2.2.01. Learning Expectation:

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

• 2.2.01.a. Benchmark:

  Explain how work provides income to purchase goods and services.

• 2.2.01.b. Benchmark:

  Describe how society depends upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.

2.2.02. Learning Expectation:

Give examples of the interaction of individuals, businesses and governments in a market economy.

• 2.2.02.a. Benchmark:

  Give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations.

• 2.2.02.b. Benchmark:

  Recognize that communities around the state and world are economically interdependent.

• 2.2.02.c. Benchmark:

  Know the major products of Tennessee.

2.2.03. Learning Expectation:

Understand fundamental economic concepts.

• 2.2.03.a. Benchmark:

  Categorize resources needed to operate industries.

• 2.2.03.b. Benchmark:

  Understand the necessity of importing resources needed for industry.

2.3.01. 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.

• 2.3.01.a. Benchmark:

  Describe how the globe is a model of earth locating hemispheres, poles, and equator.

• 2.3.01.b. Benchmark:

  Recognize that natural regions are represented on different types of maps by showing physical features, climate, vegetation, and natural resources.

• 2.3.01.c. Benchmark:

  Subdivide the world by positioning the equator, continents, oceans, and hemispheres on a map and globe.

• 2.3.01.d. Benchmark:

  Recognize that a map contains elements such as title, scale, symbols, legends, grids, cardinal and intermediate direction.

2.3.02. Learning Expectation:

Recognize the interaction between human and physical systems around the world.

• 2.3.02.a. Benchmark:

  Analyze how individuals and populations depend upon land resources.

• 2.3.02.b. Benchmark:

  Describe the importance of physical geographic features on defining communities.

• 2.3.02.c. Benchmark:

  Understand the earth-sun relationship such as the varying length of day.

• 2.3.02.d. Benchmark:

  Understand the rudimentary elements to the hydrologic cycle.

• 2.3.02.e. Benchmark:

  List earth's natural resources such as minerals, air, water, and land.

2.3.03. Learning Expectation:

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

• 2.3.03.a. Benchmark:

  Show how landmasses and bodies of water are represented on maps and globes.

• 2.3.03.b. Benchmark:

  Locate the state of Tennessee and its major cities on a map.

• 2.3.03.c. Benchmark:

  Name the physical and human characteristics of the neighborhood and the community.

2.4.01. Learning Expectation:

Discuss the structure and purposes of governance.

• 2.4.01.a. Benchmark:

  Recognize how groups and organizations encourage unity and work with diversity to maintain order and security.

• 2.4.01.b. Benchmark:

  Identify functions of governments.

• 2.4.01.c. Benchmark:

  Be aware that every community has some form of governance.

• 2.4.01.d. Benchmark:

  Describe how governments establish order, provide security, and manage conflict.

2.4.02. Learning Expectation:

Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.

• 2.4.02.a. Benchmark:

  Know that communities have different laws depending on the needs and problems of their community.

• 2.4.02.b. Benchmark:

  Recognize people who make laws and people who enforce them in Tennessee.

• 2.4.02.c. Benchmark:

  Identify ways that public officials are selected, including election and appointment.

• 2.4.02.d. Benchmark:

  Distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president.

2.4.03. Learning Expectation:

Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

• 2.4.03.a. Benchmark:

  Identify characteristics of good citizenship such as establishing beliefs in justice, truth, equality, and responsibility for the common good.

• 2.4.03.b. Benchmark:

  Identify qualities of good citizenship.

• 2.4.03.c. Benchmark:

  Identify ordinary people who exemplify good citizenship.

2.4.04. Learning Expectation:

Recognize the qualities of a contributing citizen in our participatory democracy.

• 2.4.04.a. Benchmark:

  Identify some governmental services in the community such as the libraries, schools, and parks, and explain their value to the community.

• 2.4.04.b. Benchmark:

  Explain how citizens fund various community services.

• 2.4.04.c. Benchmark:

  Explain the meaning of selected patriotic symbols and landmarks of Tennessee.

2.5.01. Learning Expectation:

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

• 2.5.01.a. Benchmark:

  Explain the significance of various community, state, and national celebrations such as Memorial Day and Independence Day.

• 2.5.01.b. Benchmark:

  Explain how local people and events have influenced local community history.

2.5.02. Learning Expectation:

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

• 2.5.02.a. Benchmark:

  Describe the order of events by using designation of time periods such as ancient times and modern times.

• 2.5.02.b. Benchmark:

  Use vocabulary related to chronology, including past, present and future.

• 2.5.02.c. Benchmark:

  Describe and measure calendar time by days, weeks, months, and years.

• 2.5.02.d. Benchmark:

  Comprehend that physical and human characteristics of communities change over time.

2.5.03. Learning Expectation:

Explain how to use historical information acquired from a variety of sources.

• 2.5.03.a. Benchmark:

  Identify and explain the significance of various community landmarks.

• 2.5.03.b. Benchmark:

  Create and interpret timelines.

• 2.5.03.c. Benchmark:

  Compare various interpretations of the same time period using evidence such as photographs and interviews.

2.6.01. Learning Expectation:

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

• 2.6.01.a. Benchmark:

  Describe how groups work independently and cooperatively to accomplish goals within a community.

• 2.6.01.b. Benchmark:

  Recognize individuals can belong to groups but still have their own identity.

• 2.6.01.c. Benchmark:

  Know how to share and give opinions in a group.

2.6.02. Learning Expectation:

Understand how groups can cause change at the local, state national and world levels.

• 2.6.02.a. Benchmark:

  Identify and describe ways family, groups, and community influence an individual's daily life and personal choices.

• 2.6.02.b. Benchmark:

  Recognize individuals have a role in each group in which they participate.

• 2.6.02.c. Benchmark:

  Recognize that each individual must make decisions about the work groups and play groups in which they participate.

2.W.1. Indicator / Benchmark:

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

• 2.W.1.1. Standard:

  Mastery of this indicator does not emerge until third grade.

2.W.2. Indicator / Benchmark:

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

• 2.W.2.1. Standard: (Comprehension) Students are able to compare holidays celebrated in different countries (Examples

  Cinco de Mayo, Chinese New Year, St. Patrick's Day, Kwanzaa, Hanukkah, Diwali, Japanese Children's Day, Christmas, and Ramadan).

2.G.1. Indicator / Benchmark:

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

• 2.G.1.1. Standard:

  (Application) Students are able to construct a simple aerial view map of the classroom using a map key/legend and at least five symbols.

• 2.G.1.2. Standard:

  (Knowledge) Students are able to use simple map reading skills to identify the map title, label four directions on a compass rose, and interpret the symbols of a map key/legend.

2.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.

• 2.C.1.1. Standard:

  (Comprehension) Students are able to explain the difference between rules and laws.

• 2.C.1.2. Standard:

  (Analysis) Students are able to identify why laws are needed in a community and why there are legal consequences for lawbreakers.

• 2.C.1.3. Standard:

  (Comprehension) Students are able to explain the basic political roles of leaders in the larger community.

2.C.2. Indicator / Benchmark:

Analyze the constitutional rights and responsibilities of United States citizens.

• 2.C.2.1. Standard: (Application) Students are able to describe the meaning of majority rule and its related function in a democracy (Example

  Kids Voting).

2.E.1. Indicator / Benchmark:

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

• 2.E.1.1. Standard:

  (Knowledge) Students are able to identify the differences between natural resources and human resources and how they are used.

• 2.E.1.2. Standard:

  (Comprehension) Students are able to explain the importance of making informed decisions about spending, borrowing, and saving.

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 major landmarks in the community; construct simple maps showing some of these landmarks, the roads connecting them, and directional indicators (north, south, east, and west), and give titles to the maps (e.g., the name of the town).

2.2. Strand / Standard:

Describe the landmark and cultural features of the community (e.g., historic homes, schools, churches, bridges, parks, and neighborhoods) and compare these with similar features in other parts of the United States.

2.3. Strand / Standard:

Identify locations on a basic map, write directions for going from one location to another, and use directional indicators to describe locations on the map using both cardinal and intermediate directions.

2.4. Strand / Standard:

Identify basic landforms and bodies of water (e.g., plains, mountains, rivers, and gulfs), the four oceans, the seven continents, human-made features (e.g., roads and towns).

2.5. Strand / Standard: Locate and identify the following on a map of the United States

Oklahoma, the six surrounding states, the Mississippi River, the Great Lakes region, the Rocky Mountains, the Appalachian Mountains, the Great Plains, and the Atlantic and Pacific Oceans.

3.1. Strand / Standard:

Identify examples of rules in the classroom and community, and relate the purposes of those rules (e.g., to help people live and work together safely and peacefully) and the consequences of breaking them.

3.2. Strand / Standard:

Provide examples of honesty, courage, patriotism, and other admirable character traits seen in United States history.

3.3. Strand / Standard:

Explain and demonstrate good citizenship (e.g., obeying classroom rules, taking turns, and showing respect for others and their belongings).

3.4. Strand / Standard:

Study how history involves events and people of other times and places through legends, folktales, and historical accounts (e.g., Paul Revere's ride, Johnny Appleseed, Betsy Ross, John Henry, and Paul Bunyan) in children's literature.

3.5. Strand / Standard:

Identify examples of interesting Americans through exposure to biographies of important people of the past (e.g., George Washington, Sacajawea, and Harriet Tubman).

4.1. Strand / Standard:

Describe how location and weather affect the way people live.

4.2. Strand / Standard:

Identify the choices people make about food, clothing, shelter, occupation, transportation, and recreation.

5.1. Strand / Standard:

Distinguish between basic needs (food, clothing, and shelter) and wants (luxuries), and explain how needs and wants can be met (e.g., earning money, saving, and gifts).

5.2. Strand / Standard:

Describe the occupations and roles of people in the neighborhood and community who provide goods and services.

5.3. Strand / Standard:

Describe ways people are paid (e.g., by check, in cash, and with goods), the places to keep their money safe (e.g., the bank), and ways they pay for goods and services (e.g., check, cash, credit card, and barter (trading goods and services)).

2.2.1. Benchmark: Family History

Compare individual family histories (e.g., origins, jobs, traditions)

2.2.2. Benchmark: Concepts of Time

Define chronological terms for broad categories of historical time (i.e., past, present, future)

2.2.3. Benchmark: People and Events

Identify historic United States figures (e.g., George Washington, Benjamin Franklin, Susan B. Anthony, Abraham Lincoln, Harriet Tubman, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Sacagawea) and link them with their contributions.

2.2.4. Benchmark: People and Events

Describe the exchange of ideas, culture, and goods between the Native Americans and the white settlers (e.g., the Pilgrims, Wampanoag, explorers)

2.3.1. Benchmark: Personal Finances

Differentiate between goods and services, consumers and producers

2.3.2. Benchmark: Personal Finances

Identify community businesses and workers, and the goods and services they provide (e.g., restaurant/food, service station/gas, salon/haircut)

2.4.1. Benchmark: Citizenship

Identify roles and responsibilities of leaders in the home, school, and community (e.g., parents, teachers, principal, mayor, governor, president)

2.4.2. Benchmark: Citizenship

Compare the relationship between rules and laws in home, school, and community (e.g., hitting/assault, stealing/larceny)

2.5.1. Benchmark: Physical Geography

Identify North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe

2.6.1. Benchmark: Identity

State the city, state, and country in which they live

2.6.2. Benchmark: Culture

Identify the basic elements (e.g., language, food, dress) that make up a culture

2.6.3. Benchmark: Culture

Identify ways (e.g., stories, journals, scrapbooks, folklore, myths, pictures) traditions are passed between generations

2.01. Competency Goal / Objective:

Identify and explain the functions of local governmental bodies and elected officials.

2.02. Competency Goal / Objective:

Recognize and demonstrate examples of the elective process.

2.03. Competency Goal / Objective:

Describe the interdependence among individuals, families, and the community.

2.04. Competency Goal / Objective:

Evaluate rules and laws and suggest appropriate consequences for noncompliance.

2.05. Competency Goal / Objective:

Identify examples of responsible citizen participation in society and social environments.

3.01. Competency Goal / Objective:

Compare similarities and differences between oneself and others.

3.02. Competency Goal / Objective:

Describe similarities and differences among families in different communities.

3.03. Competency Goal / Objective:

Compare similarities and differences among cultures in various communities.

3.04. Competency Goal / Objective:

Identify multiple roles performed by individuals in their families and communities.

3.05. Competency Goal / Objective:

Identify historical figures and events associated with various cultural traditions and holidays celebrated around the world.

3.06. Competency Goal / Objective:

Identify individuals of diverse cultures and describe on their contributions to society.

4.01. Competency Goal / Objective:

Analyze the effects of change in communities and predict future changes.

4.02. Competency Goal / Objective:

Analyze environmental issues, past and present, and determine their impact on different cultures.

4.03. Competency Goal / Objective:

Describe human movement in the establishment of settlement patterns such as rural, urban, and suburban.

5.01. Competency Goal / Objective:

Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.

5.02. Competency Goal / Objective:

Describe the role of a geographer and apply geographic tools, such as maps, globes, compasses and photographs, in the understanding of locations and characteristics of places and regions.

5.03. Competency Goal / Objective:

Compare and contrast the physical features of communities and regions.

5.04. Competency Goal / Objective:

Identify the absolute and relative location of communities.

5.05. Competency Goal / Objective:

Interpret maps, charts, and pictures of locations.

5.06. Competency Goal / Objective:

Identify and describe the people, vegetation, and animal life specific to certain regions and describe their interdependence.

6.01. Competency Goal / Objective:

Identify natural resources and cite ways people conserve and replenish natural resources.

6.02. Competency Goal / Objective:

Cite ways people modify the physical environment to meet their needs and explain the consequences.

6.03. Competency Goal / Objective:

Identify means and methods of human movement as they relate to the physical environment.

7.01. Competency Goal / Objective:

Distinguish between producers and consumers and identify ways people are both producers and consumers.

7.02. Competency Goal / Objective:

Distinguish between goods produced and services provided in communities.

7.03. Competency Goal / Objective:

Describe different types of employment and ways people earn an income.

7.04. Competency Goal / Objective:

Identify the sources and use of revenue in the community.

7.05. Competency Goal / Objective:

Analyze the changing uses of a community's economic resources and predict future changes.

8.01. Competency Goal / Objective:

Identify uses of technology in communities.

8.02. Competency Goal / Objective:

Explain how technology has affected the world in which we live.

8.03. Competency Goal / Objective:

Interpret data on charts and graphs and make predictions.

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.

Strand / Indicator:

No indicators of progress at this grade level.

3.2.1 Strand / Indicator: Trade Is Beneficial

Demonstrate an understanding of trade.

3.2.2 Strand / Indicator: Markets Determine Prices

Give examples of prices people have paid when buying goods and services.

3.2.3 Strand / Indicator: Prices as Signals

Give reasons why consumers choose to buy more of a good or service (including when its price is low) and when they choose to buy less (including when its price is high).

4.2.1 Strand / Indicator: Financial Institutions

Identify reasons people use banks.

5.2.1 Strand / Indicator: Functions of Money

Explain what money is and how it is used.

6.2.2 Strand / Indicator: Resource Allocation

Explain what a consumer does. (G 4.2.8)

6.2.6 Strand / Indicator: Differences in Individual Incomes

Give examples of ways people earn money by working.

7.2.1 Strand / Indicator: Investment

Explain how tools and machinery may help a person work faster or better, or make a person's work easier. (G 2.2.4)

7.2.4 Strand / Indicator: Entrepreneurship

Give examples of inventions.

Strand / Indicator:

No indicators of progress at this grade level.

Strand / Indicator:

No indicators of progress at this grade level.

1.2.1 Strand / Indicator: Map Use

Identify the map titles and map symbols on a variety of maps.

1.2.2 Strand / Indicator: Map Section

Describe what a map or globe represents.

1.2.3 Strand / Indicator: Geographic Tools and Technologies

Recognize geographic information from maps, globes, photographs, and graphs.

1.2.4 Strand / Indicator: Map Construction

Choose a title and construct a key from given map symbols.

1.2.6 Strand / Indicator: Map Analysis

Recognize spatial patterns on a map.

1.2.7 Strand / Indicator: Map Concepts

Identify and locate land and water on a map or globe, using the terms continent and ocean.

1.2.8 Strand / Indicator: Map Locations

Locate Nevada and the United States on a map.

2.2.1 Strand / Indicator: Characteristics of Places and Regions

Identify basic types of landforms and bodies of water, such as mountains, valleys, islands, lakes, and rivers.

2.2.2 Strand / Indicator: Cultural Identity

Identify traditions and customs that families practice. (E 3.2.3)

2.2.4 Strand / Indicator: Impact of Technology

Give examples of how technology is used in the home and classroom. (Ec 7.2.1)

2.2.5 Strand / Indicator: History and Region

Identify changes that have occurred over time at home, at school, or in the neighborhood. (H 1.2.2)

2.2.7 Strand / Indicator: Applying Concepts of Regions

Identify areas that have different purposes in the home or the classroom.

3.2.1 Strand / Indicator: Physical Systems

Describe the weather conditions typical to each season in the community and in other places.

3.2.3 Strand / Indicator: Characteristics of Ecosystems

Identify some basic elements of a simple ecosystem, such as plants and animals.

4.2.1 Strand / Indicator: Demographic Concepts

Use a school map to construct a visual model of population distribution.

4.2.2 Strand / Indicator: Migration and Settlement

Give oral directions from one location to another within their school or community. (E 4.2.6; E 8.2.4; E 9.2.5)

4.2.3 Strand / Indicator: Historical Movement of People, Goods, and Ideas

Categorize different ways to move people, goods, and ideas.

4.2.4 Strand / Indicator: Patterns of Human Settlement

Compare and contrast rural and urban communities.

4.2.5 Strand / Indicator: Economic Systems and Interdependence

Distinguish between goods and services. (Ec 1.3.1; Ec 6.2.2)

4.2.6 Strand / Indicator: Analysis of Economic Issues

Use a map or chart to display information about an economic product. (Ec 3.2.1)

4.2.7 Strand / Indicator: Patterns of Human Development

Distinguish between wants and needs and describe how people fulfill them. (Ec 1.2.1; Ec 2.3.6; Ec 3.2.1; Ec 5.2.1; Ec 6.2.2; Ec 6.2.6)

4.2.8 Strand / Indicator: Human Organizations

List different groups to which people belong.

4.2.9 Strand / Indicator: Cooperation and Conflict

Identify places where cooperation and conflict take place.

5.2.4 Strand / Indicator: Human Modification

Identify how people shape the physical environment at home and school.

6.2.2 Strand / Indicator: Applying Geography in Current Events

Recognize the location of major current events.

6.2.4 Strand / Indicator: Applying Geography to the Future

Plan a spatial change for a classroom or school such as redesigning the playground or changing the location of furniture.

7.2.1 Strand / Indicator: Ask Geographic Questions

Ask questions about location. (E 4.2.3; E 10.2.3; E 11.2.1)

7.2.2 Strand / Indicator: Acquire Geographic Information

Gather geographic information from books and pictures. (E 4.2.1; E 11.2.2)

7.2.3 Strand / Indicator: Organize Geographic Information

Make simple lists and graphs and arrange visual materials to display geographic information. (E 6.2.2)

7.2.4 Strand / Indicator: Analyze Geographic Information

Identify and group information from several geographic sources.

7.2.5 Strand / Indicator: Present Geographic Information

Display the results of a geographic inquiry. (E 11.2.5; H 1.3.2)

1.2.1 Strand / Indicator: Rules and Law

Identify and follow classroom and school rules that guide behavior and establish order to accomplish tasks.

1.2.4 Strand / Indicator: Democratic Participation

Participate in class decision-making.

Strand / Indicator:

No indicators of progress at this grade level.

Strand / Indicator:

No indicators of progress at this grade level.

Strand / Indicator:

No indicators of progress at this grade level.

5.2.3 Strand / Indicator: Symbols

Name a traditional U.S. patriotic activity, holiday, or symbol, such as the Fourth of July. (H 6.2.4; H 6.2.13)

Strand / Indicator:

No indicators of progress at this grade level.

Strand / Indicator:

No indicators of progress at this grade level.

8.2.1 Strand / Indicator: From Individual to the World

Name their school and community.

1.2.2 Strand / Indicator: Chronology

Identify past, present, and future events. (E 9.2.4; G 2.2.5)

Strand / Indicator:

No indicators of progress at this grade level.

Strand / Indicator:

No indicators of progress at this grade level.

Strand / Indicator:

No indicators of progress at this grade level.

5.2.6 Strand / Indicator: United States and Nevada

Tell why Columbus Day is celebrated. (E 9.2.4)

5.2.8 Strand / Indicator: World and United States

Tell why Thanksgiving Day is celebrated. (E 9.2.4)

6.2.4 Strand / Indicator: United States

Tell why the Fourth of July is celebrated. (C 5.2.3)

6.2.13 Strand / Indicator: United States

Tell why Presidents' Day is celebrated. (C 5.2.3; Ec 9.2.4)

7.2.11 Strand / Indicator: United States and Nevada

Tell why Labor Day is celebrated.

7.2.17 Strand / Indicator: World and United States

Tell why Memorial Day and Veterans Day are celebrated.

Strand / Indicator:

No indicators of progress at this grade level.

9.2.8 Strand / Indicator: World, United States, and Nevada

Tell why Martin Luther King Jr. Day is celebrated.

Strand / Indicator:

No indicators of progress at this grade level.