G. Standard Statement:

Define saving and explain why people save.

6.5.3.H. Standard Statement:

Explain how banks bring savers and borrowers together.

7.1.3.A. Standard Statement:

Identify geographic tools and their uses.

• 7.1.3.A.1. Standard Descriptor: Characteristics and purposes of different geographic representations

  Maps and basic map elements, Globes, Graphs, Diagrams, Photographs.

• 7.1.3.A.2. Standard Descriptor: Geographic representations to display spatial information

  Sketch maps, Thematic maps.

• 7.1.3.A.3. Standard Descriptor:

  Mental maps to describe the human and physical features of the local area.

7.1.3.B. Standard Statement:

Identify and locate places and regions.

• 7.1.3.B.1. Standard Descriptor: Physical features

  Continents and oceans; Major landforms, rivers and lakes in North America; Local community.

• 7.1.3.B.2. Standard Descriptor: Human features

  Countries (i.e., United States, Mexico, Canada); States (i.e., Pennsylvania, Delaware, Maryland, New Jersey, New York, Ohio, West Virginia); Cities (i.e., Philadelphia, Erie, Altoona, Pittsburgh, Scranton, Harrisburg, Johnstown, Allentown, Washington D.C., Baltimore, New York, Toronto, Cleveland); Local community.

• 7.1.3.B.3. Standard Descriptor: Regions as areas with unifying geographic characteristics

  Physical regions (e.g., landform regions, climate regions, river basins); Human regions (e.g., neighborhoods, cities, states, countries).

7.2.3.A. Standard Statement:

Identify the physical characteristics of places and regions.

• 7.2.3.A.1. Standard Descriptor: Physical properties

  Landforms (e.g., plains, hills, plateaus and mountains); Bodies of water (e.g., rivers, lakes, seas and oceans); Weather and climate; Vegetation and animals.

• 7.2.3.A.2. Standard Descriptor: Earth's basic physical systems

  Lithosphere; Hydrosphere; Atmosphere; Biosphere.

7.2.3.B. Standard Statement:

Identify the basic physical processes that affect the physical characteristics of places and regions.

• 7.2.3.B.1. Standard Descriptor:

  Earth-sun relationships (i.e., seasons and length of daylight, weather and climate).

• 7.2.3.B.2. Standard Descriptor:

  Extreme physical events (e.g., earthquakes, floods, hurricanes, tornadoes).

7.3.3.A. Standard Statement:

Identify the human characteristics of places and regions by their population characteristics.

• 7.3.3.A.1. Standard Descriptor:

  The number and distribution of people in the local community.

• 7.3.3.A.2. Standard Descriptor:

  Human movement in the local community (e.g., mobility in daily life, migration).

7.3.3.B. Standard Statement:

Identify the human characteristics of places and regions by their cultural characteristics.

• 7.3.3.B.1. Standard Descriptor:

  Components of culture (e.g., language, belief systems and customs, social organizations, foods, ethnicity).

• 7.3.3.B.2. Standard Descriptor:

  Ethnicity of people in the local community (e.g., customs, celebrations, languages, religions).

7.3.3.C. Standard Statement:

Identify the human characteristics of places and regions by their settlement characteristics.

• 7.3.3.C.1. Standard Descriptor:

  Types of settlements (e.g., villages, towns, suburbs, cities, metropolitan areas).

• 7.3.3.C.2. Standard Descriptor:

  Factors that affect where people settle (e.g., water, resources, transportation).

7.3.3.D. Standard Statement:

Identify the human characteristics of places and regions by their economic activities.

• 7.3.3.D.1. Standard Descriptor: Location factors in the spatial distribution of economic activities (e.g., market, transportation, workers, materials)

  Producers of consumer products and services (e.g., bread, pizza, television, shopping malls); Products of farms and factories at the local and regional level (e.g., mushrooms, milk, snack foods, furniture).

• 7.3.3.D.2. Standard Descriptor: Spatial distribution of resources

  Non-renewable resources; Renewable resources; Flow resources (e.g., water power, wind power).

7.3.3.E. Standard Statement:

Identify the human characteristics of places and regions by their political activities.

• 7.3.3.E.1. Standard Descriptor:

  Type of political units (e.g., townships, boroughs, towns, cities, counties, states, countries (nation state)).

• 7.3.3.E.2. Standard Descriptor:

  Political units in the local area.

7.4.3.A. Standard Statement:

Identify the impacts of physical systems on people.

• 7.4.3.A.1. Standard Descriptor:

  How people depend on, adjust to and modify physical systems on a local scale (e.g., soil quality and agriculture, snowfall and daily activities, drought and water use).

• 7.4.3.A.2. Standard Descriptor:

  Ways in which natural hazards affect human activities (e.g., storms, lightning, flooding).

7.4.3.B. Standard Statement:

Identify the impacts of people on physical systems.

• 7.4.3.B.1. Standard Descriptor:

  Effects of energy use (e.g., water quality, air quality, change in natural vegetation).

• 7.4.3.B.2. Standard Descriptor:

  Ways humans change local ecosystems (e.g., land use, dams and canals on waterways, reduction and extinction of species).

8.1.3.A. Standard Statement: Understand chronological thinking and distinguish between past, present and future time

Calendar time; Time lines; Continuity and change; Events (time and place).

8.1.3.B. Standard Statement: Develop an understanding of historical sources

Data in historical maps; Visual data from maps and tables; Mathematical data from graphs and tables; Author or historical source.

8.1.3.C. Standard Statement: Understand fundamentals of historical interpretation

Difference between fact and opinion; The existence of multiple points of view; Illustrations in historical stories; Causes and results.

8.1.3.D. Standard Statement: Understand historical research

Event (time and place); Facts, folklore and fiction; Formation of a historical question; Primary sources; Secondary sources; Conclusions (e.g., storytelling, role playing, diorama).

8.2.3.A. Standard Statement: Understand the political and cultural contributions of individuals and groups to Pennsylvania history

William Penn; Benjamin Franklin; Pennsylvanians impacting American Culture (e.g., John Chapman, Richard Allen, Betsy Ross, Mary Ludwig Hayes, Rachel Carson, Elizabeth Jane Cochran, Marian Anderson); Local historical figures in municipalities and counties.

8.2.3.B. Standard Statement: Identify and describe primary documents, material artifacts and historic sites important in Pennsylvania history

Documents, Writings and Oral Traditions (e.g., Penn's Charter, Pennsylvania Declaration of Rights); Artifacts, Architecture and Historic Places (e.g., Local historical sites, museum collections, Independence Hall); Liberty Bell; Official Commonwealth symbols (e.g., tree, bird, dog, insect).

8.2.3.C. Standard Statement:

Identify and describe how continuity and change have influenced Pennsylvania history.

• 8.2.3.C.1. Standard Descriptor:

  Belief Systems and Religions (e.g., Native Americans, early settlers, contemporary religions).

• 8.2.3.C.2. Standard Descriptor:

  Commerce and Industry (e.g., jobs, trade, environmental change).

• 8.2.3.C.3. Standard Descriptor:

  Innovations (e.g., technology, ideas, processes).

• 8.2.3.C.4. Standard Descriptor:

  Politics (e.g., rules, regulations, laws).

• 8.2.3.C.5. Standard Descriptor:

  Settlement Patterns (e.g., farms, towns, rural communities, cities).

• 8.2.3.C.6. Standard Descriptor:

  Social Organization (e.g., relationships of individuals, families, groups, communities; ability to be educated).

• 8.2.3.C.7. Standard Descriptor:

  Transportation (e.g., methods of moving people and goods over time).

• 8.2.3.C.8. Standard Descriptor:

  Women's Movement (e.g., changes in roles and rights over time).

8.2.3.D. Standard Statement:

Identify and describe conflict and cooperation among social groups and organizations in Pennsylvania history.

• 8.2.3.D.1. Standard Descriptor:

  Domestic Instability (e.g., political, economic and geographic impact on daily activities).

• 8.2.3.D.2. Standard Descriptor:

  Ethnic and Racial Relations (e.g., treatment of various ethnic and racial groups in history).

• 8.2.3.D.3. Standard Descriptor:

  Labor Relations (e.g., working conditions over time).

• 8.2.3.D.4. Standard Descriptor:

  Immigration (e.g., diverse groups inhabiting the state).

• 8.2.3.D.5. Standard Descriptor:

  Military Conflicts (e.g., struggle for control).

8.3.3.A. Standard Statement: Identify contributions of individuals and groups to United States history

George Washington; Thomas Jefferson; Abraham Lincoln; Theodore Roosevelt; Franklin D. Roosevelt; Individuals who are role models (e.g., Abigail Adams, Sacajawea, Frederick Douglass, Clara Barton, Jackie Robinson, Rosa Parks, Archbishop Patrick Flores, Jamie Escalante, Sally Ride, Tiger Woods, Cal Ripken, Jr., Sammy Sosa).

8.3.3.B. Standard Statement:

Identify and describe primary documents, material artifacts and historic sites important in United States history.

• 8.3.3.B.1. Standard Descriptor:

  Documents (e.g., Declaration of Independence, U.S. Constitution, Bill of Rights).

• 8.3.3.B.2. Standard Descriptor:

  Writings and Communications (e.g., Pledge of Allegiance, famous quotations and sayings).

• 8.3.3.B.3. Standard Descriptor:

  Historic Places (e.g., The White House, Mount Rushmore, Statue of Liberty).

• 8.3.3.B.4. Standard Descriptor:

  The Flag of the United States.

8.3.3.C. Standard Statement:

Identify important changes in United States history (e.g., Belief Systems and Religions, Commerce and Industry, Innovations, Politics, Settlement Patterns and Expansion, Social Organization, Transportation, Women's Movement).

8.3.3.D. Standard Statement:

Identify conflict and cooperation among social groups and organizations in United States history.

• 8.3.3.D.1. Standard Descriptor:

  Domestic Instability (e.g., impact on daily activities).

• 8.3.3.D.2. Standard Descriptor:

  Ethnic and Racial Relations (e.g., treatment of minority groups in history).

• 8.3.3.D.3. Standard Descriptor:

  Labor Relations (e.g., working conditions over time).

• 8.3.3.D.4. Standard Descriptor:

  Immigration (e.g., diverse groups inhabiting the state).

• 8.3.3.D.5. Standard Descriptor:

  Military Conflicts (e.g., struggle for control).

8.4.3.A. Standard Statement:

Identify individuals and groups who have made significant political and cultural contributions to world history.

• 8.4.3.A.1. Standard Descriptor:

  Africa (e.g., Nefertiti, Mansa Musa, Nelson Mandela).

• 8.4.3.A.2. Standard Descriptor:

  Americas (e.g., Montezuma, Simon Bolivar, Fidel Castro).

• 8.4.3.A.3. Standard Descriptor:

  Asia (e.g., Hammurabi, Mohandas Gandhi, Benazir Bhutto).

• 8.4.3.A.4. Standard Descriptor:

  Europe (e.g., Julius Caesar, Joan of Arc, Pope John Paul).

8.4.3.B. Standard Statement:

Identify historic sites and material artifacts important to world history.

• 8.4.3.B.1. Standard Descriptor:

  Africa (e.g., Pyramids, treasures of Tutankhamen, Nefertiti's sculpture).

• 8.4.3.B.2. Standard Descriptor:

  Americas (e.g., Olmec ritualistic centers, Mayan pyramids, arrowheads).

• 8.4.3.B.3. Standard Descriptor:

  Asia (e.g., Code of Hammurabi, Ziggurat at Ur, canals).

• 8.4.3.B.4. Standard Descriptor:

  Europe (e.g., ancient megaliths, Arc de Triomphe, Acropolis).

8.4.3.C. Standard Statement:

Compare similarities and differences between earliest civilizations and life today (e.g., Africa, Egypt; Asia, Babylonia; Americas, Olmec; Europe, Neolithic settlements).

8.4.3.D. Standard Statement:

Identify how conflict and cooperation among social groups and organizations affected world history.

• 8.4.3.D.1. Standard Descriptor:

  Domestic Instability (e.g., political, economic and geographic impact on normal activities).

• 8.4.3.D.2. Standard Descriptor:

  Labor Relations (e.g., working conditions over time).

• 8.4.3.D.3. Standard Descriptor:

  Racial and Ethnic Relations (e.g., treatment of various ethnic and racial groups in history).

• 8.4.3.D.4. Standard Descriptor:

  Immigration and migration (e.g., diverse groups inhabiting a territory).

• 8.4.3.D.5. Standard Descriptor:

  Military Conflicts (e.g., struggle for control).

2.1. Strand / Standard: Name, identify pictorial examples, and describe distinguishing features of the two basic areas in which people live

cities (urban) and the country (rural).

2.2. Strand / Standard:

Place objects (e.g., on a map, on the wall, or in the classroom) and describe their locations using near/far, up/down, left/right, above/below and in front of/behind.

2.3. Strand / Standard:

Construct individually and with other students maps with the cardinal directions (north = N, south = S, east = E, west = W) indicated, and identify locations on the map (e.g., school, playground, and classroom).

2.4. Strand / Standard:

Locate the local neighborhood, community, the United States, bodies of water, and land masses (e.g., the four oceans and seven continents) using maps and globes.

2.5. Strand / Standard:

Describe events and tell whether they belong in the past, present or future (e.g., place representations of events such as pictures, words, or phrases on a simple past, present, future timeline).

3.1. Strand / Standard:

Identify how choices in behavior and action are related to consequences and have an impact upon the student himself/herself and others.

3.2. Strand / Standard:

Recognize and learn about patriotic traditions and activities (e.g., the reciting of the Pledge of Allegiance and the singing of the Star-Spangled Banner).

3.3. Strand / Standard:

Identify traditionally patriotic symbols associated with the United States (e.g., the flag, the bald eagle, and monuments).

3.4. Strand / Standard:

Identify and write the names of the school, town/city, state, and nation.

3.5. Strand / Standard:

Identify the events and people associated with commemorative holidays, such as Flag Day, Independence Day, Labor Day, Veterans' Day, and Thanksgiving.

4.1. Strand / Standard: Identify the three basic needs of all people

food, clothing, shelter.

4.2. Strand / Standard:

Recognize that people in different parts of the world eat different foods, dress differently, speak different languages, and live in different kinds of houses (e.g., read and discuss children's literature that has characters and settings in other countries).

4.3. Strand / Standard:

Describe the impact of physical changes, such as seasons, on people in the neighborhood /community (e.g., how seasons affect what people eat and wear).

5.1. Strand / Standard:

Describe how people get their basic needs of food, clothing, and shelter (e.g., make/grow their own, trade with others for what they need, and earn money to buy the things they need).

5.2. Strand / Standard:

Identify ways people in the neighborhood / community earn money (e.g., match pictures or simple descriptions of work people do with the names of the jobs).

1.2.1. Benchmark: Family History

Compare past and present family life (e.g., housing, transportation, technology) over time

1.2.2. Benchmark: Concepts of time

Define chronological terms for broad categories of historical time (i.e., long ago, yesterday, today, tomorrow)

1.2.3. Benchmark: People and Events

Identify the people and events honored in United States holidays (e.g., Thanksgiving, Independence Day, Veteran's Day, Martin Luther King Jr. Day, President's Day, Memorial Day, Columbus Day, Labor Day)

1.2.4. Benchmark: People and Events

Describe the interaction (e.g., survival, First Thanksgiving) of Native Americans with the Pilgrims

1.3.1. Benchmark: Personal Finances

Differentiate between wants and needs

1.3.2. Benchmark: Personal Finances

Describe ways (e.g., money, bartering) wants and needs are met

1.4.1. Benchmark: Citizenship

Apply good citizenship (e.g., respect, cooperation, honesty, responsibility ) in the school environment

1.4.2. Benchmark: Citizenship

Explain the purpose for rules in home, school, and community

1.5.1. Benchmark: Physical Geography

Identify Earth's geographical landforms (e.g., islands, mountains, plains, hills, bodies of water)

1.6.1. Benchmark: Culture

Identify the similarities and differences (e.g., family members, clothes, food, style of homes, jobs, celebrations) among families around the world

2.01. Competency Goal / Objective:

Develop and exhibit citizenship traits in the classroom, school, and other social environments.

2.02. Competency Goal / Objective:

Identify the roles of leaders in the home, school, and community such as parents, mayor, police officers, principal, and teacher.

2.03. Competency Goal / Objective:

Participate in democratic decision-making.

2.04. Competency Goal / Objective:

Recognize the need for rules in different settings.

2.05. Competency Goal / Objective:

Identify the need for fairness in rules by individuals and by people in authority.

2.06. Competency Goal / Objective:

Predict consequences that may result from responsible and irresponsible actions.

3.01. Competency Goal / Objective:

Describe personal and family changes, past, and present.

3.02. Competency Goal / Objective:

Describe past and present changes within the local community.

3.03. Competency Goal / Objective:

Compare and contrast past and present changes within the local community and communities around the world.

3.04. Competency Goal / Objective:

Recognize that members of the community are affected by changes in the community that occur over time.

4.01. Competency Goal / Objective:

Recognize and describe religious and secular symbols/celebrations associated with special days of diverse cultures.

4.02. Competency Goal / Objective:

Explore and cite reasons for observing special days that recognize celebrated individuals of diverse cultures.

4.03. Competency Goal / Objective:

Recognize and describe the historical events associated with national holidays.

4.04. Competency Goal / Objective:

Trace the historical foundations of traditions of various neighborhoods and communities.

5.01. Competency Goal / Objective:

Locate and describe familiar places in the home, classroom, and school.

5.02. Competency Goal / Objective:

Investigate key features of maps.

5.03. Competency Goal / Objective:

Use geographic terminology and tools to create representations of the earth's physical and human features through simple maps, models, and pictures.

5.04. Competency Goal / Objective:

Analyze patterns of movement within the community.

5.05. Competency Goal / Objective:

Demonstrate responsibility for the care and management of the environment within the school and community.

5.06. Competency Goal / Objective:

Compare and contrast geographic features of places within various communities.

5.07. Competency Goal / Objective:

Explore physical features of continents and major bodies of water.

6.01. Competency Goal / Objective:

Examine wants and needs and identify choices people make to satisfy wants and needs with limited resources.

6.02. Competency Goal / Objective:

Describe how people of different cultures work to earn income in order to satisfy wants and needs.

6.03. Competency Goal / Objective:

Participate in activities that demonstrate the division of labor.

6.04. Competency Goal / Objective:

Explore community services that are provided by the government and other agencies.

6.05. Competency Goal / Objective:

Give examples of the relationship between the government and its people.

6.06. Competency Goal / Objective:

Identify the uses of money by individuals which include saving and spending.

6.07. Competency Goal / Objective:

Recognize that all families produce and consume goods and services.

7.01. Competency Goal / Objective:

Compare and contrast the use of media and forms of communication at home and in other social environments.

7.02. Competency Goal / Objective:

Describe how communication and transportation link communities.

7.03. Competency Goal / Objective:

Use the computer and other technological tools to gather, organize, and display data.

1.01. Competency Goal / Objective:

Read for literal meaning.

1.02. Competency Goal / Objective:

Summarize to select main ideas.

1.03. Competency Goal / Objective:

Draw inferences.

1.04. Competency Goal / Objective:

Detect cause and effect.

1.05. Competency Goal / Objective:

Recognize bias and propaganda.

1.06. Competency Goal / Objective:

Recognize and use social studies terms in written and oral reports.

1.07. Competency Goal / Objective:

Distinguish fact and fiction.

1.08. Competency Goal / Objective:

Use context clues and appropriate sources such as glossaries, texts, and dictionaries to gain meaning.

2.01. Competency Goal / Objective:

Use appropriate sources of information.

2.02. Competency Goal / Objective:

Explore print and non-print materials.

2.03. Competency Goal / Objective:

Utilize different types of technology.

2.04. Competency Goal / Objective:

Utilize community-related resources such as field trips, guest speakers, and interviews.

2.05. Competency Goal / Objective:

Transfer information from one medium to another such as written to visual and statistical to written.

2.06. Competency Goal / Objective:

Create written, oral, musical, visual, and theatrical presentations of social studies information.

3.01. Competency Goal / Objective:

Use map and globe reading skills.

3.02. Competency Goal / Objective:

Interpret graphs and charts.

3.03. Competency Goal / Objective:

Detect bias.

3.04. Competency Goal / Objective:

Interpret social and political messages of cartoons.

3.05. Competency Goal / Objective:

Interpret history through artifacts, arts, and media.

4.01. Competency Goal / Objective:

Use hypothetical reasoning processes.

4.02. Competency Goal / Objective:

Examine, understand, and evaluate conflicting viewpoints.

4.03. Competency Goal / Objective:

Recognize and analyze values upon which judgments are made.

4.04. Competency Goal / Objective:

Apply conflict resolutions.

4.05. Competency Goal / Objective:

Predict possible outcomes.

4.06. Competency Goal / Objective:

Draw conclusions.

4.07. Competency Goal / Objective:

Offer solutions.

4.08. Competency Goal / Objective:

Develop hypotheses.

5.01. Competency Goal / Objective:

Use word processing to create, format, and produce classroom assignments/projects.

5.02. Competency Goal / Objective:

Create and modify a database for class assignments.

5.03. Competency Goal / Objective:

Create, modify, and use spreadsheets to examine real-world problems.

5.04. Competency Goal / Objective:

Create nonlinear projects related to the social studies content area via multimedia presentations.

2.1. Strand / Performance Indicator:

The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

• 2.1.1. Performance Indicator:

  Students read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses.

• 2.1.2. Performance Indicator:

  Students explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop.

• 2.1.3. Performance Indicator:

  Students study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

2.2. Strand / Performance Indicator:

Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

• 2.2.1. Performance Indicator:

  Students distinguish between past, present, and future time periods.

• 2.2.2. Performance Indicator:

  Students develop timelines that display important events and eras from world history.

• 2.2.3. Performance Indicator:

  Students measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points.

• 2.2.4. Performance Indicator:

  Students compare important events and accomplishments from different time periods in world history.

2.3. Strand / Performance Indicator:

Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

• 2.3.1. Performance Indicator:

  Students understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities.

• 2.3.2. Performance Indicator:

  Students gather and present information about important developments from world history.

• 2.3.3. Performance Indicator:

  Students understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

2.4. Strand / Performance Indicator:

The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

• 2.4.1. Performance Indicator:

  Students consider different interpretations of key events and developments in world history and understand the differences in these accounts.

• 2.4.2. Performance Indicator:

  Students explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.

• 2.4.3. Performance Indicator:

  Students view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

3.1. Strand / Performance Indicator: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include

the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life).

• 3.1.1. Performance Indicator:

  Students study about how people live, work, and utilize natural resources.

• 3.1.2. Performance Indicator:

  Students draw maps and diagrams that serve as representations of places, physical features, and objects.

• 3.1.3. Performance Indicator:

  Students locate places within the local community, State, and nation; locate the Earth's continents in relation to each other and to principal parallels and meridians. (Adapted from National Geography Standards, 1994).

• 3.1.4. Performance Indicator:

  Students identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994).

• 3.1.5. Performance Indicator:

  Students investigate how people depend on and modify the physical environment.

3.2. Strand / Performance Indicator: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from

The National Geography Standards, 1994: Geography for Life).

• 3.2.1. Performance Indicator:

  Students ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standards, 1994).

• 3.2.2. Performance Indicator:

  Students gather and organize geographic information from a variety of sources and display in a number of ways

• 3.2.3. Performance Indicator:

  Students analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data. (Adapted from National Geography Standards, 1994).

4.1. Strand / Performance Indicator:

The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

• 4.1.1. Performance Indicator:

  Students know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources.

• 4.1.2. Performance Indicator:

  Students explain how people's wants exceed their limited resources and that this condition defines scarcity.

• 4.1.3. Performance Indicator:

  Students know that scarcity requires individuals to make choices and that these choices involve costs.

• 4.1.4. Performance Indicator:

  Students study about how the availability and distribution of resources is important to a nation's economic growth.

• 4.1.5. Performance Indicator: Students understand how societies organize their economies to answer three fundamental economic questions

  What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?

• 4.1.6. Performance Indicator:

  Students investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal.

4.2. Strand / Performance Indicator:

Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

• 4.2.1. Performance Indicator:

  Students locate economic information, using card catalogues, computer databases, indices, and library guides.

• 4.2.2. Performance Indicator:

  Students collect economic information from textbooks, standard references, newspapers, periodicals, and other primary and secondary sources.

• 4.2.3. Performance Indicator:

  Students make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary.

• 4.2.4. Performance Indicator:

  Students present economic information by developing charts, tables, diagrams, and simple graphs.

5.1. Strand / Performance Indicator:

The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994).

• 5.1.1. Performance Indicator:

  Students know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice.

• 5.1.2. Performance Indicator:

  Students explain the probable consequences of the absence of government and rules.

• 5.1.3. Performance Indicator:

  Students describe the basic purposes of government and the importance of civic life.

• 5.1.4. Performance Indicator:

  Students understand that social and political systems are based upon people's beliefs.

• 5.1.5. Performance Indicator:

  Students discuss how and why the world is divided into nations and what kinds of governments other nations have.

5.2. Strand / Performance Indicator:

The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994).

• 5.2.1. Performance Indicator:

  Students explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States.

• 5.2.2. Performance Indicator:

  Students understand the basic civil values that are the foundation of American constitutional democracy.

• 5.2.3. Performance Indicator:

  Students know what the United States Constitution is and why it is important. (Adapted from The National Standards for Civics and Government, 1994).

• 5.2.4. Performance Indicator:

  Students understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government.

• 5.2.5. Performance Indicator:

  Students understand the structure of New York State and local governments, including executive, legislative, and judicial branches.

• 5.2.6. Performance Indicator:

  Students identify their legislative and executive representatives at the local, state, and national governments. (Adapted from The National Standards for Civics and Government, 1994).

5.3. Strand / Performance Indicator:

Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.

• 5.3.1. Performance Indicator:

  Students understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation.

• 5.3.2. Performance Indicator:

  Students examine what it means to be a good citizen in the classroom, school, home, and community.

• 5.3.3. Performance Indicator:

  Students identify and describe the rules and responsibilities students have at home, in the classroom, and at school.

• 5.3.4. Performance Indicator:

  Students examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State.

• 5.3.5. Performance Indicator:

  Students understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service.

• 5.3.6. Performance Indicator:

  Students identify basic rights that students have and those that they will acquire as they age.

5.4. Strand / Performance Indicator:

The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

• 5.4.1. Performance Indicator:

  Students show a willingness to consider other points of view before drawing conclusions or making judgments.

• 5.4.2. Performance Indicator:

  Students participate in activities that focus on a classroom, school, or community issue or problem.

• 5.4.3. Performance Indicator:

  Students suggest alternative solutions or courses of action to hypothetical or historic problems.

• 5.4.4. Performance Indicator:

  Students evaluate the consequences for each alternative solution or course of action.

• 5.4.5. Performance Indicator:

  Students prioritize the solutions based on established criteria.

• 5.4.6. Performance Indicator:

  Students propose an action plan to address the issue of how to solve the problem.

4.1. Standard / Gle: Economics and the Individual

Students will learn about their role in a free market, how decisions that they make affect the economy, and how changes in the economy can affect them.

• 4.1.2.1. Grade Level Expectation:

  Define goods and services, producers and consumers.

• 4.1.2.2. Grade Level Expectation:

  Describe the steps and materials needed to make a product, e.g., milk or crayons.

4.2. Standard / Gle: Basic Economic Concepts

Students will learn about the pillars of a free market economy and the market mechanism.

• 4.2.2.1. Grade Level Expectation:

  Distinguish between needs and wants.

4.4. Standard / Gle: Financial Institutions and the Government

Students will understand how financial institutions and the government work together to stabilize our economy, and how changes in them affect the individual.

• 4.4.2.1. Grade Level Expectation:

  Describe different methods people use to exchange goods and services, e.g., barter or the use of money.

• 4.4.2.2. Grade Level Expectation:

  Identify goods and services provided by local government, e.g., police cars or fire protection.

4.5. Standard / Gle: International Economics and Trade

Students will recognize the importance of international trade and how economies are affected by it.

• 4.5.2.1. Grade Level Expectation:

  Define the term resources, e.g., trees, books

5.1. Standard / Gle: The World in Spatial Terms

Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.

• 5.1.2.1. Grade Level Expectation:

  Identify the characteristics and purposes of globes and maps.

• 5.1.2.2. Grade Level Expectation:

  Introduce spatial information on maps and other geographic representations, e.g., map key, compass rose.

• 5.1.2.3. Grade Level Expectation:

  Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents.

5.2. Standard / Gle: Places and Regions

Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions.

• 5.2.2.1. Grade Level Expectation:

  Explore the physical and human characteristics of place, e.g., roads, schools or mountains.

• 5.2.2.2. Grade Level Expectation:

  Recognize that areas of the Earth's surface share unifying geographic characteristics, e.g., towns, deserts or woodlands.

• 5.2.2.3. Grade Level Expectation:

  Observe the ways in which different people perceive places, e.g., personal drawings or book illustrations.

5.3. Standard / Gle: Physical Systems

Students will demonstrate an understanding of the physical processes that shape the patterns of Earth's surface and the characteristics and spatial distribution of ecosystems.

• 5.3.2.1. Grade Level Expectation:

  Investigate how the Earth-Sun relationship affects our daily lives, e.g., seasons in New Hampshire or sunlight and shadows.

• 5.3.2.2. Grade Level Expectation:

  Explore the components and distribution of ecosystems, e.g., desert or rain forest.

5.4. Standard / Gle: Human Systems

Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.

• 5.4.2.1. Grade Level Expectation:

  Explore the distribution of a population, e.g., city or farm.

• 5.4.2.2. Grade Level Expectation:

  Identify what are natural resources, e.g., water or trees.

5.5. Standard / Gle: Environment and Society

Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems.

• 5.5.2.1. Grade Level Expectation:

  Recognize the role of natural resources in daily life, e.g., food, clothing, or shelter.

• 5.5.2.2. Grade Level Expectation:

  Investigate how people use resources, e.g., building homes or the food they eat.

6.1. Standard / Gle: Political Foundations and Development

Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.

• 6.1.2.1. Grade Level Expectation:

  Identify national and New Hampshire celebrations, monuments, symbols and documents, e.g., flags, Fourth of July, Lincoln Memorial, Constitution.

6.2. Standard / Gle: Contacts, Exchanges & International Relations

Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.

• 6.2.2.1. Grade Level Expectation:

  Recognize that the world is interconnected, e.g., trade or transportation.

6.3. Standard / Gle: World Views and Value systems and their Intellectual and Artistic Expressions

Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.

• 6.3.2.1. Grade Level Expectation:

  Identify individuals and/or groups who have profoundly affected life in the United States, e.g., Abraham Lincoln, or Pilgrims.

• 6.3.2.2. Grade Level Expectation:

  Explore art, music and literature of various time periods, e.g., spirituals or Native American Art.

• 6.3.2.3. Grade Level Expectation:

  Recognize that groups have enhanced art, music and literature of our nation, e.g., African American or Irish.

6.4. Standard / Gle: Economic Systems & Technology

Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.

• 6.4.2.1. Grade Level Expectation:

  Identify different segments of the United States economy, e.g., farm, manufacturing, or retail.

6.5. Standard / Gle: Social/Cultural

Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.

• 6.5.2.1. Grade Level Expectation:

  Identify how the lives of women and children have changed over time in our country.

• 6.5.2.2. Grade Level Expectation:

  Identify the concept of diversity.

7.1. Standard / Gle: Political Foundations and Developments

Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.

• 7.1.2.1. Grade Level Expectation:

  Recognize that people of different countries have different social and political systems.

7.3. Standard / Gle: World Views and Value systems and their Intellectual and Artistic Expressions

Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.

• 7.3.2.1. Grade Level Expectation:

  Explore ways that societies around the world express themselves artistically, e.g., songs, dance or clothing.

7.5. Standard / Gle: Social/Cultural

Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.

• 7.5.2.1. Grade Level Expectation:

  Identify the concepts of values and beliefs.