(Note: By the completion of fifth grade, Iowa students are expected to master the following standards.)

Subject: Behavioral Sciences

Behavioral sciences include, but are not limited to, the areas of sociology, anthropology and psychology. In addressing these disciplines the actions and reactions of humans are studied through observational and experimental methods.

Essential Concept and/or Skill:

Understand the changing nature of society.

• Understand various institutions, ideas, values and behavior patterns change over time.
• Understand that the decisions of one generation provide the range of possibilities open to the next generation.
• Understand that human beings can use the memory of their past experiences to make judgments about new situations.

Essential Concept and/or Skill:

Understand the influences on individual and group behavior and group decision making.

• Understand that people involved in a dispute often have different points of view.
• Understand that communicating different points of view in a dispute can often help people to find a satisfactory compromise.
• Understand that resolving a conflict by force rather than compromise can lead to more problems.
• Understand that if a conflict cannot be settled by compromise, it may be decided by a vote if everyone agrees to accept the results.
• Understand that family, groups and community influence the individual's daily life and personal choices.
• Understand stereotyping.
• Understand the role of cultural unity and diversity within and across groups.

Essential Concept and/or Skill:

Understand how personality and socialization impact the individual.

• Understand that various factors contribute to the shaping of a person's identity.
• Understand that human beings have different interests, motivations, skills, and talents.
• Understand the rights and responsibilities of the individual in relation to his/her social group.
• Understand various meanings of social group, general implications of group membership, and different ways that groups function.

Essential Concept and/or Skill:

Understand the process of how humans develop, learn, adapt to their environment, and internalize their culture.

• Understand the fundamental concepts of growth and development.
• Understand learning and physical development affect behavior.
• Understand personal changes over time, such as those related to physical development and personal issues.
• Understand that language, stories, folktales, music, and artistic creations are expressions of culture.
• Understand that interactions among learning, inheritance, and physical development affect human behavior.
• Understand that group and cultural influences contribute to human development, identity, and behavior.

Essential Concept and/or Skill:

Understand current social issues to determine how the individual formulates opinions and responds to issues.

• Understand that the way a person views an issue reflects personal beliefs, experiences, and attitudes.

Essential Concept and/or Skill:

Understand how to evaluate social research and information.

• Understand the use of research procedures and skills to investigate an issue.

Subject: Economics

Economics addresses the production, distribution, and consumption of goods and services. The concept of scarcity is understood to mean that available resources are insufficient to satisfy the wants and needs of everyone. Economics is therefore founded upon the alternative use of available resources and the study of choices.

Essential Concept and/or Skill:

Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives.

• Understand that goods and services are scarce because there are not enough resources to satisfy all of the wants of individuals, governments, and societies
• Understand that consumers buy less of products and services when prices go up and buy more when prices go down.
• Understand that businesses are willing to sell more products and services when prices go up and less when the price goes down.
• Understand the concept of unemployment.
• Understand the importance of work.
• Understand how competition among sellers results in lowers costs and higher product quality.

Essential Concept and/or Skill:

Understand the functions of economic institutions.

• Understand that banks provide money to consumers and serve as the intermediary between savers and borrowers.

Essential Concept and/or Skill:

Understand how governments throughout the world influence economic behavior.

• Understand that the government pays for goods and services it provides by taxing and borrowing.
• Understand that all societies have developed economic systems and there are advantages and disadvantages to each type of system.
• Understand when consumers buy goods some of the money that goes to the business is used to pay for resources and taxes.

Essential Concept and/or Skill:

Understand people in all parts of the world trade with one another.

• Understand the basic concept of trading.
• Understand that different currencies are used throughout the world.

Essential Concept and/or Skill:

Understand factors that create patterns of interdependence in the world economy.

• Understand that when countries specialize they become more interdependent.
• Understand the impact of increasing economic interdependence in different regions of the world.
• Understand that local goods and services are part of the global economy.
• Understand the concepts of exports and imports.

Essential Concept and/or Skill:

Understand that advancing technologies impact the global economy.

• Understand that technologies have costs and benefits associated with them.
• Understand that new inventions reflect people's needs and wants; and when these change, technology changes to reflect the new needs and wants.
• Understand that the design process is a series of methodical steps for turning ideas into useful products and systems.
• Understand that the manufacturing process includes designing product, gathering the resources, and producing a finished product.

Essential Concept and/or Skill:

Understand that advancing technologies impact the global economy.

• Understand that there are producers and consumers in all economies.
• Understand supply and demand in various types of economies.
• Understand that production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal.
• Understand how nations throughout the world have joined with one another to promote economic development and growth.
• Understand barriers to trade among people across nations.

Subject: Geography

Geography is the study of the interaction between people and their environments. Geography therefore looks at the world through the concepts of location, place, human-environmental interaction, movement, and region.

Essential Concept and/or Skill:

Understand the use of geographic tools to locate and analyze information about people, places, and environments.

• Understand political, topographical and historical maps, aerial photos and maps.
• Understand the use of mental maps to organize information about people, places, and environments in a spatial context.
• Understand the concepts of title, legend, cardinal directions, distance, grids.
• Understand the use of data sources, atlases, data bases, grid systems, charts, graphs, and maps to generate, manipulate, and interpret information.
• Understand the spatial elements of point, line, area and volume.
• Understand the representations of major physical and human features on maps and globes.

Essential Concept and/or Skill:

Understand how geographic and human characteristics create culture and define regions.

• Understand the characteristics of regions--physical and cultural.
• Understand regions change over time and the causes and consequences of these changes.
• Understand ways regional, ethnic, and national cultures influence individuals' daily lives.
• Understand how people from different cultures think about and deal with their physical environment and social conditions.
• Understand language, stories, folktales, music and artistic creations serve as expressions of culture and influence behavior of people.

Essential Concept and/or Skill:

Understand how human factors and the distribution of resources affect the development of society and the movement of populations.

• Understand causes and effects of human migration.
• Understand reasons for the growth and decline of settlements.
• Understand density and sparcity in terms of human settlement.
• Understand the relationship between population growth and resource use.
• Understand the concepts of renewable and non-renewable resources.
• Understand recycling.
• Understand the relation between economic activities and natural resources in areas.

Essential Concept and/or Skill:

Understand how physical processes and human actions modify the environment and how the environment affects humans.

• Understand the characteristics of places are shaped by physical and human processes.
• Understand humans interact and adapt to the physical environment.
• Understand ways to monitor science and technology in order to protect the physical environment, individual rights and the common good.
• Understand laws and policies that govern the environment.

Subject: History

History is the study and analysis of the past. Built upon a foundation of historical knowledge, history seeks to analyze the past in order to describe the relationship between historical facts, concepts, and generalizations. History draws upon cause and effect relationships within multiple social narratives to help explain complex human interactions. Understanding the past provides context for the present and implications for the future.

Essential Concept and/or Skill:

Understand historical patterns, periods of time and the relationships among these elements.

• Understand the similarities and differences between various civilizations within a time period.
• Understand problems, issues, and dilemmas of life in the past and their causes.
• Understand differences in life today compared to life in the past
• Understand causes and effects of events within a time period.

Essential Concept and/or Skill:

Understand how and why people create, maintain, or change systems of power, authority, and governance.

• Understand groups and institutions work to meet individual needs and the common good of all.
• Understand that belief systems affect government policies and laws.
• Understand the consequences of governmental decisions.

Essential Concept and/or Skill:

Understand the role of culture and cultural diffusion on the development and maintenance of societies.

• Understand ways culture has influenced interactions of various groups.
• Understand ways culture affects decisions of a society, group or individual.
• Understand major historical events and developments that involved interaction among various groups.

Essential Concept and/or Skill:

Understand the role of individuals and groups within a society as promoters of change or the status quo.

• Understand roles of important individuals and groups in technological and scientific fields.
• Understand that specific individuals had a great impact on history
• Understand the people, events, problems, and ideas that were significant in creating the history of their state.
• Understand how democratic values have been exemplified by people, events, and symbols.

Essential Concept and/or Skill:

Understand the effect of economic needs and wants on individual and group decisions.

• Understands factors that shaped the economic system in the United States.
• Understand that economic activities in the community have changed over time.
• Understand that the types of work local community members do have changed over time.

Essential Concept and/or Skill:

Understand the effects of geographic factors on historical events.

• Understand varying landforms and geographic features and their importance in the development of communities.
• Understand seasons, climate, and weather, environmental change and crises affect social and economic development.
• Understand major land and water routes of explorers.

Essential Concept and/or Skill:

Understand the role of innovation on the development and interaction of societies.

• Understand the influence of cultural, scientific, and technological decisions on societies.
• Understand ways science and technology have changed the way people think about the natural world
• Understands that the use of technology in the local community has changed over time.

Essential Concept and/or Skill:

Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

• Understand processes important to reconstructing and interpreting the past.
• Understand the historical perspective including cause and effect.
• Understand how to view the past in terms of the norms and values of the time.
• Understand interpretation of data in timelines.

Subject: Political Science/Civic Literacy

Political science is the study of power and authority through the examination of political processes, governmental institutions, and human behavior in a civil society. In this context the study of civics is understood to include the form and function of government. Civic literacy encompasses civics but also addresses the individual’s social and political participation.

Essential Concept and/or Skill:

Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.

• Understand what it means to be a citizen.
• Understand why civic responsibility is important and know examples of civic responsibility.
• Understand that Congress passes laws to protect individual rights.
• Understand how people can participate in their government.
• Understand what political leaders do and why leadership is necessary in a democracy.
• Understand opportunities for leadership and public service in the student’s own classroom, school, community, state, and the nation.
• Understand the importance of voluntarism as a characteristic of American society.

Essential Concept and/or Skill:

Understand how the government established by the Constitution embodies the enduring values and principles of democracy and republicanism.

• Understand the fundamental values and principles of American democracy.
• Understand the difference between power and authority.
• Understand fundamental values and principles of American democracy are expressed in documents such as the Declaration of Independence, the Preamble to the United States Constitution, and the Bill of Rights, as well as in American songs, stories, and speeches.
• Understand the costs and benefits of diversity in American society.

Essential Concept and/or Skill:

Understand the purpose and function of each of the three branches of government established by the Constitution.

• Understand that the legislative branch passes laws to protect individual rights.
• Understand that the executive branch carries out and enforces laws to protect individual rights.
• Understand that the judicial branch, headed by the Supreme Court, makes decisions concerning the law that aim to protect individual rights.

Essential Concept and/or Skill:

Understand the differences among local, state and national government.

• Understand the roles of local, state and national government and the roles of representative leaders at these levels such as mayor, governor and President.
• Understand major services provided by national, state, and local governments.
• Understand how national, state and local government officials are chosen.

Essential Concept and/or Skill:

Understand the role of the United States in current world affairs.

• Understand that the world is divided into many different nations with each one having its own government.
• Understand the major ways nations interact with each other such as trade, diplomacy, cultural contacts, treaties or agreements, and use of military force.
• Understand factors that contribute to cooperation and cause disputes within and among groups and nations.

Strand / Topic: Introduction to History and Social Science

Standard / Strand: History

• 3.1 Indicator / Standard:

  The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports.

  • 3.10a) Indicator: Explaining the purpose of rules and laws;
  • 3.10b) Indicator: Explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken;
  • 3.10c) Indicator: Explaining that government protects the rights and property of individuals.

• 3.2 Indicator / Standard:

  The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade).

• 3.3 Indicator / Standard:

  The student will study the exploration of the Americas by

  • 3.3a) Indicator: Describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport;
  • 3.3b) Indicator: Identifying reasons for exploring, the information gained, and the results from the travels.

• 3.4 Indicator / Standard:

  The student will develop map skills by

  • 3.4a) Indicator: Locating Greece, Rome, and West Africa;
  • 3.4b) Indicator: Describing the physical and human characteristics of Greece, Rome, and West Africa;
  • 3.4c) Indicator: Explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.

• 3.5 Indicator / Standard:

  The student will develop map skills by

  • 3.5a) Indicator: Positioning and labeling the seven continents and four oceans to create a world map;
  • 3.5b) Indicator: Using the equator and prime meridian to identify the four hemispheres;
  • 3.5c) Indicator: Locating the countries of Spain, England, and France;
  • 3.5d) Indicator: Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);
  • 3.5e) Indicator: Locating specific places on a simple letter-number grid system.

• 3.6 Indicator / Standard:

  The student will interpret geographic information from maps, tables, graphs, and charts.

• 3.7 Indicator / Standard:

  The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) to produce goods and services for consumers.

• 3.8 Indicator / Standard:

  The student will recognize the concepts of specialization (being an expert in one job, product, or service) and interdependence (depending on others) in the production of goods and services (in ancient Greece, Rome, the West African empire of M

• 3.9 Indicator / Standard:

  The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice).

• 3.11 Indicator / Standard:

  The student will explain the importance of the basic principles that form the foundation of a republican form of government by

  • 3.11a) Indicator: Describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;
  • 3.11b) Indicator: Identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.;
  • 3.11c) Indicator: Recognizing that Veterans Day and Memorial Day honor people who have served to protect the country's freedoms.

• 3.12 Indicator / Standard:

  The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms.

• WY.1. Content Standard: Citizenship/Government/Democracy

  Students demonstrate how structures of power, authority, and governance have developed historically and continue to evolve.

  • 1.1. Benchmark:

    Students describe and apply rights and responsibilities of citizenship.

  • 1.2. Benchmark:

    Students explain how rules and laws affect families, schools, communities, and states.

• WY.2. Content Standard: Culture/Cultural Diversity

  Students demonstrate an understanding of different cultures and how these cultures have contributed and continue to contribute to the world in which they live.

  • 2.1. Benchmark:

    Students describe how human needs and concerns (i.e. freedom, justice, and responsibility) are addressed within cultures.

  • 2.2. Benchmark:

    Students explain how culture is reflected in literature and the arts.

• WY.3. Content Standard: Production, Distribution, and Consumption

  Students demonstrate an understanding of economic principles and concepts and describe the influence of economic factors on societies.

  • 3.1. Benchmark:

    Students describe the importance of major resources, industries, and economic development of the local community and Wyoming.

  • 3.2. Benchmark:

    Students describe different ways that people earn a living in the local community and in Wyoming.

• WY.4. Content Standard: Time, Continuity and Change

  Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world.

  • 4.1. Benchmark:

    Students identify significant local, state and national persons, holidays, and symbols.

  • 4.2. Benchmark:

    Students discuss and describe how current events influence individuals, communities, state, country, and/or world.

  • 4.3. Benchmark:

    Students describe the chronology of exploration, immigration and settlement of Wyoming.

• WY.5. Content Standard: People, Places, and Environments

  Students demonstrate an understanding of interrelationships among people, places, and environments.

  • 5.1. Benchmark:

    Students use physical maps, political maps, and globes to identify locations using scale, cardinal and intermediate directions, legends, keys, and symbols.

  • 5.2. Benchmark:

    Students identify their relative location in terms of home, school, neighborhood, community, county, state, country, and continent.

  • 5.3. Benchmark:

    Students locate major landmarks, landforms, and areas/regions in the community and in Wyoming.

  • 5.4. Benchmark:

    Students describe relationships among people and places, and the environmental context in which they take place.

• WI.A. Content Standard: Geography

  People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.

  • A.4.1. Performance Standard:

    Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface.

  • A.4.2. Performance Standard:

    Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.

  • A.4.3. Performance Standard:

    Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain ranges.

  • A.4.4. Performance Standard:

    Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.

  • A.4.5. Performance Standard:

    Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.

  • A.4.6. Performance Standard:

    Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes.

  • A.4.7. Performance Standard:

    Identify connections between the local community and other places in Wisconsin, the United States, and the world.

  • A.4.8. Performance Standard:

    Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment.

  • A.4.9. Performance Standard:

    Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating.

• WI.B. Content Standard: History

  Time, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.

  • B.4.1. Performance Standard:

    Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts.

  • B.4.2. Performance Standard:

    Use a timeline to select, organize, and sequence information describing eras in history.

  • B.4.3. Performance Standard:

    Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events.

  • B.4.4. Performance Standard:

    Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups.

  • B.4.5. Performance Standard:

    Identify the historical background and meaning of important political values such as freedom, democracy, and justice.

  • B.4.6. Performance Standard:

    Explain the significance of national and state holidays, such as Independence Day and Martin Luther King, Jr. Day, and national and state symbols, such as the United States flag and the state flags.

  • B.4.7. Performance Standard:

    Identify and describe important events and famous people in Wisconsin and United States history.

  • B.4.8. Performance Standard:

    Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.

  • B.4.9. Performance Standard:

    Describe examples of cooperation and interdependence among individuals, groups, and nations.

  • B.4.10. Performance Standard:

    Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.

• WI.C. Content Standard: Political Science and Citizenship

  Power, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.

  • C.4.1. Performance Standard:

    Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity.

  • C.4.2. Performance Standard:

    Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed.

  • C.4.3. Performance Standard:

    Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.

  • C.4.4. Performance Standard:

    Explain the basic purpose of government in American society, recognizing the three levels of government.

  • C.4.5. Performance Standard:

    Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community.

  • C.4.6. Performance Standard:

    Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals.

• WI.D. Content Standard: Economics

  Production, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.

  • D.4.1. Performance Standard:

    Describe and explain of the role of money, banking, and savings in everyday life.

  • D.4.2. Performance Standard:

    Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one's allowance on a movie will mean less money saved for a new video game).

  • D.4.3. Performance Standard:

    Identify local goods and services that are part of the global economy and explain their use in Wisconsin.

  • D.4.4. Performance Standard:

    Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.

  • D.4.5. Performance Standard:

    Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service).

  • D.4.6. Performance Standard:

    Identify the economic roles of various institutions, including households, businesses, and government.

  • D.4.7. Performance Standard:

    Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.

• WI.E. Content Standard: The Behavioral Sciences

  Individuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

  • E.4.1. Performance Standard:

    Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.

  • E.4.2. Performance Standard:

    Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development.

  • E.4.3. Performance Standard:

    Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.

  • E.4.4. Performance Standard:

    Describe the ways in which ethnic cultures influence the daily lives of people.

  • E.4.5. Performance Standard:

    Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and global society.

  • E.4.6. Performance Standard:

    Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.

  • E.4.7. Performance Standard:

    Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.

  • E.4.8. Performance Standard:

    Describe and distinguish among the values and beliefs of different groups and institutions.

  • E.4.9. Performance Standard:

    Explain how people learn about others who are different from themselves.

  • E.4.10. Performance Standard:

    Give examples and explain how the media may influence opinions, choices, and decisions.

  • E.4.11. Performance Standard:

    Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.

  • E.4.12. Performance Standard:

    Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.

  • E.4.13. Performance Standard:

    Investigate and explain similarities and differences in ways that cultures meet human needs.

  • E.4.14. Performance Standard:

    Describe how differences in cultures may lead to understanding or misunderstanding among people.

  • E.4.15. Performance Standard:

    Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters.

• WA.1. Ealr / Domain: CIVICS

  The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

  • 1.1. Component / Goal:

    Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

    • 1.1.1. Benchmark / Gle: IDEALS & PRINCIPLES

      Understands the key ideals of unity and diversity.

    • 1.1.2. Benchmark / Gle: APPLICATION OF IDEALS & PRINCIPLES

      Understands and applies the key ideals of unity and diversity within the context of the community.

• WA.2. Ealr / Domain: ECONOMICS

  The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

  • 2.2. Component / Goal:

    Understands how economic systems function.

    • 2.2.1. Benchmark / Gle: ECONOMIC SYSTEMS

      Understands how the economic systems of groups are influenced by laws, values, and customs.

• WA.3. Ealr / Domain: GEOGRAPHY

  The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

  • 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 applies how maps and globes are used to display the regions of North America in the past and present.

    • 3.1.2. Benchmark / Gle: CHARACTERISTICS AND SPATIAL ORGANIZATION OF PLACES AND REGIONS

      Understands the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the U.S.

  • 3.2. Component / Goal:

    Understands human interaction with the environment.

    • 3.2.1. Benchmark / Gle: HUMAN-ENVIRONMENTAL INTERACTION

      Understands how the environment affects cultural groups and how cultural groups affect the environment.

    • 3.2.2. Benchmark / Gle: CULTURE

      Understands the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education.

  • 3.3. Component / Goal:

    Understands the geographic context of global issues and events.

    • 3.3.1. Benchmark / Gle: GEOGRAPHIC CONTEXT OF GLOBAL ISSUES

      Explains that learning about the geography of North America helps us understand cultures from around the world.

• WA.4. Ealr / Domain: HISTORY

  The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

  • 4.2. Component / Goal:

    Understands and analyzes causal factors that have shaped major events in history.

    • 4.2.2. Benchmark / Gle: CULTURES AND CULTURAL GROUPS

      Understands how contributions made by various cultural groups have shaped the history of the community and world.

• WA.5. Ealr / Domain: SOCIAL STUDIES SKILLS

  The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

  • 5.1. Component / Goal:

    Uses critical reasoning skills to analyze and evaluate positions.

    • 5.1.2. Benchmark / Gle: EVALUATES REASONING

      Evaluates if information is clear, specific, and detailed.

  • 5.2. Component / Goal:

    Uses inquiry-based research.

    • 5.2.2. Benchmark / Gle: ANALYZES SOURCES

      Uses a graphic organizer to organize main ideas and supporting details from visuals and literary, narrative, informational, and expository texts.

  • 5.3. Component / Goal:

    Deliberates public issues.

    • 5.3.1. Benchmark / Gle: DELIBERATION

      Engages in discussions that attempt to answer questions about cultural similarities and differences.

  • 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

      Draws conclusions using at least two clear, specific, and accurate examples in a paper or presentation.

    • 5.4.2. Benchmark / Gle: CITING SOURCES

      Prepares a list of resources, including the title and author for each source.

• TN.3.1. Content Standard: Culture

  Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

  • 3.1.01. Learning Expectation:

    Understand the diversity of human cultures.

    • 3.1.01.a. Benchmark:

      Recognize that changes in culture occur through the spread of people, languages, ideas, and goods.

    • 3.1.01.b. Benchmark:

      Compare cultural differences in various regions of the United States and the world.

  • 3.1.02. Learning Expectation:

    Discuss the cultures and human patterns of places and regions of the world.

    • 3.1.02.a. Benchmark:

      Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.

    • 3.1.02.b. Benchmark:

      Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.

    • 3.1.02.c. Benchmark:

      Identify and explain the significance of selected individual writers, and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world.

  • 3.1.03. Learning Expectation:

    Recognize the contributions of individuals and people of various ethnic, racial, religious, socioeconomic groups to the development of civilizations.

    • 3.1.03.a. Benchmark:

      Explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa.

    • 3.1.03.b. Benchmark:

      Retell the heroic deeds of characters from folktales and legends.

  • 3.1.04. Learning Expectation:

    Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee.

    • 3.1.04.a. Benchmark:

      Compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations.

    • 3.1.04.b. Benchmark:

      Explain the significance of selected individual writers and artists and their stories, poems, statues, paintings and other examples of cultural heritage from regions in Tennessee and around the world.

• TN.3.2. Content Standard: Economics

  Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, the production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus/saving money, and policy making versus decision making.

  • 3.2.01. Learning Expectation:

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

    • 3.2.01.a. Benchmark:

      Identify ways of earning, spending, and saving money.

    • 3.2.01.b. Benchmark:

      Analyze a simple budget that allocates money for spending and saving.

  • 3.2.02. Learning Expectation:

    Give examples of fundamental economic concepts.

    • 3.2.02.a. Benchmark:

      Identify examples of private and public goods and services.

    • 3.2.02.b. Benchmark:

      Identify examples of scarcity.

    • 3.2.02.c. Benchmark:

      Explain how supply and demand affects the price of a good or service.

    • 3.2.02.d. Benchmark:

      Distinguish between imports and exports.

  • 3.2.03. Learning Expectation:

    Discuss the patterns and results of international trade.

    • 3.2.03.a. Benchmark:

      Recognize that the world has different agricultural and industrial regions.

    • 3.2.03.b. Benchmark:

      Explain the characteristics of a technologically expanding global economy.

    • 3.2.03.c. Benchmark:

      Explain the impact of scarcity on interdependence within and among regions.

    • 3.2.03.d. Benchmark:

      Recognize that Tennessee and the United States have different agricultural and industrial regions.

    • 3.2.03.e. Benchmark:

      Be aware of how goods and services are interchanged between communities at the local, and national levels.

    • 3.2.03.f. Benchmark:

      Trace the development of a product from a natural resource to a finished product.

• TN.3.3. Content Standard: Geography

  Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

  • 3.3.01. 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.

    • 3.3.01.a. Benchmark:

      Show how the spatial elements of point, line, and area are used on a map or globe.

    • 3.3.01.b. Benchmark:

      Explain the difference between relative and absolute locations.

    • 3.3.01.c. Benchmark:

      Locate places on a map using cardinal and intermediate direction.

  • 3.3.02. Learning Expectation:

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

    • 3.3.02.a. Benchmark:

      List the similarities and differences of local places and regions with other places and regions.

    • 3.3.02.b. Benchmark:

      List the basic components of earth's physical systems (e.g., landforms, water, climate and weather, erosion and deposition).

    • 3.3.02.c. Benchmark:

      Understand the concept of an ecosystem.

    • 3.3.02.d. Benchmark:

      Describe how environments and regions differ around the world.

    • 3.3.02.e. Benchmark:

      Understand how technology allows people to adapt the environment to meet their needs.

  • 3.3.03. Learning Expectation:

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

    • 3.3.03.a. Benchmark:

      Locate the major cities of Tennessee and the world on a map or globe.

    • 3.3.03.b. Benchmark:

      Describe the concept of formal (uniform) regions.

    • 3.3.03.c. Benchmark:

      Define the characteristics that comprise a region.

    • 3.3.03.d. Benchmark:

      Explain how change affects region and place over time.

    • 3.3.03.e. Benchmark:

      Show the population distribution of the state, and country.

    • 3.3.03.f. Benchmark:

      Differentiate between urban, suburban, and rural regions.

• TN.3.4. Content Standard: Governance and Civics

  Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

  • 3.4.01. Learning Expectation:

    Discuss the structure and purposes of governance.

    • 3.4.01.a. Benchmark:

      Describe the basic structures of government in the state.

    • 3.4.01.b. Benchmark:

      Recognize who makes laws in the state.

    • 3.4.01.c. Benchmark:

      Know that governmental agencies exist to protect the environment at local, state, and national levels.

    • 3.4.01.d. Benchmark:

      Describe varied basic structures of governments in the state, nation, and world.

    • 3.4.01.e. Benchmark:

      Examine how regions choose to govern in different ways.

  • 3.4.02. Learning Expectation:

    Describe the Constitution of the United States and the Tennessee State

    • 3.4.02.a. Benchmark:

      Constitution in principle and practice..

    • 3.4.02.b. Benchmark:

      Identify services commonly provided by the state government and contrast with other regions.

    • 3.4.02.c. Benchmark:

      Compare the Tennessee and the United State Constitutions with other governing procedures around the world.

  • 3.4.03. Learning Expectation:

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

    • 3.4.03.a. Benchmark:

      Identify government officials and explain how they are chosen.

    • 3.4.03.b. Benchmark:

      Explain the concept of the consent of the governed and its importance to the functions of government.

    • 3.4.03.c. Benchmark:

      Identify examples of rights and responsibilities of citizens.

    • 3.4.03.d. Benchmark:

      Describe how public policies are used to address issues of public concern.

    • 3.4.03.e. Benchmark:

      Identify and explain the importance of acts of civic responsibility, including obeying laws and voting.

    • 3.4.03.f. Benchmark:

      Identify diverse historic figures that exemplified good citizenship.

    • 3.4.03.g. Benchmark:

      Identify ordinary people who exemplify good citizenship.

  • 3.4.04. Learning Expectation:

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

    • 3.4.04.a. Benchmark:

      List the differences between community, city, county, state, and country events which occur.

    • 3.4.04.b. Benchmark:

      Recognize the relationship of local governments to the state, the nation, and the world.

• TN.3.5. Content Standard: History

  History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

  • 3.5.01. Learning Expectation:

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

    • 3.5.01.a. Benchmark:

      Identify the heroic deeds of characters from state, national, and global histories.

    • 3.5.01.b. Benchmark:

      Identify historical figures that helped to shape regions.

  • 3.5.02. Learning Expectation:

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

    • 3.5.02.a. Benchmark:

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

    • 3.5.02.b. Benchmark:

      Describe how individuals, events, and ideas cause regional change over time.

    • 3.5.02.c. Benchmark:

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

    • 3.5.02.d. Benchmark:

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

  • 3.5.03. Learning Expectation:

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

    • 3.5.03.a. Benchmark:

      Create and interpret timelines.

    • 3.5.03.b. Benchmark:

      Identify factors that cause development and change in communities.

    • 3.5.03.c. Benchmark:

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

• TN.3.6. Content Standard: Individuals, Groups, and Interactions

  Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

  • 3.6.01. Learning Expectation:

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

    • 3.6.01.a. Benchmark:

      Give examples of conflict, cooperation and interdependence among individuals, groups, and nations.

    • 3.6.01.b. Benchmark:

      Examine the relationships and conflict between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection.

    • 3.6.01.c. Benchmark:

      Give examples of economic, social, or political changes that result from individual or group decisions.

  • 3.6.02. Learning Expectation:

    Understand how groups can impact change at the local, state, and national level.

    • 3.6.02.a. Benchmark:

      Identify examples of actions individuals and groups can take to improve the community.

    • 3.6.02.b. Benchmark:

      Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.

• SD.3.US. Goal / Strand: U.S. History

  Students will understand the emergence and development of civilizations and cultures within the United States over time and place.

  • 3.US.1. Indicator / Benchmark:

    Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.

    • 3.US.1.1. Standard:

      (Knowledge) Students are able to identify the obstacles and successes of the early settlers and Native Americans in creating communities.

  • 3.US.2. Indicator / Benchmark:

    Evaluate the influence/impact of various cultures, values, philosophies, and religions on the development of the U.S.

    • 3.US.2.1. Standard: (Knowledge) Students are able to describe characteristics of a community (Examples

      language, cultures, values, rules, and laws).

    • 3.US.2.2. Standard: (Knowledge) Students are able to identify a community's culture and history (Example

      influential people and events).

• SD.3.W. Goal / Strand: World History

  Students will understand the emergence and development of world civilizations and cultures over time and place.

  • 3.W.1. Indicator / Benchmark:

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

    • 3.W.1.1. Standard: (Knowledge) Students are able to identify events as past or present (Examples

      timelines, historical fiction literature, biographies).

  • 3.W.2. Indicator / Benchmark:

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

    • 3.W.2.1. Standard: (Knowledge) Students are able to list the reasons why people immigrate (Examples

      war, religious reasons, way of life, freedom).

• SD.3.G. Goal / Strand: Geography

  Students will understand the interrelationships of people, places, and the environment.

  • 3.G.1. Indicator / Benchmark:

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

    • 3.G.1.1. Standard: (Knowledge) Students are able to identify and use map components (Examples

      title, map key, compass rose, lines and borders, roads and routes, objects and symbols).

    • 3.G.1.2. Standard:

      (Knowledge) Students are able to identify locations in a community by using grid systems.

    • 3.G.1.3. Standard:

      (Application) Students are able to locate the seven continents, four major oceans, major United States landforms, and state boundaries on a map or globe.

  • 3.G.2. Indicator / Benchmark:

    Analyze the relationships among the natural environments, the movement of peoples, and the development of societies.

    • 3.G.2.1. Standard: (Knowledge) Students are able to identify reasons people move and how it affects their communities (Examples

      rural to urban, ghost towns, overpopulation, school consolidation).

• SD.3.C. Goal / Strand: Civics (Government)

  Students will understand the historical development and contemporary role of governmental power and authority.

  • 3.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.

    • 3.C.1.1. Standard:

      (Comprehension) Students are able to explain human relationships and roles in a community.

    • 3.C.1.2. Standard:

      (Comprehension) Students are able to recognize government agencies and their roles in a community.

    • 3.C.1.3. Standard:

      (Comprehension) Students are able to explain the meaning and importance of the Constitution and Declaration of Independence.

    • 3.C.1.4. Standard:

      (Comprehension) Students are able to explain why communities have rules and laws.

  • 3.C.2. Indicator / Benchmark:

    Analyze the constitutional rights and responsibilities of United States citizens.

    • 3.C.2.1. Standard:

      (Knowledge) Students are able to identify the rights and responsibilities of citizenship in students' own communities.

• SD.3.E. Goal / Strand: Economics

  Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

  • 3.E.1. Indicator / Benchmark:

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

    • 3.E.1.1. Standard: (Comprehension) Students are able to explain ways producers use resources to produce goods and services (Examples

      human resources-workers, natural resources-trees, water, animals, soil).

    • 3.E.1.2. Standard:

      (Knowledge) Students are able to identify goods and services available in the students' communities.

    • 3.E.1.3. Standard:

      (Knowledge) Students are able to identify the relationships between taxation and government service.

• RI.1. Domain / Statement Of Enduring Knowledge: Civics and Government

  Civic Life, Politics, and Government.

  • 1.a. Assessment Target:

    Student should be able to provide a basic description of government.

  • 1.b. Assessment Target:

    Student should be able to explain the difference between authority and power without authority, and that authority comes from custom, law, and the consent of the governed.

  • 1.c. Assessment Target:

    Student should be able to explain why government is necessary in their classroom, school, community, state, and nation, and the basic purposes of government in the United States.

  • 1.d. Assessment Target:

    Student should be able to explain some of the major things governments do in their school, community, state, and nation.

  • 1.e. Assessment Target:

    Student should be able to explain the purposes of rules and laws and why they are important in their classroom, school, community, state, and nation.

  • 1.f. Assessment Target:

    Student should be able to explain and apply criteria useful in evaluating rules and laws.

  • 1.g. Assessment Target:

    Student should be able to explain the basic differences between limited and unlimited governments.

  • 1.h. Assessment Target:

    Student should be able to explain why limiting the powers of government is important to their own lives.

• RI.2. Domain / Statement Of Enduring Knowledge: Civics and Government

  Foundations of the American Political System.

  • 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.

• RI.3. Domain / Statement Of Enduring Knowledge: Civics and Government

  Purposes, 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.

• RI.4. Domain / Statement Of Enduring Knowledge: Civics and Government

  World Affairs.

  • 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.

• RI.5. Domain / Statement Of Enduring Knowledge: Civics and Government

  Roles of the Citizen in American Democracy.

  • 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.

• RI.1. Domain / Statement Of Enduring Knowledge: Geography

  The World in Spatial Terms.

  • 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.

• RI.2. Domain / Statement Of Enduring Knowledge: Geography

  Places and Regions.

  • 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.

• RI.3. Domain / Statement Of Enduring Knowledge: Geography

  Physical Systems.

  • 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.

• RI.4. Domain / Statement Of Enduring Knowledge: Geography

  Human Systems.

  • 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.

• RI.5. Domain / Statement Of Enduring Knowledge: Geography

  Environment and Society.

  • 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.

• RI.6. Domain / Statement Of Enduring Knowledge: Geography

  Uses of Geography.

  • 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.

• RI.1. Domain / Statement Of Enduring Knowledge: History

  Chronological Thinking.

  • 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.

• RI.2. Domain / Statement Of Enduring Knowledge: History

  Historical Comprehension.

  • 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.

• RI.3. Domain / Statement Of Enduring Knowledge: History

  Historical Analysis and Interpretation.

  • 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.

• RI.4. Domain / Statement Of Enduring Knowledge: History

  Historical Research Capabilities.

  • 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.

• RI.5. Domain / Statement Of Enduring Knowledge: History

  Historical Issues: Analysis and Decision Making.

  • 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.

• PA.5.1.3. Academic Standard: Civics and Government

  Principles and Documents of Government: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 5.1.3.A. Standard Statement:

    Describe what government is.

  • 5.1.3.B. Standard Statement:

    Explain the purposes of rules and laws and why they are important in the classroom, school, community, state and nation.

  • 5.1.3.C. Standard Statement:

    Define the principles and ideals shaping government. (Justice, Truth, Diversity of people and ideas, Patriotism, Common good, Liberty, Rule of law, Leadership, Citizenship)

  • 5.1.3.D. Standard Statement:

    Identify the document which created Pennsylvania.

  • 5.1.3.E. Standard Statement:

    Identify documents of United States government. (Declaration of Independence, Constitution of the United States, Bill of Rights)

  • 5.1.3.F. Standard Statement:

    Explain the meaning of a preamble. (Constitution of the United States, Pennsylvania Constitution)

  • 5.1.3.G. Standard Statement:

    Describe the purpose of the United States Flag, The Pledge of Allegiance and The National Anthem.

  • 5.1.3.H. Standard Statement:

    Identify framers of documents of governments. (Pennsylvania, United States)

  • 5.1.3.I. Standard Statement:

    Explain why government is necessary in the classroom, school, community, state and nation and the basic purposes of government in Pennsylvania and the United States.

  • 5.1.3.J Standard Statement:

    Explain the importance of respect for the property and the opinions of others.

  • 5.1.3.K. Standard Statement:

    Identify symbols and political holidays. (Pennsylvania (e.g., Charter Day, Liberty Bell, Keystone State), United States (e.g., Presidents' Day, Statue of Liberty, White House))

  • 5.1.3.L. Standard Statement:

    Identify ways courts resolve conflicts involving principles and ideals of government.

  • 5.1.3.M. Standard Statement:

    Identify portions of famous speeches and writings that reflect the basic principles and ideals of government (e.g., 'I have a dream,' Reverend Martin Luther King; 'One small step for mankind,' Neil Armstrong).

• PA.5.2.3. Academic Standard: Civics and Government

  Rights and Responsibilities of Citizenship: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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.

• PA.5.3.3. Academic Standard: Civics and Government

  How Government Works: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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.

• PA.5.4.3. Academic Standard: Civics and Government

  How International Relationships Function: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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.

• PA.6.1.3. Academic Standard: Economics

  Economic Systems: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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.

• PA.6.2.3. Academic Standard: Economics

  Markets and the Functions of Governments: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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.

• PA.6.3.3. Academic Standard: Economics

  Scarcity and Choice: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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.

• PA.6.4.3. Academic Standard: Economics

  Economic Interdependence: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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)

• PA.6.5.3. Academic Standard: Economics

  Work and Earnings: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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.

• PA.7.1.3. Academic Standard: Geography

  Basic Geographic Literacy: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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).

• PA.7.2.3. Academic Standard: Geography

  The Physical Characteristics of Places and Regions: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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).

• PA.7.3.3. Academic Standard: Geography

  The Human Characteristics of Places and Regions: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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.

• PA.7.4.3. Academic Standard: Geography

  The Interactions Between People and Places: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

  • 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).

• PA.8.1.3. Academic Standard: History

  Historical Analysis and Skills Development: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to:

  • 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).

• PA.8.2.3. Academic Standard: History

  Pennsylvania History: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to:

  • 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).

• PA.8.3.3. Academic Standard: History

  United States History: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to:

  • 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).

• PA.8.4.3. Academic Standard: History

  World History: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to:

  • 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).

• OK.1. Content Standard / Course: Social Studies

  The student will develop and practice the process skills of social studies.

  • 1.1. Strand / Standard:

    Identify, locate, and compare and contrast information found in resources such as encyclopedias, visual images, atlases, maps, globes, and computer-based technologies.

  • 1.2. Strand / Standard:

    Examine and use children's literature to compare and contrast his or her own community to other United States and global communities.

• OK.2. Content Standard / Course: Social Studies

  The student will examine communities from a spatial perspective.

  • 2.1. Strand / Standard:

    Distinguish among map symbols (e.g., legend references to land, water, roads, and cities) and demonstrate through mental mapping and understanding of relative location, direction, scale, size and shape.

  • 2.2. Strand / Standard:

    Construct simple maps of the seven continents with the essential map elements of title, key, directional indicators, and date.

  • 2.3. Strand / Standard:

    Use the equator and prime meridian to identify the four hemispheres.

  • 2.4. Strand / Standard:

    Develop skills in locating places across the globe using parallels of latitude and meridians of longitude.

• OK.3. Content Standard / Course: Social Studies

  The student will analyze the human characteristics of communities.

  • 3.1. Strand / Standard:

    Investigate through children's literature (e.g., fables, legends, and historical fiction) the cultural similarities and differences among people in different regions, and how they have changed over time.

  • 3.2. Strand / Standard:

    Compare and contrast the ways people in the United States and other communities in other countries use art, music, and stories to communicate (e.g., storytellers, paintings, and folk songs).

  • 3.3. Strand / Standard:

    Examine the purposes of government (e.g., providing essential services, and protecting people and property from the actions of others) and identify representative leaders and their roles in the community.

  • 3.4. Strand / Standard:

    Examine the rights and responsibilities of individuals in and to their communities, and identify actions people take to cooperate peacefully and achieve common goals.

• OK.4. Content Standard / Course: Social Studies

  The student will examine the interaction of the environment and the people of a community.

  • 4.1. Strand / Standard:

    Name and locate basic types of climate across the globe (e.g., arctic, temperate, and tropical) and describe how they affect the way people live, including their food, shelter, transportation and recreation.

  • 4.2. Strand / Standard:

    Locate and distinguish among varying landforms and geographic features (e.g., mountains, plateaus, islands, and oceans).

  • 4.3. Strand / Standard:

    Describe how communities depend upon workers with specialized jobs, giving examples of ways in which they contribute to the exchange of goods and services.

  • 4.4. Strand / Standard:

    Describe how people affect and change their environments (e.g., farming, building dams, and putting up yard lights).

• OK.5. Content Standard / Course: Social Studies

  The student will develop basic economic decision-making skills.

  • 5.1. Strand / Standard:

    Describe the difference between goods and services; explaining that, at different times and places, people are both consumers and producers of goods and services.

  • 5.2. Strand / Standard:

    Explain that limits on resources (scarcity) require people to make choices about producing and consuming goods and services.

  • 5.3. Strand / Standard:

    Compare and contrast the differences among human resources (people at work), natural resources (water, soil, wood, coal, etc.) and capital resources (machines, tools, money, etc.) used to produce goods and services.

  • 5.4. Strand / Standard:

    Explain the relationship between saving and spending, and describe the value of setting a financial goal and developing a plan to reach it.