ND.2. Content Standard: Important Historical Events

Students understand important historical events.

• 3.2.1. Benchmark: People and Events

  Explain the importance of the accomplishments of scientists and inventors (e.g., light bulb, automobile, discovery of electricity, computer, telephone)

• 3.2.2. Benchmark: People and Events

  Describe how community life has changed from past (i.e., pioneer and tribal) to the present

ND.3. Content Standard: Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

• 3.3.1. Benchmark: Personal Finances

  Identify ways families and communities cooperate and compromise (e.g., fundraisers, food pantries, living within your means) to meet needs and wants

• 3.3.2. Benchmark: Personal Finances

  Explain how supply and demand affect personal economic choices (e.g., how scarcity forces people to decide which goods and services to obtain, what is given up in economic choices)

• 3.3.3. Benchmark: Personal Finances

  Explain the differences among natural and human resources, and how they are used locally

ND.4. Content Standard: Government and Citizenship

Students understand the development, functions, and forms of various political systems and the role of the citizen in government and society.

• 3.4.1. Benchmark: Citizenship

  Identify the roles, rights, and responsibilities of a citizen in a community (e.g., obedience to laws, the right to vote, service to the common good)

• 3.4.2. Benchmark: Government Systems

  Identify the three branches of local government (i.e., Executive, Legislative, Judicial)

• 3.4.3. Benchmark: Government Systems

  Explain the rule-making process and its purpose in the school

ND.5. Content Standard: Concepts of Geography

Students understand and apply concepts of geography.

• 3.5.1. Benchmark: Physical Geography

  Identify the physical characteristics (e.g., landforms, bodies of water, vegetation, wildlife and climate) of the local community

• 3.5.2. Benchmark: Physical Geography

  Identify the seven continents, four oceans, and major nations of the world (i.e., United States, Canada, Mexico; e.g., China, Brazil, Russia)

• 3.5.3. Benchmark: Human Geography

  Describe ways (e.g., the development of transportation, communication, industry, and land use) geography has affected the development of the local community over time

ND.6. Content Standard: Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

• 3.6.1. Benchmark: Identity

  Identify the varying roles (e.g., parent, teacher, brother/sister, student, girl/boy scout, community volunteer) that individuals play in various groups (i.e., family, school, and communities)

• 3.6.2. Benchmark: Culture

  Identify examples of how different groups, societies, and cultures are similar and different (e.g., in beliefs, traditions, family relationships, celebrations, institutions, folklore)

NC.2. Course / Competency Goal: Citizenship

People Making a Difference: The learner will analyze the multiple roles that individuals perform in families, workplaces, and communities.

• 2.01. Competency Goal / Objective:

  Distinguish and compare economic and social roles of children and adults in the local community to selected communities around the world.

• 2.02. Competency Goal / Objective:

  Analyze similarities and differences among families in different times and in different places.

• 2.03. Competency Goal / Objective:

  Describe similarities and differences among communities in different times and in different places.

NC.3. Course / Competency Goal: Citizenship

People Making a Difference: The learner will examine how individuals can initiate change in families, neighborhoods, and communities.

• 3.01. Competency Goal / Objective:

  Analyze changes, which have occurred in communities past and present.

• 3.02. Competency Goal / Objective:

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

• 3.03. Competency Goal / Objective:

  Compare and contrast the family structure and the roles of its members over time.

NC.4. Course / Competency Goal: Citizenship

People Making a Difference: The learner will explain geographic concepts and the relationship between people and geography in real life situations.

• 4.01. Competency Goal / Objective:

  Distinguish between various types of maps and globes.

• 4.02. Competency Goal / Objective:

  Use appropriate source maps to locate communities.

• 4.03. Competency Goal / Objective:

  Use geographic terminology to describe and explain variations in the physical environment as communities.

• 4.04. Competency Goal / Objective:

  Compare how people in different communities adapt to or modify the physical environment to meet their needs.

NC.5. Course / Competency Goal: Citizenship

People Making a Difference: The learner will apply basic economic principles to the study of communities.

• 5.01. Competency Goal / Objective:

  Define and identify examples of scarcity.

• 5.02. Competency Goal / Objective:

  Explain the impact of scarcity on the production, distribution, and consumption of goods and services.

• 5.03. Competency Goal / Objective:

  Apply concepts of specialization and division of labor to the local community.

• 5.04. Competency Goal / Objective:

  Compare and contrast the division of labor in local and global communities.

• 5.05. Competency Goal / Objective:

  Distinguish and analyze the economic resources within communities.

• 5.06. Competency Goal / Objective:

  Recognize and explain reasons for economic interdependence of communities.

• 5.07. Competency Goal / Objective:

  Identify historic figures and leaders who have influenced the economies of communities and evaluate the effectiveness of their contributions.

NC.6. Course / Competency Goal: Citizenship

People Making a Difference: The learner will recognize how technology is used at home, school, and in the community.

• 6.01. Competency Goal / Objective:

  Describe and assess ways in which technology is used in a community's economy.

• 6.02. Competency Goal / Objective:

  Identify and describe contributions made by community leaders in technology.

• 6.03. Competency Goal / Objective:

  Identify the impact of technological change on communities around the world.

NC.7. Course / Competency Goal: Citizenship

People Making a Difference: The learner will analyze the role of real and fictional heroes in shaping the culture of communities.

• 7.01. Competency Goal / Objective:

  Identify the deeds of local and global leaders.

• 7.02. Competency Goal / Objective:

  Assess the heroic deeds of characters from folktales and legends.

• 7.03. Competency Goal / Objective:

  Explore the role of selected fictional characters in creating new communities.

NC.1. Course / Competency Goal: Core Skill

The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary.

• 1.01. Competency Goal / Objective:

  Read for literal meaning.

• 1.02. Competency Goal / Objective:

  Summarize to select main ideas.

• 1.03. Competency Goal / Objective:

  Draw inferences.

• 1.04. Competency Goal / Objective:

  Detect cause and effect.

• 1.05. Competency Goal / Objective:

  Recognize bias and propaganda.

• 1.06. Competency Goal / Objective:

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

• 1.07. Competency Goal / Objective:

  Distinguish fact and fiction.

• 1.08. Competency Goal / Objective:

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

NC.2. Course / Competency Goal: Core Skill

The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired.

• 2.01. Competency Goal / Objective:

  Use appropriate sources of information.

• 2.02. Competency Goal / Objective:

  Explore print and non-print materials.

• 2.03. Competency Goal / Objective:

  Utilize different types of technology.

• 2.04. Competency Goal / Objective:

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

• 2.05. Competency Goal / Objective:

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

• 2.06. Competency Goal / Objective:

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

NC.3. Course / Competency Goal: Core Skill

The learner will acquire strategies to analyze, interpret, create, and use resources and materials.

• 3.01. Competency Goal / Objective:

  Use map and globe reading skills.

• 3.02. Competency Goal / Objective:

  Interpret graphs and charts.

• 3.03. Competency Goal / Objective:

  Detect bias.

• 3.04. Competency Goal / Objective:

  Interpret social and political messages of cartoons.

• 3.05. Competency Goal / Objective:

  Interpret history through artifacts, arts, and media.

NC.4. Course / Competency Goal: Core Skill

The learner will acquire strategies needed for applying decision-making and problem-solving techniques both orally and in writing to historic, contemporary, and controversial world issues.

• 4.01. Competency Goal / Objective:

  Use hypothetical reasoning processes.

• 4.02. Competency Goal / Objective:

  Examine, understand, and evaluate conflicting viewpoints.

• 4.03. Competency Goal / Objective:

  Recognize and analyze values upon which judgments are made.

• 4.04. Competency Goal / Objective:

  Apply conflict resolutions.

• 4.05. Competency Goal / Objective:

  Predict possible outcomes.

• 4.06. Competency Goal / Objective:

  Draw conclusions.

• 4.07. Competency Goal / Objective:

  Offer solutions.

• 4.08. Competency Goal / Objective:

  Develop hypotheses.

NC.5. Course / Competency Goal: Core Skill

The learner will acquire strategies needed for effective incorporation of computer technology in the learning process.

• 5.01. Competency Goal / Objective:

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

• 5.02. Competency Goal / Objective:

  Create and modify a database for class assignments.

• 5.03. Competency Goal / Objective:

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

• 5.04. Competency Goal / Objective:

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

NY.2. Strand / Standard: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

• 2.1. Strand / Performance Indicator:

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

  • 2.1.1. Performance Indicator:

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

  • 2.1.2. Performance Indicator:

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

  • 2.1.3. Performance Indicator:

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

• 2.2. Strand / Performance Indicator:

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

  • 2.2.1. Performance Indicator:

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

  • 2.2.2. Performance Indicator:

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

  • 2.2.3. Performance Indicator:

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

  • 2.2.4. Performance Indicator:

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

• 2.3. Strand / Performance Indicator:

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

  • 2.3.1. Performance Indicator:

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

  • 2.3.2. Performance Indicator:

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

  • 2.3.3. Performance Indicator:

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

• 2.4. Strand / Performance Indicator:

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

  • 2.4.1. Performance Indicator:

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

  • 2.4.2. Performance Indicator:

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

  • 2.4.3. Performance Indicator:

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

NY.3. Strand / Standard: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface.

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

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

  • 3.1.1. Performance Indicator:

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

  • 3.1.2. Performance Indicator:

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

  • 3.1.3. Performance Indicator:

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

  • 3.1.4. Performance Indicator:

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

  • 3.1.5. Performance Indicator:

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

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

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

  • 3.2.1. Performance Indicator:

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

  • 3.2.2. Performance Indicator:

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

  • 3.2.3. Performance Indicator:

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

NY.4. Strand / Standard: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

• 4.1. Strand / Performance Indicator:

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

  • 4.1.1. Performance Indicator:

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

  • 4.1.2. Performance Indicator:

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

  • 4.1.3. Performance Indicator:

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

  • 4.1.4. Performance Indicator:

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

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

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

  • 4.1.6. Performance Indicator:

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

• 4.2. Strand / Performance Indicator:

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

  • 4.2.1. Performance Indicator:

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

  • 4.2.2. Performance Indicator:

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

  • 4.2.3. Performance Indicator:

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

  • 4.2.4. Performance Indicator:

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

NY.5. Strand / Standard: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

• 5.1. Strand / Performance Indicator:

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

  • 5.1.1. Performance Indicator:

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

  • 5.1.2. Performance Indicator:

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

  • 5.1.3. Performance Indicator:

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

  • 5.1.4. Performance Indicator:

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

  • 5.1.5. Performance Indicator:

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

• 5.2. Strand / Performance Indicator:

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

  • 5.2.1. Performance Indicator:

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

  • 5.2.2. Performance Indicator:

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

  • 5.2.3. Performance Indicator:

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

  • 5.2.4. Performance Indicator:

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

  • 5.2.5. Performance Indicator:

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

  • 5.2.6. Performance Indicator:

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

• 5.3. Strand / Performance Indicator:

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

  • 5.3.1. Performance Indicator:

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

  • 5.3.2. Performance Indicator:

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

  • 5.3.3. Performance Indicator:

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

  • 5.3.4. Performance Indicator:

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

  • 5.3.5. Performance Indicator:

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

  • 5.3.6. Performance Indicator:

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

• 5.4. Strand / Performance Indicator:

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

  • 5.4.1. Performance Indicator:

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

  • 5.4.2. Performance Indicator:

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

  • 5.4.3. Performance Indicator:

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

  • 5.4.4. Performance Indicator:

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

  • 5.4.5. Performance Indicator:

    Students prioritize the solutions based on established criteria.

  • 5.4.6. Performance Indicator:

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

NH.4. Strand / Standard: Economics

Economics is the study of the allocation and utilization of limited resources to meet society's unlimited needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of basic economic concepts; economics in history; how economics affects and is affected by the individual; cycles in the economy; financial institutions and government; and international economics and trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, investors, and as citizens.

• 4.1. Standard / Gle: Economics and the Individual

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

  • 4.1.4.1. Grade Level Expectation:

    Identify the factors of production and explain how businesses use these to produce goods and services.

  • 4.1.4.2. Grade Level Expectation:

    Describe what markets are and define individual's roles as consumers and producers in a market economy using circular flow models.

  • 4.1.4.3. Grade Level Expectation:

    Explain how decisions by consumers and producers affect and are affected by the economy.

  • 4.1.4.4. Grade Level Expectation:

    Describe why most jobs today require greater specialization and result in greater productivity.

• 4.2. Standard / Gle: Basic Economic Concepts

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

  • 4.2.4.1. Grade Level Expectation:

    Explain why needs and wants are unlimited while resources are limited.

  • 4.2.4.2. Grade Level Expectation:

    Explain why scarcity requires individuals, households, businesses and governments to make economic choices and how economic choices always involve an opportunity cost.

  • 4.2.4.3. Grade Level Expectation:

    Describe different ways individuals, households, businesses and governments make economic decisions, e.g., developing alternative choices or budgets.

  • 4.2.4.4. Grade Level Expectation:

    Define supply and demand and describe factors that can cause a change in supply and demand.

  • 4.2.4.5. Grade Level Expectation:

    Explain how prices of goods and services are set in the United States and describe different factors that affect price.

• 4.3. Standard / Gle: Cycles in the Economy

  Students will be able to explain the business cycle and trends in economic activity over time.

  • 4.3.4.1. Grade Level Expectation:

    Illustrate cycles of economic growth and decline, e.g., New Hampshire manufacturing or agriculture.

  • 4.3.4.2. Grade Level Expectation:

    Describe how changes in the business cycle can impact people's lives.

• 4.4. Standard / Gle: Financial Institutions and the Government

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

  • 4.4.4.1. Grade Level Expectation:

    Identify the characteristics of money.

  • 4.4.4.2. Grade Level Expectation:

    Describe basic services banks or other financial institutions provide to consumers, savers, borrowers, and businesses.

• 4.5. Standard / Gle: International Economics and Trade

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

  • 4.5.4.1. Grade Level Expectation:

    Describe that countries have different kinds of resources.

  • 4.5.4.2. Grade Level Expectation:

    Explain why some countries' resources are in greater demand than others, e.g., colonial New Hampshire's mast trees or petroleum.

  • 4.5.4.3. Grade Level Expectation:

    Explain that trade between countries involves imports and exports and the reasons why countries trade.

NH.5. Strand / Standard: Geography

The real crux of geography is understanding our physical Earth and human-environment interaction: knowing why people settle in an area, how they make their living and the resources they use, why they dress or speak the way they do, and what they do for entertainment. A geographically informed person can draw connections between locations of the Earth, recognize complex regional patterns, and appreciate the influence of place on human development.

• 5.1. Standard / Gle: The World in Spatial Terms

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

  • 5.1.4.1. Grade Level Expectation: Identify and describe the characteristics and purposes of geographic tools

    maps, globes, graphs, diagrams, photographs, satellite-produced images, and other technologies.

  • 5.1.4.2. Grade Level Expectation:

    Display spatial information on maps and other geographic representations, e.g., home-to-school routes or settings in appropriate children's literature.

  • 5.1.4.3. Grade Level Expectation:

    Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians.

  • 5.1.4.4. Grade Level Expectation:

    Illustrate that places and features are distributed spatially across Earth's surface, e.g., community grid maps or population density maps.

  • 5.1.4.5. Grade Level Expectation:

    Recognize the causes and consequences of spatial interaction on Earth's surface, e.g., the origin of consumer goods or transportation routes.

• 5.2. Standard / Gle: Places and Regions

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

  • 5.2.4.1. Grade Level Expectation:

    Describe the physical and human characteristics of places, e.g., land forms or where people live. human processes together shape places, e.g., the relationship between elevation and population density in a region or the characteristics of regions along the same latitude.

  • 5.2.4.3. Grade Level Expectation:

    Generalize the concept of region as an area of Earth's surface with unifying geographic characteristics, e.g., neighborhoods or climate regions.

  • 5.2.4.4. Grade Level Expectation:

    Illustrate the ways in which regions change, e.g., changes in local neighborhoods or changes to the United States through westward expansion.

  • 5.2.4.5. Grade Level Expectation:

    Compare and contrast the ways in which different people perceive places, e.g., drawings and sketch maps of familiar places or examples from children's literature.

• 5.3. Standard / Gle: Physical Systems

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

  • 5.3.4.1. Grade Level Expectation:

    Illustrate the components of Earth's physical systems, e.g., a climate or a model of the water cycle.

  • 5.3.4.2. Grade Level Expectation:

    Demonstrate how physical processes shape features of Earth's surface, e.g., weather or tectonic forces.

  • 5.3.4.3. Grade Level Expectation:

    Describe how the Earth-Sun relationship affects conditions on Earth, e.g., seasons at different locations on Earth, length of daylight.

  • 5.3.4.4. Grade Level Expectation:

    Recognize the components and distribution of ecosystems, e.g., the location of certain plants and animals or the food chain.

  • 5.3.4.5. Grade Level Expectation:

    Investigate how humans interact with ecosystems, e.g., forest management or impacting wetlands.

• 5.4. Standard / Gle: Human Systems

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

  • 5.4.4.1. Grade Level Expectation:

    Recognize the distribution of a population and its underlying causes, e.g., rural, suburban or urban.

  • 5.4.4.2. Grade Level Expectation:

    Describe the types and historical patterns of human migration, e.g., chain migration or slave trade.

  • 5.4.4.3. Grade Level Expectation:

    Evaluate the effects of migration on the characteristics of places, e.g., cultural awareness or food choices.

  • 5.4.4.4. Grade Level Expectation:

    Analyze the spatial patterns of settlement in different regions of the world, e.g., urbanization along rivers or nomadic movement patterns.

• 5.5. Standard / Gle: Environment and Society

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

  • 5.5.4.1. Grade Level Expectation:

    Illustrate how people modify the physical environment, e.g., irrigation projects or clearing land for human use.

  • 5.5.4.2. Grade Level Expectation:

    Examine the ways in which the physical environment provides opportunities or limitations, e.g., natural resources that first attracted settlers or natural hazards that threaten life.

  • 5.5.4.3. Grade Level Expectation:

    Examine the effects of the use of renewable and nonrenewable resources on human systems, e.g., climate change or fluctuating oil prices.

  • 5.5.4.4. Grade Level Expectation:

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

  • 5.5.4.5. Grade Level Expectation:

    Compare how people in different regions use the same resource, e.g., water or wood.

NH.6. Strand / Standard: New Hampshire and United States History

The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values.

• 6.1. Standard / Gle: Political Foundations and Development

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

  • 6.1.4.1. Grade Level Expectation:

    Explore biographies of key political figures who helped shape our community, state, and country, e.g., Franklin Pierce or Sandra Day O'Connor.

  • 6.1.4.2. Grade Level Expectation:

    Trace the political development of New Hampshire governance, e.g., self-government in early settlements or the development of current forms of local government.

  • 6.1.4.3. Grade Level Expectation:

    Describe the significance of national and New Hampshire celebrations, monuments, symbols and documents, e.g., Veteran's Day, the Statue of Liberty, Old Man of the Mountain, and the preamble to the New Hampshire Constitution.

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

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

  • 6.2.4.1. Grade Level Expectation:

    Describe the interconnectedness of the world developed using examples, e.g., the contact between Native Americans and European settlers or the location of family members serving in foreign countries.

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

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

  • 6.3.4.1. Grade Level Expectation:

    Explore how individuals' ideals have profoundly affected life in the United States, e.g., Martin Luther King Jr.'s belief in nonviolence or John Stark's statement 'Live Free or Die'.

  • 6.3.4.2. Grade Level Expectation:

    Explore how art, music and literature often reflect and/or influence major ideas, values and conflicts of particular time periods, e.g., colonial life or industrialization in New Hampshire.

  • 6.3.4.3. Grade Level Expectation:

    Explore how groups have enhanced the art, music and literature of our nation, e.g., Latinos or Franco Americans.

• 6.4. Standard / Gle: Economic Systems & Technology

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

  • 6.4.4.1. Grade Level Expectation:

    Explore major developments and changes in economic productivity, e.g., adoption of Native American crops or use of mass production.

  • 6.4.4.2. Grade Level Expectation:

    Explore the impact of important technological inventions, e.g., new forms of transportation or housing.

  • 6.4.4.3. Grade Level Expectation:

    Investigate the evolution of the United States economy, e.g., the transition from farms to factories or the trend from small local stores to shopping malls.

• 6.5. Standard / Gle: Social/Cultural

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

  • 6.5.4.1. Grade Level Expectation:

    Explain the unique contributions of different ethnic and religious groups to New Hampshire history and culture, e.g., the Shakers or the French Canadians.

  • 6.5.4.2. Grade Level Expectation:

    Describe the impact of major national and state events on everyday life, e.g., the American Revolution or the terrorist attacks on 9.11.2001.

  • 6.5.4.3. Grade Level Expectation:

    Trace the changes in the roles and lives of women and children and their impact on society, e.g., the family or the workplace.

  • 6.5.4.4. Grade Level Expectation:

    Explore attitudes towards diversity, e.g., segregation or inclusion.

  • 6.5.4.5. Grade Level Expectation:

    Describe the reasons why various groups have come to the United States, e.g., enslavement or economic opportunity.

NH.7. Strand / Standard: World History and Contemporary Issues

The study of World History and Contemporary Issues is important in helping citizens understand and appreciate the contemporary challenges they will face as individuals in an interdependent, increasingly connected world. Knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world. World History fosters an appreciation of the roots of our nation's values and the values and perspectives of other peoples. It illustrates how humans have expressed themselves in different surroundings and at different times, revealing the many commonalties and differences shared by the world's peoples past and present.

• 7.1. Standard / Gle: Political Foundations and Developments

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

  • 7.1.4.1. Grade Level Expectation:

    Explain that people of different countries create social and political systems, e.g., a family or a government.

• 7.2. Standard / Gle: Contacts, Exchanges & International Relations

  Students will demonstrate their understanding of the interactions of peoples and governments over time.

  • 7.2.4.1. Grade Level Expectation:

    Explain how events or global issues affect interactions between countries, e.g., the Olympics or the war on terrorism.

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

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

  • 7.3.4.1. Grade Level Expectation:

    Describe ways that societies around the world express themselves artistically through forms, e.g., architecture or folk tales.

• 7.4. Standard / Gle: Economic Systems & Technology

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

  • 7.4.4.1. Grade Level Expectation:

    Explore how improvements in agriculture enhance human survival using examples, e.g., the exchange between Native Americans and early colonists or feeding the hungry of the world today.

• 7.5. Standard / Gle: Social/Cultural

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

  • 7.5.4.1. Grade Level Expectation:

    Describe different ways that societies around the world express their values and beliefs through practices, e.g., festivals or dress.

NV.2.0. Content Standard: Economics

Measuring U.S. Economic Performance: Students will demonstrate a knowledge of past and present U.S. economic performance, identify the economic indicators used to measure that performance, and use this knowledge to make individual decisions and discuss social issues.

• 2.3.2 Strand / Indicator: Measuring Economic Growth

  Identify and use per capita measures in the classroom (such as the number of pencils per student).

• 2.3.6 Strand / Indicator: Measuring Unemployment

  Discuss why people seek work.

NV.3.0. Content Standard: Economics

Functioning of Markets: Students will demonstrate an understanding of how markets work, including an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade.

• 3.3.1 Strand / Indicator: Trade Is Beneficial

  Differentiate between barter and monetary trade.

• 3.3.2 Strand / Indicator: Markets Determine Prices

  Give examples of prices received by a business for selling goods and services.

• 3.3.3 Strand / Indicator: Prices as Signals

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

NV.4.0. Content Standard: Economics

Private U.S. Economic Institutions: Students will describe the roles played by U.S. economic institutions including financial institutions, labor unions, corporations, and not-for-profit organizations.

• 4.3.1 Strand / Indicator: Financial Institutions

  Demonstrate an understanding of key banking terms, including saving, interest, and borrowing.

• 4.3.3 Strand / Indicator: For-profit Business Organizations

  Identify a for-profit organization in the community and a service it provides.

• 4.3.4 Strand / Indicator: Not-for-profit Organizations

  Identify a not-for-profit organization in the community and a service it provides.

• 4.3.5 Strand / Indicator: Personal Economics

  Identify reasons for saving money.

NV.5.0. Content Standard: Economics

Money: Students demonstrate an understanding of forms of money, how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.

• 5.3.1 Strand / Indicator: Functions of Money

  Identify forms of money.

• 5.3.5 Strand / Indicator: Personal Economics

  Demonstrate an understanding that each family has a limited amount of money regardless of how it is accessed (through cash, check writing, or ATM).

NV.6.0. Content Standard: Economics

The U.S. Economy as a Whole: Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation's production, income, unemployment, and price levels; and leads to variations in individual income levels.

• 6.3.2 Strand / Indicator: Resource Allocation

  Explain what a producer does. (G 4.3.5)

• 6.3.4 Strand / Indicator: The Nation's Income Level

  Demonstrate an understanding of and give examples of income.

• 6.3.6 Strand / Indicator: Differences in Individual Incomes

  Demonstrate an understanding that different jobs require different skills and people receive different levels of income.

NV.7.0. Content Standard: Economics

An Evolving Economy: Students will demonstrate an understanding of how investment, entrepreneurship, competition, and specialization lead to changes in an economy's structure and performance.

• 7.3.1 Strand / Indicator: Investment

  Explain how skill training and education can enhance the ability to produce goods and services.

• 7.3.4 Strand / Indicator: Entrepreneurship

  List examples of entrepreneurs.

• 7.3.5 Strand / Indicator: Competition

  Describe what it means to compete.

NV.8.0. Content Standard: Economics

The Role of Government in a Market Economy: Students will explain the role of government in a market economy.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.9.0. Content Standard: Economics

The International Economy: Students explore the characteristics of non-U.S. economic systems in order to demonstrate an understanding of how they are connected, through trade, to peoples and cultures throughout the world.

• 9.3.1 Strand / Indicator: International Trade

  Give examples of goods the U.S. imports and exports. (E 6.3.2; G 4.3.6; G 5.3.7)

• 9.3.2 Strand / Indicator: Interdependence

  Identify the countries of origin of commonly used products. (G 4.3.6)

• 9.3.4 Strand / Indicator: Exchange Rates

  Identify the currencies of other countries.

NV.1.0. Content Standard: Geography

The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

• 1.3.1 Strand / Indicator: Map Use

  Identify and use the cardinal directions (N,S,E,W) on a compass rose to locate places on a map.

• 1.3.2 Strand / Indicator: Map Section

  Compare uses of maps and globes.

• 1.3.3 Strand / Indicator: Geographic Tools and Technologies

  Use maps, globes, photographs, and graphs to collect geographic information.

• 1.3.4 Strand / Indicator: Map Construction

  Construct a simple map, including title, symbols, and directions.

• 1.3.5 Strand / Indicator: Map Applications

  Recognize different types of maps.

• 1.3.6 Strand / Indicator: Map Analysis

  Recognize different types of maps.

• 1.3.7 Strand / Indicator: Map Concepts

  Explain the difference between a city and a state, using appropriate examples.

• 1.3.8 Strand / Indicator: Map Locations

  Locate and name states that border Nevada and countries that border the United States.

NV.2.0. Content Standard: Geography

Places and Regions-Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of changes.

• 2.3.1 Strand / Indicator: Characteristics of Places and Regions

  Identify differences between physical and human features.

• 2.3.2 Strand / Indicator: Cultural Identity

  Identify how language, music, stories, art, and customs express culture. (E 3.3.3)

• 2.3.3 Strand / Indicator: Cultural Perspectives

  Discuss how people view their own communities.

• 2.3.4 Strand / Indicator: Impact of Technology

  List examples of technology in their community.

• 2.3.5 Strand / Indicator: History and Region

  Identify an historical landmark and describe the event that took place there.

• 2.3.6 Strand / Indicator: Patterns of Change

  Compare visual images of the same place over time. (H 1.3.2)

• 2.3.7 Strand / Indicator: Applying Concepts of Regions

  Identify neighborhoods and communities as places where people live, work, and play.

NV.3.0. Content Standard: Geography

Physical Systems-Students understand how physical processes shape Earth's surface patterns and ecosystems.

• 3.3.1 Strand / Indicator: Physical Systems

  Recognize that plants and animals have habitats on both land and in water.

• 3.3.2 Strand / Indicator: Natural Hazards

  Identify various natural hazards such as floods, earthquakes, and volcanic eruptions.

• 3.3.3 Strand / Indicator: Characteristics of Ecosystems

  Identify different types of simple ecosystems, such as ponds, streams, or fields.

• 3.3.4 Strand / Indicator: Distribution of Ecosystems

  Locate different ecosystems in their community.

• 3.3.5 Strand / Indicator: Analysis of Ecosystems

  Identify the living and nonliving elements of an ecosystem.

NV.4.0. Content Standard: Geography

Human Systems - Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

• 4.3.1 Strand / Indicator: Demographic Concepts

  Construct a graph or chart to compare population distribution in different areas. (Ec 2.3.2)

• 4.3.2 Strand / Indicator: Migration and Settlement

  Draw a simple map that illustrates how to get from one location to another.

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

  Identify transportation and communication networks in daily life.

• 4.3.4 Strand / Indicator: Patterns of Human Settlement

  Describe the characteristics of rural, suburban, and urban communities.

• 4.3.5 Strand / Indicator: Economic Systems and Interdependence

  Locate sources of goods and services found in the community. (Ec 6.3.2)

• 4.3.6 Strand / Indicator: Analysis of Economic Issues

  Investigate an economic product by asking and answering questions about location. (Ec 9.3.1; Ec 9.3.2)

• 4.3.7 Strand / Indicator: Patterns of Human Development

  Compare the wants and needs of people in different communities and the means used to fulfill those wants and needs.

• 4.3.8 Strand / Indicator: Human Organizations

  Describe the different purposes of various organizations such as Scouts, organized sports, 4-H. (C 4.3.3; Ec 4.3.3; Ec 4.3.4)

• 4.3.9 Strand / Indicator: Cooperation and Conflict

  Describe how cooperation and conflict affect people and places. (C 5.3.6)

NV.5.0. Content Standard: Geography

Environment and Society-Students understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.

• 5.3.3 Strand / Indicator: Technology and the Physical Environment

  List tools, machines, or technologies that have changed the physical environment.

• 5.3.4 Strand / Indicator: Human Modification

  Compare different ways in which people modify the physical environment. (H 5.3.6; H 6.3.17)

• 5.3.6 Strand / Indicator: Earth's Resources

  Describe ways humans depend on natural resources. (H 5.3.6; H 6.3.17)

• 5.3.7 Strand / Indicator: Management of Earth's Resources

  List examples of how people use and manage natural resources within their communities. (Ec 9.3.1, H 5.3.6; H 6.3.17)

NV.6.0. Content Standard: Geography

Geographic Applications-Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.

• 6.3.1 Strand / Indicator: Applying Geography in History

  Use visual clues to determine when and where an event took place in the past. (H 1.3.2; H 2.3.1)

• 6.3.2 Strand / Indicator: Applying Geography in Current Events

  Identify the location of current events on a map. (H 1.3.1)

• 6.3.3 Strand / Indicator: Applying Geography to Contemporary Issues

  Recognize a geographic issue or theme that affects home, school, or community.

• 6.3.4 Strand / Indicator: Applying Geography to the Future

  Predict possible geographic changes that could take place in their neighborhood or community.

NV.7.0. Content Standard: Geography

Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

• 7.3.1 Strand / Indicator: Ask Geographic Questions

  Ask questions about why things are located where they are. (E 4.3.3; E 10.3.2; E 11.3.1; Ec 9.3.1; Ec 9.3.2)

• 7.3.2 Strand / Indicator: Acquire Geographic Information

  Gather geographic information from maps, globes, and atlases. (E 4.3.1; E 11.3.2)

• 7.3.3 Strand / Indicator: Organize Geographic Information

  Construct simple maps and graphs to display geographic information. (E 6.3.2)

• 7.3.4 Strand / Indicator: Analyze Geographic Information

  Select and explain information from several geographic sources.

• 7.3.5 Strand / Indicator: Present Geographic Information

  Create a visual model to illustrate the results of a geographic inquiry. (E 11.3.5)

NV.1.0. Content Standard: Civics

Rules and Law: Students know why society needs rules, laws, and governments.

• 1.3.1 Strand / Indicator: Rules and Law

  Identify examples of rules, laws, and authorities that keep people safe and property secure.

• 1.3.4 Strand / Indicator: Democratic Participation

  Explain that democracy involves voting, majority rule, and setting rules. (M 1.3.6)

NV.2.0. Content Standard: Civics

The U.S. Government: Students know the United States Constitution and the government it creates.

• 2.3.4 Strand / Indicator: The Executive Branch

  Name the current President of the United States.

NV.3.0. Content Standard: Civics

National and State Government: Students can explain the relationship between the states and national government.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.4.0. Content Standard: Civics

The Political Process: Students describe the roles of political parties, interest groups, and public opinion in the democratic process.

• 4.3.3 Strand / Indicator: Interest Groups

  Discuss why people form groups. (G 4.3.8)

NV.5.0. Content Standard: Civics

Citizenship: Students know the roles, rights, and responsibilities of United States citizens and the symbols of our country.

• 5.3.1 Strand / Indicator: Citizenship

  Recognize the Pledge of Allegiance.

• 5.3.3 Strand / Indicator: Symbols

  Explain why we have patriotic holidays. (H 6.3.4; H 7.3.17)

• 5.3.4 Strand / Indicator: Individual Rights

  Identify an individual's rights within the classroom.

• 5.3.6 Strand / Indicator: Conflict and Resolution

  Identify conflicts in the school and discuss peaceful resolution. (G 4.3.9)

NV.6.0. Content Standard: Civics

State and Local Government: Students know the structure and functions of state and local governments.

• 6.3.1 Strand / Indicator: Structure of State, Local, and Tribal Government

  Name the current governor of Nevada.

NV.7.0. Content Standard: Civics

Political and Economic Systems: Students explain the different political and economic systems in the world.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.8.0. Content Standard: Civics

International Relations: Students know the political and economic relationship of the United States and its citizens to other nations.

• 8.3.1 Strand / Indicator: From Individual to the World

  Identify their county, state, and country.

NV.1.0. Content Standard: History

Chronology: Students use chronology to organize and understand the sequence and relationship of events.

• 1.3.1 Strand / Indicator: Current Events

  Identify the source of information for a current event.

• 1.3.2 Strand / Indicator: Chronology

  Read a time line. (E 6.3.2; G 2.3.6; G 6.3.1; G 7.3.5)

NV.2.0. Content Standard: History

History Skills: Students will use social studies vocabulary and concepts to engage in inquiry, in research, in analysis, and in decision making.

• 2.3.1 Strand / Indicator: Inquiry

  Ask history-related questions. (E 4.3.3; E 10.3.2; E 11.3.1)

NV.3.0. Content Standard: History

Prehistory to 400 CE: Students understand the development of human societies, civilizations, and empires through 400 CE.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.4.0. Content Standard: History

1 CE to 1400: Students understand the characteristics, ideas, and significance of civilizations and religions from 1 CE to 1400.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.5.0. Content Standard: History

1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideas from 1200 to 1750.

• 5.3.6 Strand / Indicator: United States and Nevada

  Identify Native North American life prior to European contact, such as: food; clothing; shelter. (Ec 3.3.1; Ec 5.3.1)

NV.6.0. Content Standard: History

1700 to 1865: Students understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures.

• 6.3.4 Strand / Indicator: United States

  Identify the Declaration of Independence. (C 5.3.3)

• 6.3.5 Strand / Indicator: United States

  Identify patriotic symbols, including: eagle; flag; Liberty Bell.

• 6.3.14 Strand / Indicator: United States

  Identify The Star Spangled Banner as the national anthem.

• 6.3.17 Strand / Indicator: United States and Nevada

  Describe the life of pioneers.

NV.7.0. Content Standard: History

1860 to 1920: Students understand the importance and impact of political, economic, and social ideas.

• 7.3.9 Strand / Indicator: Nevada and United States

  Identify the Statue of Liberty as a patriotic symbol.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.8.0. Content Standard: History

The Twentieth Century, a Changing World: 1920 to 1945: Students understand the importance and effect of political, economic, technological, and social changes in the world from 1920 to 1945.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.9.0. Content Standard: History

The Twentieth Century, a Changing World: 1945 to 1990: Students understand the shift of international relationships and power as well as the significant developments in American culture.

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.10.0. Content Standard: History

New Challenges, 1990 to the Present: Students understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium.

• Strand / Indicator:

  No indicators of progress at this grade level.

MT.2. Content Standard: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.

• 2.1. Benchmark:

  Students will explain the purpose and various levels of government.

• 2.2. Benchmark:

  Students will recognize local, state, tribal and federal governments and identify representative leaders at these levels (e.g., mayor, governor, chairperson, president).

• 2.3. Benchmark:

  Students will identify the major responsibilities of local, state, tribal and federal government.

• 2.4. Benchmark:

  Students will explain how governments provide for needs and wants of people by establishing order and security and managing conflict.

• 2.5. Benchmark:

  Students will identify and explain the individual's responsibilities to family, peers and the community, including the need for civility, respect for diversity and the rights of others.

• 2.6. Benchmark:

  Students will describe factors that cause conflict and contribute to cooperation among individuals and groups (e.g., playground issues, misunderstandings, listening skills, taking turns).

• 2.7. Benchmark:

  Students will explore the role of technology in communications, transportation, information processing or other areas as it contributes to or helps resolve problems.

MT.3. Content Standard: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).

• 3.1. Benchmark:

  Students will identify and use various representations of the Earth (e.g., maps, globes, photographs, latitude and longitude, scale).

• 3.2. Benchmark:

  Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders).

• 3.3. Benchmark:

  Students will describe and illustrate ways in which people interact with their physical environment (e.g., land use, location of communities, methods of construction, design of shelters).

• 3.4. Benchmark:

  Students will describe how human movement and settlement patterns reflect the wants and needs of diverse cultures.

• 3.5. Benchmark:

  Students will use appropriate geographic resources (e.g., atlases, databases, charts, grid systems, technology, graphs, maps) to gather information about local communities, reservations, Montana, the United States, and the world.

• 3.6. Benchmark:

  Students will identify and distinguish between physical system changes (e.g., seasons, climate, weather, water cycle, natural disasters) and describe the social and economic effects of these changes.

• 3.7. Benchmark:

  Students will describe and compare the ways in which people in different regions of the world interact with their physical environments.

MT.4. Content Standard: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

• 4.1. Benchmark:

  Students will identify and use various sources of information (e.g., artifacts, diaries, photographs, charts, biographies, paintings, architecture, songs) to develop an understanding of the past.

• 4.2. Benchmark:

  Students will use a timeline to select, organize, and sequence information describing eras in history.

• 4.3. Benchmark:

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

• 4.4. Benchmark:

  Students will identify and describe famous people, important democratic values (e.g., democracy, freedom, justice) symbols (e.g., Montana and U.S. flags, state flower) and holidays, in the history of Montana, American Indian tribes, and the United States.

• 4.5. Benchmark:

  Students will identify and illustrate how technologies have impacted the course of history (e.g., energy, transportation, communications).

• 4.6. Benchmark:

  Students will recognize that people view and report historical events differently.

• 4.7. Benchmark:

  Students will explain the history, culture, and current status of the American Indian tribes in Montana and the United States.

MT.5. Content Standard: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.

• 5.1. Benchmark:

  Students will give examples of needs and wants; scarcity and choice (e.g., budgeting of allowance, trading cards).

• 5.2. Benchmark:

  Students will identify basic economic concepts (e.g., supply and demand, price) that explain events and issues in the community.

• 5.3. Benchmark:

  Students will distinguish between private goods and services (e.g., family car or local restaurant) and public goods and services (e.g., interstate highway system or U.S. Postal Service).

• 5.4. Benchmark:

  Students will describe how personal economic decisions, (e.g., deciding what to buy, what to recycle, how much to contribute to people in need) affect the lives of people in Montana, United States, and the world.

• 5.5. Benchmark:

  Students will explain the roles of money, banking, and savings in everyday life.

• 5.6. Benchmark:

  Students will identify and describe examples in which science and technology have affected economic conditions (e.g., assembly line, robotics, internet, media advertising).

MT.6. Content Standard: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.

• 6.1. Benchmark:

  Students will identify the ways groups (e.g., families, faith communities, schools, social organizations, sports) meet human needs and concerns (e.g., belonging, self worth, personal safety) and contribute to personal identity.

• 6.2. Benchmark:

  Students will describe ways in which expressions of culture influence people (e.g., language, spirituality, stories, folktales, music, art, dance).

• 6.3. Benchmark:

  Students will identify and describe ways families, groups, tribes and communities influence the individual's daily life and personal choices.

• 6.4. Benchmark:

  Students will identify characteristics of American Indian tribes and other cultural groups in Montana.

• 6.5. Benchmark:

  Students will identify examples of individual struggles and their influence and contributions (e.g., Sitting Bull, Louis Riel, Chief Plenty Coups, Evelyn Cameron, Helen Keller, Mohandas Gandhi, Rosa Parks).

• 6.6. Benchmark:

  Students will identify roles in group situations (e.g., student, family member, peer member).

MO.PC.1. Strand: Big Idea / Standard: Principles of Constitutional Democracy

Knowledge of the principles expressed in documents shaping constitutional democracy in the United States

• PC.1.A. Concept: Gle / Benchmark:

  Principles of constitutional democracy in the United States

  • PC.1.A.a. Gle / Proficiency:

    Identify and explain why cities make laws and ordinances (DOK 2; SS1 1.10, 4.1)

• PC.1.B. Concept: Gle / Benchmark:

  Role of citizens and governments in carrying out constitutional principles

  • PC.1.B.a. Gle / Proficiency:

    Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly (justice) (DOK 2; SS1 4.2)

• PC.1.C. Concept: Gle / Benchmark:

  Understanding of the main purposes of United States documents

  • PC.1.C(1). Gle / Proficiency:

    State the main purposes of the Declaration of Independence (DOK 2; SS1 1.5)

  • PC.1.C(2). Gle / Proficiency:

    Identify the purpose of the Constitution (DOK 1; SS1 1.1)

• PC.1.D. Concept: Gle / Benchmark:

  Knowledge of the symbols of our nation

  • PC.1.D.a. Gle / Proficiency:

    Explain how the National Anthem symbolizes our nation (DOK 2; SS1 1.6)

MO.GS.2. Strand: Big Idea / Standard: Principles and Process of Governance Systems

Knowledge of principles and processes of governance systems

• GS.2.A. Concept: Gle / Benchmark:

  Principles and purposes of government

  • GS.2.A.a. Gle / Proficiency:

    Analyze peaceful resolution of disputes by courts or other legitimate authorities, such as parents, teachers, principals, etc (DOK 2; SS2 3.4)

• GS.2.C. Concept: Gle / Benchmark:

  Processes of governmental systems

  • GS.2.C(1). Gle / Proficiency:

    Describe how authoritative decisions are made, enforced and interpreted within the federal government (DOK 2; SS2 1.1)

  • GS.2.C(2). Gle / Proficiency:

    Identify and explain the functions of the three branches of government in the federal government (DOK 2; SS2 1.10, 1.6)

MO.MH.3a. Strand: Big Idea / Standard: Missouri, United States and World History

Knowledge of continuity and change in the history of Missouri and the United States

• MH.3a.G. Concept: Gle / Benchmark:

  Knowledge of contributions of non- Missourians

  • MH.3a.G.a. Gle / Proficiency:

    Describe the contributions of Martin Luther King, Jr. (DOK 2; SS3 1.1)

MO.EC.4. Strand: Big Idea / Standard: Economic Concepts and Principles

Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)

• EC.4.A. Concept: Gle / Benchmark:

  Knowledge of basic economic concepts, being able to explain and use them to interpret historical and current events

  • EC.4.A(1). Gle / Proficiency:

    Identify and explain public goods and services (DOK 2; SS4 1.1)

  • EC.4.A(2). Gle / Proficiency:

    Distinguish among natural, capital and human resources (DOK 2; SS4 1.6)

• EC.4.B. Concept: Gle / Benchmark:

  Understanding the consequences of personal and public economic decisions

  • EC.4.B.a. Gle / Proficiency:

    Conduct a cost-benefit analysis (DOK 2; SS4 3.8)

• EC.4.C. Concept: Gle / Benchmark:

  Understanding various types of taxes and their purposes

  • EC.4.C(1). Gle / Proficiency:

    Identify taxes that students experience, such as sales taxes (DOK 1; SS4 1.1)

  • EC.4.C(2). Gle / Proficiency:

    List how tax moneys are used, who benefits from tax-supported services and who pays for these services (DOK 2; SS4 1.8, 1.10)

MO.EG.5. Strand: Big Idea / Standard: Elements of Geographical Study and Analysis

Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment

• EG.5.A. Concept: Gle / Benchmark:

  Reading and constructing maps

  • EG.5.A.a. Gle / Proficiency:

    Read and construct maps (DOK 2; SS5 1.5, 1.8)

• EG.5.B. Concept: Gle / Benchmark:

  Understanding the concept of location to make predictions and solve problems

  • EG.5.B(1). Gle / Proficiency:

    Identify and locate the Mississippi and Missouri Rivers (DOK 1; SS5 1.5, 1.4)

  • EG.5.B(2). Gle / Proficiency:

    Locate and identify the states bordering Missouri on a map (DOK 1; SS5 1.5, 1.4)

  • EG.5.B(3). Gle / Proficiency:

    Describe and use absolute location using a grid system (DOK 1; SS5 1.4)

• EG.5.D. Concept: Gle / Benchmark:

  Relationships within places (Human- Environment Interactions) (Movement)

  • EG.5.D.a. Gle / Proficiency:

    Describe various ecosystems in Missouri and the world and what physical factors cause them to be as they are (DOK 2; SS5 1.6)

• EG.5.E. Concept: Gle / Benchmark:

  Understanding relationships between and among places

  • EG.5.E(1). Gle / Proficiency:

    Describe how changes in communication and transportation technologies affect people's lives (DOK 2; SS5 1.6)

  • EG.5.E(2). Gle / Proficiency:

    Explain why people living in different places (cities, suburbs, towns, villages) and specializing in different ways of making a living have a need to interact with each other (DOK 3; SS5 1.6, 4.1)

• EG.5.F. Concept: Gle / Benchmark:

  Understanding relationships between and among regions

  • EG.5.F.a. Gle / Proficiency:

    Identify examples of different regions (e.g., urban, rural, recreational area, wheat-producing region, business district) (DOK 2; SS5 1.6)

MO.RI.6. Strand: Big Idea / Standard: Relationships of Individual and Groups to Institutions and Traditions

Knowledge of relationships of the individual and groups to institutions and cultural traditions

• RI.6.A. Concept: Gle / Benchmark:

  Cultures meeting the needs of people

  • RI.6.A.a. Gle / Proficiency:

    Compare how people's needs have been met in different ways in different cultures at various times (DOK 2; SS6 1.9)

• RI.6.C. Concept: Gle / Benchmark:

  Methods of resolving conflicts

  • RI.6.C.a. Gle / Proficiency:

    Take part in a constructive process or method for resolving conflicts (such processes or methods include identifying the problem, listing alternatives, selecting criteria for judging the alternatives, evaluating the alternatives and making a decision) (DOK 3; SS6 2.3, 3.6)

MI.G. Strand / Standard Category: Geography

• G1. Standard: The World in Spatial Terms

  Use geographic representations to acquire, process, and report information from a spatial perspective.

  • 3-G1.0.1. Grade Level Expectation:

    Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.

  • 3-G1.0.2. Grade Level Expectation:

    Use thematic maps to identify and describe the physical and human characteristics of Michigan.

• G2. Standard: Places and Regions

  Understand how regions are created from common physical and human characteristics.

  • 3-G2.0.1. Grade Level Expectation:

    Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.

  • 3-G2.0.2. Grade Level Expectation:

    Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest).

• G4. Standard: Human Systems

  Understand how human activities help shape the Earth's surface.

  • 3-G4.0.1. Grade Level Expectation:

    Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E)

  • 3-G4.0.2. Grade Level Expectation:

    Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)

  • 3-G4.0.3. Grade Level Expectation:

    Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. (E)

  • 3-G4.0.4. Grade Level Expectation:

    Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.

• G5. Standard: Environment and Society

  Understand the effects of human-environment interactions.

  • 3-G5.0.1. Grade Level Expectation:

    Locate natural resources in Michigan and explain the consequences of their use.

  • 3-G5.0.2. Grade Level Expectation:

    Describe how people adapt to, use, and modify the natural resources of Michigan. (H)

MI.C. Strand / Standard Category: Civics and Government

• C1. Standard: Purposes of Government

  Explain why people create governments.

  • 3-C1.0.1. Grade Level Expectation:

    Give an example of how Michigan state government fulfills one of the purposes of government (e.g., protecting individual rights, promoting the common good, ensuring equal treatment under the law).

• C2. Standard: Values and Principles of American Government

  Understand values and principles of American constitutional democracy.

  • 3-C2.0.1. Grade Level Expectation:

    Describe how Michigan state government reflects the principle of representative government.

• C3. Standard: Structure and Functions of Government

  Describe the structure of government in the United States and how it functions to serve citizens.

  • 3-C3.0.1. Grade Level Expectation:

    Distinguish between the roles of state and local government.

  • 3-C3.0.2. Grade Level Expectation:

    Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fees, fines).

  • 3-C3.0.3. Grade Level Expectation:

    Identify the three branches of state government in Michigan and the powers of each.

  • 3-C3.0.4. Grade Level Expectation:

    Explain how state courts function to resolve conflict.

  • 3-C3.0.5. Grade Level Expectation:

    Describe the purpose of the Michigan Constitution.

• C5. Standard: Roles of the Citizen in American Democracy

  Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government.

  • 3-C5.0.1. Grade Level Expectation:

    Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws).

MI.E. Strand / Standard Category: Economics

• E1. Standard: Market Economy

  Use fundamental principles and concepts of economics to understand economic activity in a market economy.

  • 3-E1.0.1. Grade Level Expectation:

    Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.

  • 3-E1.0.2. Grade Level Expectation:

    Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan.

  • 3-E1.0.3. Grade Level Expectation:

    Analyze how Michigan's location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making). (H, G)

  • 3-E1.0.4. Grade Level Expectation:

    Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. (H, G)

  • 3-E1.0.5. Grade Level Expectation:

    Explain the role of business development in Michigan's economic future.

• E2. Standard: National Economy

  Use fundamental principles and concepts of economics to understand economic activity in the United States.

  • 3-E2.0.1. Grade Level Expectation:

    Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).

• E3. Standard: International Economy

  Use fundamental principles and concepts of economics to understand economic activity in the global economy.

  • 3-E3.0.1. Grade Level Expectation:

    Identify products produced in other countries and consumed by people in Michigan.

MI.P. Strand / Standard Category: Public Discourse, Decision Making, and Citizen Involvement (P3, P4)

• P3.1. Standard: Identifying and Analyzing Issues

  Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.

  • 3-P3.1.1. Grade Level Expectation:

    Identify public issues in Michigan that influence the daily lives of its citizens.

  • 3-P3.1.2. Grade Level Expectation:

    Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative resolutions.

  • 3-P3.1.3. Grade Level Expectation:

    Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in Michigan.

• P3.3. Standard: Persuasive Communication About a Public Issue

  Communicate a reasoned position on a public issue.

  • 3-P3.3.1. Grade Level Expectation:

    Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned argument.

• P4.2. Standard:

  Citizen Involvement

  • 3-P4.2.1. Grade Level Expectation:

    Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

  • 3-P4.2.2. Grade Level Expectation:

    Participate in projects to help or inform others.