MD.2.0. Strand / Topic / Standard: People of the Nations and World

Students will understand how people in Maryland, the United States and around the world are alike and different.

• 2.A. Topic / Indicator:

  Elements of culture

  • 2.A.1. Indicator / Proficiency Level:

    Analyze and describe elements of a multicultural setting

    • 2.A.1.a. Objective:

      Use fiction and non-fiction to compare the elements of several cultures and how they meet their human needs for clothing, food, shelter, recreation, education, stories, art, music, and language

    • 2.A.1.b. Objective:

      Explain how and why media, such as the internet, television, radio, and newspaper provide an opportunity to understand various perspectives about cultures

• 2.B. Topic / Indicator:

  Cultural diffusion

  • 2.B.1. Indicator / Proficiency Level:

    Identify and describe how individuals and groups share and borrow from other cultures

    • 2.B.1.a. Objective:

      Use non-fiction texts to identify and discuss examples of how communities borrow and share from other cultures

• 2.C. Topic / Indicator:

  Conflict and compromise

  • 2.C.1. Indicator / Proficiency Level:

    Analyze how groups of people interact

    • 2.C.1.a. Objective:

      Identify and demonstrate appropriate social skills necessary for working in a cooperative group such as sharing concern, compassion, and respect among group members

    • 2.C.1.b. Objective:

      Analyze how different points of view in school and community situations may result in compromise or conflict

MD.3.0. Strand / Topic / Standard: Geography

Students will use geographic concepts and processes to understand location and its relationship to human activities.

• 3.A. Topic / Indicator:

  Using geographic tools

  • 3.A.1. Indicator / Proficiency Level:

    Use geographic tools to locate and construct meaning about places on earth

    • 3.A.1.a. Objective:

      Describe the purposes of a variety of maps and atlases, such as transportation maps, physical maps, and political maps

    • 3.A.1.b. Objective:

      Construct and interpret maps by using elements, such as title, compass rose, simple grid system, scale, legend/key, date, and author

    • 3.A.1.c. Objective:

      Identify the location of communities, major cities in Maryland, and United States using a globe, maps, and atlases

• 3.B. Topic / Indicator:

  Geographic characteristics of places and regions

  • 3.B.1. Indicator / Proficiency Level:

    Compare places and regions around the world using geographic characteristics

    • 3.B.1.a. Objective:

      Compare places and regions using geographic features

    • 3.B.1.b. Objective:

      Identify natural/physical and human-made features of places and regions

    • 3.B.1.c. Objective:

      Describe population distribution of places and regions such as rural and urban

    • 3.B.1.d. Objective:

      Describe how geographic characteristics of places and regions change over time and influence the way people live and work

• 3.C. Topic / Indicator:

  Movement of people, goods and ideas

  • 3.C.1. Indicator / Proficiency Level:

    Describe how transportation and communication networks link places through the movement of people, goods, and ideas

    • 3.C.1.a. Objective:

      Explain how transportation and communication networks connect places, people, and ideas

    • 3.C.1.b. Objective:

      Identify reasons for the movement of people from one community or region to another

• 3.D. Topic / Indicator:

  Modifying and adapting to the environment

  • 3.D.1. Indicator / Proficiency Level:

    Explain how people modify, protect, and adapt to their environment

    • 3.D.1.a. Objective:

      Describe how people in a community modify their environment to meet changing needs for transportation, shelter, and making a living

    • 3.D.1.b. Objective:

      Describe why and how people make decisions about protecting the environment

    • 3.D.1.c. Objective:

      Compare ways that people adapt to the environment for food, clothing, and shelter

MD.4.0. Strand / Topic / Standard: Economics

Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions.

• 4.A. Topic / Indicator:

  Scarcity and economic decision-making

  • 4.A.1. Indicator / Proficiency Level:

    Explain that people must make choices because resources are limited relative to unlimited wants for goods and services

    • 4.A.1.a. Objective:

      Explain why people must make economic choices

    • 4.A.1.b. Objective:

      Identify and apply the steps in the decision-making process

    • 4.A.1.c. Objective:

      Identify the opportunity cost of a choice or decision

  • 4.A.2. Indicator / Proficiency Level:

    Examine the production process

    • 4.A.2.a. Objective:

      Explain how producers make choices because of limited natural, human, and capital resources

    • 4.A.2.b. Objective:

      Give examples of when limited resources affect the decisions producers make

    • 4.A.2.c. Objective:

      Describe steps in the production process to produce a product

    • 4.A.2.d. Objective:

      Explain how specialized work results in increased production

  • 4.A.3. Indicator / Proficiency Level:

    Examine how technology affects the way people live, work, and play

    • 4.A.3.a. Objective:

      Describe how changes in technology have affected the lives of consumers, such as UPC bar codes and online shopping

    • 4.A.3.b. Objective:

      Describe how changes in technology have affected lives of producers, such as robot-powered assembly lines

• 4.B. Topic / Indicator:

  Economic systems and the role of government in the economy

  • 4.B.1. Indicator / Proficiency Level:

    Describe different types of markets

    • 4.B.1.a. Objective:

      Identify markets that are not face-to-face meetings, such as internet shopping or catalog shopping

    • 4.B.1.b. Objective:

      Describe how countries around the world trade in the global market

  • 4.B.2. Indicator / Proficiency Level:

    Identify goods and services provided by the government and paid for by taxes

    • 4.B.2.a. Objective:

      Classify goods and services according to who produces them such as, the government, business, or both

  • 4.B.3. Indicator / Proficiency Level:

    Describe how consumers acquire goods and services

    • 4.B.3.a. Objective:

      Develop a budget indicating income and expenses

    • 4.B.3.b. Objective:

      Develop a plan that shows how money is obtained, such as selling things, getting a gift, and getting allowance

MD.5.0. Strand / Topic / Standard: History

Students will use historical thinking skills to understand how individuals and events have changed society over time.

• 5.A. Topic / Indicator:

  Individuals and societies change over time

  • 5.A.1. Indicator / Proficiency Level:

    Examine differences between past and present time

    • 5.A.1.a. Objective:

      Develop a timeline of events in the community

    • 5.A.1.b. Objective:

      Explain the relationship among events in a variety of timelines

  • 5.A.2. Indicator / Proficiency Level:

    Investigate how people lived in the past using a variety of primary and secondary sources

    • 5.A.2.a. Objective:

      Collect and examine information about people, places, or events of the past using pictures, photographs, maps, audio or visual tapes, and or documents

    • 5.A.2.b. Objective:

      Compare family life in the local community by considering jobs, communication, and transportation

MD.6.0. Strand / Topic / Standard: Social Studies Skills and Processes

Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

• 6.A. Topic / Indicator:

  Read to learn and construct meaning about social studies

  • 6.A.1. Indicator / Proficiency Level:

    Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

    • 6.A.1.a. Objective:

      Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources

    • 6.A.1.b. Objective:

      Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences

    • 6.A.1.c. Objective:

      Use context clues to understand new social studies vocabulary

    • 6.A.1.d. Objective:

      Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

  • 6.A.2. Indicator / Proficiency Level:

    Use strategies to prepare for reading (before reading)

    • 6.A.2.a. Objective:

      Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

    • 6.A.2.b. Objective:

      Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

    • 6.A.2.c. Objective:

      Set a purpose for reading the text

    • 6.A.2.d. Objective:

      Ask questions and make predictions about the text

    • 6.A.2.e. Objective:

      Make connections to the text using prior knowledge and experiences

  • 6.A.3. Indicator / Proficiency Level:

    Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

    • 6.A.3.a. Objective:

      Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning

    • 6.A.3.b. Objective:

      Reread slowly and carefully, restate, or read on and revisit difficult parts

    • 6.A.3.c. Objective:

      Use a graphic organizer or another note-taking technique to record important ideas or information

    • 6.A.3.d. Objective:

      Look back through the text to search for connections between and among ideas

    • 6.A.3.e. Objective:

      Make, confirm, or adjust predictions about the text

    • 6.A.3.f. Objective:

      Periodically summarize or paraphrase important ideas while reading

    • 6.A.3.g. Objective:

      Visualize what was read for deeper meaning

    • 6.A.3.h. Objective:

      Explain personal connections to the ideas or information in the text

  • 6.A.4. Indicator / Proficiency Level:

    Use strategies to demonstrate understanding of the text (after reading)

    • 6.A.4.a. Objective:

      Identify and explain what is directly stated in the text

    • 6.A.4.b. Objective:

      Identify, paraphrase, or summarize the main idea of the text

    • 6.A.4.c. Objective:

      Determine and explain the author's purpose

    • 6.A.4.d. Objective:

      Distinguish between facts and opinions

    • 6.A.4.e. Objective:

      Explain whether or not the author's opinion is presented fairly

    • 6.A.4.f. Objective:

      Explain what is not directly stated in the text by drawing inferences

    • 6.A.4.g. Objective:

      Confirm or refute predictions made about the text to form new ideas

    • 6.A.4.h. Objective:

      Connect the text to prior knowledge or personal experiences

    • 6.A.4.i. Objective:

      Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

• 6.B. Topic / Indicator:

  Write to learn and communicate social studies understandings

  • 6.B.1. Indicator / Proficiency Level:

    Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings

    • 6.B.1.a. Objective:

      Identify key ideas

    • 6.B.1.b. Objective:

      Connect key ideas to prior knowledge (personal experience, text, and world)

  • 6.B.2. Indicator / Proficiency Level:

    Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters and summaries to inform

    • 6.B.2.a. Objective:

      Identify form, audience, topic, and purpose before writing

    • 6.B.2.b. Objective:

      Organize facts and/or data to support a topic

    • 6.B.2.c. Objective:

      Provide introduction, body, and conclusion

    • 6.B.2.d. Objective:

      Cite sources of information

  • 6.B.3. Indicator / Proficiency Level:

    Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade

    • 6.B.3.a. Objective:

      Identify form audience, topic and purpose

    • 6.B.3.b. Objective:

      State a clear opinion or position

    • 6.B.3.c. Objective:

      Support the opinion or position with facts and/or data

  • 6.B.4. Indicator / Proficiency Level:

    Use timed, on-demand writing to demonstrate understanding on assessments (constructed responses)

    • 6.B.4.a. Objective:

      Address the topic

    • 6.B.4.b. Objective:

      Provide accurate information

    • 6.B.4.c. Objective:

      Support topic with appropriate details

    • 6.B.4.d. Objective:

      Incorporate social studies knowledge

• 6.C. Topic / Indicator:

  Ask social studies questions

  • 6.C.1. Indicator / Proficiency Level:

    Identify a topic that requires further study

    • 6.C.1.a. Objective:

      Identify prior knowledge about the topic

    • 6.C.1.b. Objective:

      Pose questions the about the topic

    • 6.C.1.c. Objective:

      Formulate research questions

    • 6.C.1.d. Objective:

      Develop a plan for how to answer questions about the topic

  • 6.C.2. Indicator / Proficiency Level:

    Identify a problem/situation that requires further study

    • 6.C.2.a. Objective:

      Define the problem/situation

    • 6.C.2.b. Objective:

      Identify prior knowledge about the problem/situation

    • 6.C.2.c. Objective:

      Pose questions about the problem/ situation from a variety of perspectives

    • 6.C.2.d. Objective:

      Pose questions that elicit higher order thinking responses

    • 6.C.2.e. Objective:

      Formulate simple research questions

    • 6.C.2.f. Objective:

      Develop a plan for how to answer questions about the problem/situation

• 6.D. Topic / Indicator:

  Acquire social studies information

  • 6.D.1. Indicator / Proficiency Level:

    Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

    • 6.D.1.a. Objective:

      Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites

    • 6.D.1.b. Objective:

      Read and obtain information from texts representing diversity in content, culture, authorship, and perspective

    • 6.D.1.c. Objective:

      Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, interviews, and oral histories

  • 6.D.2. Indicator / Proficiency Level:

    Engage in field work that relates to the topic/ situation/problem being studied

    • 6.D.2.a. Objective:

      Gather data

    • 6.D.2.b. Objective:

      Make and record observations

    • 6.D.2.c. Objective:

      Design and conduct surveys and oral histories

• 6.E. Topic / Indicator:

  Organize social studies information

  • 6.E.1. Indicator / Proficiency Level:

    Organize information from non-print sources

    • 6.E.1.a. Objective:

      Prioritize information gathered according to importance and relevance

    • 6.E.1.b. Objective:

      Distinguish factual from fictional information

    • 6.E.1.c. Objective:

      Find relationships between gathered information

    • 6.E.1.d. Objective:

      Display information on various types of graphic organizers, maps, and charts

    • 6.E.1.e. Objective:

      Categorize information obtained from surveys and field work

  • 6.E.2. Indicator / Proficiency Level:

    Organize information from print sources

    • 6.E.2.a. Objective:

      Prioritize information gathered according to importance and relevance

    • 6.E.2.b. Objective:

      Distinguish factual from fictional information

    • 6.E.2.c. Objective:

      Find relationships between gathered information

    • 6.E.2.d. Objective:

      Construct various types of graphic organizers, maps, and charts to display information

• 6.F. Topic / Indicator:

  Analyze social studies information

  • 6.F.1. Indicator / Proficiency Level:

    Interpret information from primary and secondary sources

    • 6.F.1.a. Objective:

      Interpret information in maps, charts and graphs

    • 6.F.1.b. Objective:

      Interpret information from field studies and surveys

    • 6.F.1.c. Objective:

      Analyze a document to determine point of view

    • 6.F.1.d. Objective:

      Analyze the perspective of the author

    • 6.F.1.e. Objective:

      Identify the bias and prejudice

  • 6.F.2. Indicator / Proficiency Level:

    Evaluate information from a variety of sources

    • 6.F.2.a. Objective:

      Compare information from a variety of sources

    • 6.F.2.b. Objective:

      Compare information to prior knowledge

    • 6.F.2.c. Objective:

      Determine the reliability of the document

  • 6.F.3. Indicator / Proficiency Level:

    Synthesize information from a variety of sources

    • 6.F.3.a. Objective:

      Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

• 6.G. Topic / Indicator:

  Answer social studies questions

  • 6.G.1. Indicator / Proficiency Level:

    Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

    • 6.G.1.a. Objective:

      Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits

    • 6.G.1.b. Objective:

      Engage in civic participation and public discourse

  • 6.G.2. Indicator / Proficiency Level:

    Use historic contexts to answer questions

    • 6.G.2.a. Objective:

      Use historically accurate resources to answer questions, make predictions, and support ideas

    • 6.G.2.b. Objective:

      Explain why historic interpretations vary and are subject to change

    • 6.G.2.c. Objective:

      Construct a sound historical interpretation

  • 6.G.3. Indicator / Proficiency Level:

    Use current events/issues to answer questions

    • 6.G.3.a. Objective:

      Summarize the main points of an issue explaining different viewpoints

    • 6.G.3.b. Objective:

      Make a decision based on the analysis of issues and evaluate the consequences of these decisions

    • 6.G.3.c. Objective:

      Identify and formulate a position on a course of action or an issue

    • 6.G.3.d. Objective:

      Propose and justify solutions to social studies problems

ME.B. Content Standard: Civics and Government

Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

• B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government

  Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States.

  • B.1.a. Grade Level Example:

    Explain that the study of government includes how governments are organized and how citizens participate.

  • B.1.b. Grade Level Example:

    Explain and provide examples of democratic ideals and constitutional principles to include the rule of law, legitimate power, and common good.

  • B.1.c. Grade Level Example:

    Explain and give examples of governmental structures including the legislative, executive, and judicial branches and the local, State, and national levels of government.

  • B.1.d. Grade Level Example:

    Explain how leaders are elected and how laws are made and implemented.

  • B.1.e. Grade Level Example:

    Explain that the structures and processes of government are described in documents, including the Constitutions of Maine and the United States.

• B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government

  Students understand the basic rights, duties, responsibilities, and roles of citizens in a democracy.

  • B.2.a. Grade Level Example:

    Identify the rights, duties, and responsibilities of citizens within the class, school, or community.

  • B.2.b. Grade Level Example:

    Identify and describe the United States Constitution and Bill of Rights as documents that establish government and protect the rights of the individual United States citizen.

  • B.2.c. Grade Level Example:

    Provide examples of how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.

• B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government

  Students understand civic aspects of unity and diversity in the daily life of various cultures in the United States and the world, including Maine Native Americans.

  • B.3.a. Grade Level Example:

    Identify examples of unity and diversity in the United States that relate to how laws protect individuals or groups to support the common good.

  • B.3.b. Grade Level Example:

    Describe civic beliefs and activities in the daily life of diverse cultures, including Maine Native Americans and various cultures in the United States and the world.

ME.C. Content Standard: Economics

Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

• C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns

  Students understand personal economics and the basis of the economies of the community, Maine, the United States, and various regions of the world.

  • C.1.a. Grade Level Example:

    Explain that economics includes the study of scarcity which leads to economic choices about what goods and services will be produced, how they will be distributed, and for whom they will be produced.

  • C.1.b. Grade Level Example:

    Explain how entrepreneurs and other producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

  • C.1.c. Grade Level Example:

    Describe situations in which personal choices are related to the use of financial resources and financial institutions including the use of money, consumption, savings, investment, and banking.

• C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics

  Students understand economic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.

  • C.2.a. Grade Level Example:

    Describe economic similarities and differences within the community, Maine, and the United States.

  • C.2.b. Grade Level Example:

    Identify economic processes, economic institutions, and economic influences related to Maine Native Americans and various cultures in the United States and the world.

ME.D. Content Standard: Geography

Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

• D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns

  Students understand the geography of the community, Maine, the United States, and various regions of the world.

  • D.1.a. Grade Level Example:

    Explain that geography includes the study of Earth's physical features including climate and the distribution of plant, animal, and human life.

  • D.1.b. Grade Level Example:

    Create visual representations of the world, showing a basic understanding of the geographic grid, including the equator and prime meridian.

  • D.1.c. Grade Level Example:

    Identify the Earth's major geographic features such as continents, oceans, major mountains, and rivers using a variety of geographic tools.

  • D.1.d. Grade Level Example:

    Explain examples of changes in the Earth's physical features and their impact on communities and regions.

• D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography

  Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.

  • D.2.a. Grade Level Example:

    Identify examples of how geographic features unify communities and regions as well as support diversity.

  • D.2.b. Grade Level Example:

    Describe impacts of geographic features on the daily life of various cultures, including Maine Native Americans and other cultures in the United States and the world.

ME.E. Content Standard: History

Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

• E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns

  Students understand various major eras in the history of the community, Maine, and the United States.

  • E.1.a. Grade Level Example:

    Explain that history includes the study of past human experience based on available evidence from a variety of sources.

  • E.1.b. Grade Level Example:

    Identify various major historical eras, major enduring themes, turning points, events, consequences, persons, and timeframes, in the history of the community, Maine, and the United States.

  • E.1.c. Grade Level Example:

    Trace and explain how the history of democratic principles is preserved in historic symbols, monuments and traditions important in the community, Maine, and the United States.

• E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History

  Students understand historical aspects of unity and diversity in the community, Maine, and the United States, including Maine Native American communities.

  • E.2.a. Grade Level Example:

    Describe examples in the history of the United States of diverse and shared values and traditions.

  • E.2.b. Grade Level Example:

    Describe various cultural traditions and contributions of Maine Native Americans and various historical and recent immigrant groups in the community, Maine, and the United States.

LA.C-E. Content Standard: Civics

Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.

• C-1A-E1. Benchmark / Gle: Structure and Purposes of Government

  describing government in terms of the people and groups who make, apply, and enforce rules and laws in the home, school, community, and nation. (1, 3, 4, 5)

• C-1A-E2. Benchmark / Gle: Structure and Purposes of Government

  explaining the necessity and basic purposes of government. (1, 5)

• C-1A-E3. Benchmark / Gle: Structure and Purposes of Government

  comparing limited governments to unlimited governments. (1, 3)

• C-1A-E4. Benchmark / Gle: Structure and Purposes of Government

  identifying and describing some of the major responsibilities of local, state, and national governments. (1, 3, 5)

• C-1A-E5. Benchmark / Gle: Structure and Purposes of Government

  identifying key members of government at the local, state, and national levels and describing their powers and the limits on their powers. (1, 3, 5)

• C-1A-E6. Benchmark / Gle: Structure and Purposes of Government

  explaining how officials in government acquire the authority to exercise political power. (1, 5)

• C-1A-E7. Benchmark / Gle: Structure and Purposes of Government

  explaining the purposes and importance of rules and laws. (1, 2, 3, 5)

• C-1B-E1. Benchmark / Gle: Foundations of the American Political System

  identifying basic principles of American constitutional democracy and explaining how the constitutions of the United States and Louisiana reflect these principles. (1, 3, 4, 5)

• C-1B-E2. Benchmark / Gle: Foundations of the American Political System

  discussing the importance of citizens' sharing and supporting the principles of American constitutional democracy. (1, 3, 4, 5)

• C-1C-E1. Benchmark / Gle: International Relationships

  explaining that the world is divided into different nations and describing the major ways that these nations interact. (1, 3, 4, 5)

• C-1D-E1. Benchmark / Gle: Roles of the Citizen

  explaining the meaning of citizenship and the means by which individuals become citizens of the United States. (1, 3, 5)

• C-1D-E2. Benchmark / Gle: Roles of the Citizen

  describing the rights and responsibilities of citizenship in a democratic society. (1, 5)

• C-1D-E3. Benchmark / Gle: Roles of the Citizen

  identifying and discussing civic traits that are important to the preservation and improvement of American constitutional democracy. (1, 4, 5)

• C-1D-E4. Benchmark / Gle: Roles of the Citizen

  describing the many ways that citizens can participate in and contribute to their communities and to American society. (1, 2, 4, 5)

• C-1D-E5. Benchmark / Gle: Roles of the Citizen

  discussing issues related to citizenship and public service. (1, 3, 5)

• GLE-E-22. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Identify state laws, and the persons responsible for making and enforcing them (C-1A-E1)

• GLE-E-23. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Identify the necessity of state government and how it helps meet the basic needs of society (C-1A-E2)

• GLE-E-24. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Describe major responsibilities of state government (C-1A-E4)

• GLE-E-25. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Identify key government positions at the state level, their powers, and limits on their powers (C-1A-E5)

• GLE-E-26. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Explain how government officials at the state and national levels are elected (C-1A-E6)

• GLE-E-27. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Define laws and explain the difference between laws and rules (C-1A-E7)

• GLE-E-28. Benchmark / Gle: Grade Level Expectation

  Foundations of the American Political Systems: Explain the responsibilities of individuals in making a community and state a better place to live (C-1B-E2)

• GLE-E-29. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizens: Identify the qualities of people who were leaders and good citizens as shown by their honesty, courage, trustworthiness, and patriotism (C-1D-E3)

• GLE-E-30. Benchmark / Gle: Grade Level Expectation

  Roles of the Citizens: Identify a state issue and describe how good citizenship can help solve the problem (e.g., participation in an anti-litter campaign) (C-1D-E5)

LA.E-E. Content Standard: Economics

Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.

• E-1A-E1. Benchmark / Gle: Fundamental Economic Concepts

  recognizing that limited resources require people to make decisions. (1, 2, 4)

• E-1A-E2. Benchmark / Gle: Fundamental Economic Concepts

  identifying what is gained and lost when individuals or groups make decisions. (1, 3, 4, 5)

• E-1A-E3. Benchmark / Gle: Fundamental Economic Concepts

  demonstrating how economic wants affect decisions about using goods and services. (1, 2, 4)

• E-1A-E4. Benchmark / Gle: Fundamental Economic Concepts

  discussing and determining the process for making economic decisions;

• E-1A-E5. Benchmark / Gle: Fundamental Economic Concepts

  explaining the relationships among producers and consumers. (1, 4)

• E-1A-E6. Benchmark / Gle: Fundamental Economic Concepts

  describing how natural resources, human resources, and capital (human-made) resources have been used and are combined in the production of goods and services. (1, 3, 4)

• E-1A-E7. Benchmark / Gle: Fundamental Economic Concepts

  describing how specialization affects productivity and contributes to the need for interdependence among producers and consumers. (1, 4)

• E-1A-E8. Benchmark / Gle: Fundamental Economic Concepts

  determining how the development of skills and knowledge relates to career opportunity and economic well-being. (1, 4, 5)

• E-1A-E9. Benchmark / Gle: Fundamental Economic Concepts

  identifying different methods for the distribution of goods and services, including the concept of markets. (1, 4, 5)

• E-1A-E10. Benchmark / Gle: Fundamental Economic Concepts

  identifying some of the economic institutions, such as households and banks, that make up the economy. (1, 4)

• E-1A-E11. Benchmark / Gle: Fundamental Economic Concepts

  explaining and demonstrating why people participate in voluntary exchanges and how money helps in the process. (1, 2, 4, 5)

• E-1B-E1. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  describing how prices are determined by the interactions of buyers and sellers. (1, 3, 4)

• E-1B-E2. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining how the changes in prices affect incentives to produce, consume, and save. (1, 3, 4)

• E-1B-E3. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying and explaining economic concepts, such as profit as an incentive for people to take economic risk. (1, 2, 4)

• E-1B-E4. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining why some goods and services are provided by the government through taxing, charging user fees, and borrowing. (1, 3, 4, 5)

• E-1B-E5. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying the major goods and services produced in the local community and state. (1, 3, 5)

• GLE-E-31. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Define scarcity and abundance and give examples of both for individuals and society (E-1A-E1)

• GLE-E-32. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Compare benefits and costs when making choices (e.g., comparative shopping) (E-1A-E2)

• GLE-E-33. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Explain reasons why people save money (E-1A-E3)

• GLE-E-34. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify examples of making an economic choice and explain the idea of opportunity cost (i.e., what is given up when making a choice) (E-1A-E4)

• GLE-E-35. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe ways in which people are producers and consumers and why they depend on one another (e.g., in the school and/or in the community) (E-1A-E5)

• GLE-E-36. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify examples of natural, human, and capital resources used to produce goods and services (E-1A-E6)

• GLE-E-37. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify the concepts of specialization (i.e., being an expert in one job, product, or service) and interdependence (i.e., depending on others) in the production of goods and services (E-1A-E7)

• GLE-E-38. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe the requirements of various jobs and the characteristics of a job well-performed (E-1A-E8)

• GLE-E-39. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify goods that are produced within the local community and Louisiana and describe how they are shipped elsewhere for sale (E-1A-E9)

• GLE-E-40. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify various types of economic institutions that make up the economy (e.g., households, businesses, banks, government) (E-1A-E10)

• GLE-E-41. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Discuss trade in the local community and explain how trade benefits both parties (E-1A-E11)

• GLE-E-42. Benchmark / Gle: Grade Level Expectation

  Individuals, Households, Businesses, and Governments: Describe the basic principles of supply and demand and how competition can affect prices of goods (E-1B-E1)

• GLE-E-43. Benchmark / Gle: Grade Level Expectation

  Individuals, Households, Businesses, and Governments: Explain the effect of increase/decrease in price upon the consumer and producer (E-1B-E2)

• GLE-E-44. Benchmark / Gle: Grade Level Expectation

  Individuals, Households, Businesses, and Governments: Identify services provided by the state government (E-1B-E4)

• GLE-E-45. Benchmark / Gle: Grade Level Expectation

  Individuals, Households, Businesses, and Governments: Identify major goods and services produced in Louisiana (E-1B-E5)

LA.H-E. Content Standard: History

Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

• H-1A-E1. Benchmark / Gle: Historical Thinking Skills

  demonstrating an understanding of the concepts of time and chronology. (1, 3, 4)

• H-1A-E2. Benchmark / Gle: Historical Thinking Skills

  recognizing that people in different times and places view the world differently. (1, 3, 4)

• H-1A-E3. Benchmark / Gle: Historical Thinking Skills

  identifying and using primary and secondary historical sources to learn about the past. (1, 3, 4)

• H-1B-E1. Benchmark / Gle: Families and Communities

  describing and comparing family life in the present and the past. (1, 2, 3, 4)

• H-1B-E2. Benchmark / Gle: Families and Communities

  relating the history of the local community and comparing it to other communities of long ago. (1, 2, 3, 4)

• H-1C-E1. Benchmark / Gle: Louisiana and United States History

  describing the people, events, and ideas that were significant to the growth and development of our state and nation. (1, 3, 4)

• H-1C-E2. Benchmark / Gle: Louisiana and United States History

  identifying the development of democratic principles and discussing how these principles have been exemplified by historic figures, events, and symbols. (1, 3, 4, 5)

• H-1C-E3. Benchmark / Gle: Louisiana and United States History

  describing the causes and nature of various movements of large groups of people into and within Louisiana and the United States throughout history. (1, 3, 4)

• H-1C-E4. Benchmark / Gle: Louisiana and United States History

  recognizing how folklore and other cultural elements have contributed to our local, state, and national heritage. (1, 3, 4)

• H-1D-E1. Benchmark / Gle: World History

  identifying the characteristics and historical development of selected societies throughout the world. (1, 3, 4)

• H-1D-E2. Benchmark / Gle: World History

  describing the social and economic impact of major scientific and technological advancements. (1, 3, 4)

• H-1D-E3. Benchmark / Gle: World History

  discussing the impact of significant contributions made by historic figures from different regions of the world. (1, 3, 4)

• GLE-E-46. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Complete a timeline based on given information (H-1A-E1)

• GLE-E-47. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Use information in a map, table, or graph to describe the past (H-1A-E3)

• GLE-E-48. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify primary and secondary sources (H-1A-E3)

• GLE-E-49. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify ways different cultures record their histories (e.g., oral, visual, written) (H-1A-E3)

• GLE-E-50. Benchmark / Gle: Grade Level Expectation

  Families and Communities: Describe family life at a given time in history and compare it with present-day family life (H-1B-E1)

• GLE-E-51. Benchmark / Gle: Grade Level Expectation

  Families and Communities: Describe changes in community life, comparing a given time in history to the present (H-1B-E2)

• GLE-E-52. Benchmark / Gle: Grade Level Expectation

  Louisiana and United States History: Identify and describe early settlers in Louisiana (H-1C-E1)

• GLE-E-53. Benchmark / Gle: Grade Level Expectation

  Louisiana and United States History: Identify people and their influence in the early development of Louisiana (H-1C-E1)

• GLE-E-54. Benchmark / Gle: Grade Level Expectation

  Louisiana and United States History: Describe the importance of events and ideas significant to Louisiana's development (H-1C-E1)

• GLE-E-55. Benchmark / Gle: Grade Level Expectation

  Louisiana and United States History: Identify and describe the significance of various state and national landmarks and symbols (H-1C-E2)

• GLE-E-56. Benchmark / Gle: Grade Level Expectation

  Louisiana and United States History: Identify the causes and effects of the major historical migrations to Louisiana (H-1C-E3)

• GLE-E-57. Benchmark / Gle: Grade Level Expectation

  Louisiana and United States History: Identify cultural elements that have contributed to our state heritage (e.g., Mardi Gras, Cajun/Creole cooking) (H-1C-E4)

• GLE-E-58. Benchmark / Gle: Grade Level Expectation

  World History: Describe aspects of family life, structures, and roles in cultures other than the United States (H-1D-E1)

• GLE-E-59. Benchmark / Gle: Grade Level Expectation

  World History: Explain how technology has changed present-day family and community life in Louisiana (H-1D-E2)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

  • 1.1. Ae / Skills & Concepts / Organizer:

    Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

    Students make sense of the various messages to which they listen.

  • 1.5-1.9. Ae / Skills & Concepts / Organizer:

    Students use mathematical ideas and procedures to communicate, reason, and solve problems.

  • 1.10. Ae / Skills & Concepts / Organizer:

    Students organize information through development and use of classification rules and systems.

  • 1.11. Ae / Skills & Concepts / Organizer:

    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.12. Ae / Skills & Concepts / Organizer:

    Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.13. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with the visual arts.

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

• AE.2. Goal / Understandings / Subdomain:

  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

  • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

  • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

    Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

  • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

    Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

  • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

    Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

  • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand economic principles and are able to make economic decisions that have consequences in daily living.

  • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

    Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

  • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

KY.CC. Category: Core Content for Assessment v.4.1.

• SS-EP-1. Goal / Understandings / Subdomain: Government and Civics

  The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

  • SS-EP-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-EP-1.1. Standard:

      Students will identify the basic purposes of local government (to establish order, provide security and accomplish common goals); give examples of services local governments provide (e.g., police and fire protection roads and snow removal, garbage pick-up,) and identify how they pay for these services taxes).

    • SS-EP-1.1. Standard:

      Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws. DOK 2

  • SS-EP-1.2. Ae / Skills & Concepts / Organizer:

    Constitutional Principles

    • SS-EP-1.2. Standard:

      Students will describe how their local government is structured (e.g., mayor, city council, judge-executive, fiscal court, local courts) and compare their local government to other community governments in Kentucky.

  • SS-EP-1.3. Ae / Skills & Concepts / Organizer:

    Rights and Responsibilities

    • SS-EP-1.3. Standard:

      Students will define basic democratic ideas (e.g., liberty, justice, equality, rights, responsibility) and explain why they are important today.

    • SS-EP-1.3. Standard:

      Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important. DOK 2

• SS-EP-2. Goal / Understandings / Subdomain: Cultures and Societies

  Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

  • SS-EP-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-EP-2.1. Standard:

      Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts). DOK 1

    • SS-EP-2.1. Standard:

      Students will study a variety of diverse cultures locally and in the world today and explain the importance of appreciating and understanding other cultures.

  • SS-EP-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-EP-2.2. Standard:

      Students will identify social institutions (government, economy, education, religion, family) and explain how they help the community.

  • SS-EP-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-EP-2.3. Standard:

      Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school. DOK 2

    • SS-EP-2.3. Standard:

      Students will identify appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).

• SS-EP-3. Goal / Understandings / Subdomain: Economics

  Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

  • SS-EP-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-EP-3.1. Standard:

      Students will define basic economic terms related to scarcity (e.g., opportunity cost, wants and needs, limited productive resources-natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs. DOK 2

  • SS-EP-3.2. Ae / Skills & Concepts / Organizer:

    Economic Systems and Institutions

    • SS-EP-3.2. Standard:

      Students will identify and give examples of economic institutions (banks) and explain how they help people deal with the problem of scarcity (e.g., loan money, save money) in today's market economy.

  • SS-EP-3.3. Ae / Skills & Concepts / Organizer:

    Markets

    • SS-EP-3.3. Standard:

      Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising). DOK 2

    • SS-EP-3.3. Standard:

      Students will explain different ways that people acquire goods and services (by trading/bartering goods and services for other goods and services or by using money).

  • SS-EP-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-EP-3.4. Standard:

      Students will define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally). DOK 2

    • SS-EP-3.4. Standard:

      Students will describe how new knowledge, technology/tools, and specialization increases productivity in our community, state, nation and world.

    • SS-EP-3.4. Standard:

      Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

• SS-EP-4. Goal / Understandings / Subdomain: Geography

  Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

  • SS-EP-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-EP-4.1. Standard:

      Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.

    • SS-EP-4.1. Standard:

      Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth's surface and use relative location.

    • SS-EP-4.1. Standard:

      Students will describe how different factors (e.g. rivers, mountains) influence where human activities are located in the community.

  • SS-EP-4.2. Ae / Skills & Concepts / Organizer:

    Regions

    • SS-EP-4.2. Standard:

      Students will describe places on Earth's surface by their physical characteristics (e.g., climate, landforms, bodies of water).

  • SS-EP-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-EP-4.3. Standard:

      Students will describe patterns of human settlement in places and regions on the Earth's surface.

    • SS-EP-4.3. Standard:

      Students will describe how technology helps us move, settle and interact in the modern world.

  • SS-EP-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-EP-4.4. Standard:

      Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing). DOK 1

    • SS-EP-4.4. Standard:

      Students will describe how the physical environment can both promote and restrict human activities.

• SS-EP-5. Goal / Understandings / Subdomain: Historical Perspective

  History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

  • SS-EP-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-EP-5.1. Standard:

      Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.

  • SS-EP-5.2. Ae / Skills & Concepts / Organizer:

    The History of the United States

    • SS-EP-5.2. Standard:

      Students will identify significant patriotic and historical songs, symbols, monuments/landmarks (e.g., The Star- Spangled Banner, the Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veteran's Day, Martin Luther King's birthday, Fourth of July) and explain their historical significance. DOK 2

    • SS-EP-5.2. Standard:

      Students will identify and compare the early cultures of diverse groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern Woodlands) and explain why they settled in what is now the United States. DOK 2

    • SS-EP-5.2. Standard:

      Students will describe change over time in communication, technology, transportation and education in the community.

KS.2. Standard: Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

• 2.1. Benchmark:

  The student understands how limited resources require choices.

  • 2.1.1. Indicator / Proficiency Level:

    (K) The student knows that there are not enough available resources to satisfy all wants for goods and services.

• 2.2. Benchmark:

  The student understands how the market economy works in the United States.

  • 2.2.1. Indicator / Proficiency Level:

    (A) The student identifies and gives examples of markets that occur when buyers and sellers exchange goods and services in the community.

• 2.3. Benchmark:

  The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

  • 2.3.1. Indicator / Proficiency Level:

    (K) The student knows that when borrowing money the consumer is receiving credit that must be repaid.

• 2.4. Benchmark:

  The student analyzes the role of the government in the economy.

  • 2.4.1. Indicator / Proficiency Level:

    (A) The student lists goods and services in the community that are paid for by taxes (e.g., roads, parks, schools, fire protection).

• 2.5. Benchmark:

  The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

  • 2.5.1. Indicator / Proficiency Level:

    (A) The student analyzes how needs and wants are met through spending and saving decisions.

  • 2.5.2. Indicator / Proficiency Level:

    (K) The student identifies consequences of borrowing and lending.

  • 2.5.3. Indicator / Proficiency Level:

    (A) The student gives an example of income and how the money was spent or saved.

KS.3. Standard: Geography

The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

• 3.1. Benchmark: Geographic Tools and Location

  The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

  • 3.1.1. Indicator / Proficiency Level:

    (A) The student applies geographic tools, including grid systems, symbols, legends, scales and a compass rose to construct and interpret maps.

  • 3.1.2. Indicator / Proficiency Level:

    (A) The student uses a data source as a tool (e.g., graphs, charts, tables).

  • 3.1.3. Indicator / Proficiency Level:

    (A) The student identifies and gives examples of the difference between political and physical features on a map.

  • 3.1.4. Indicator / Proficiency Level:

    (K) The student locates the oceans and continents (e.g., Pacific, Atlantic, Arctic, and Indian Ocean; North America, South America, Asia, Australia, Europe, Africa, Antarctica).

  • 3.1.5. Indicator / Proficiency Level:

    (A) The student compares characteristics of urban, suburban, and rural areas.

  • 3.1.6. Indicator / Proficiency Level:

    (A) The student discusses reasons for the particular locations in a community are used for certain human activities (e.g., residential, commercial, industrial, transportation, recreation, agricultural).

  • 3.1.7. Indicator / Proficiency Level:

    (K) The student locates major political features (e.g., Los Angeles, New York City, Denver, Chicago, his/her county, his/her neighboring cities, his/her county seat).

• 3.2. Benchmark: Places and Regions

  The student analyzes the spatial organization of people, places, and environments that form regions on the Earth's surface.

  • 3.2.1. Indicator / Proficiency Level:

    (A) The student identifies the physical characteristics of the local community (e.g., landforms, bodies of water, natural resources, weather, seasons).

• 3.3. Benchmark: Physical Systems

  The student understands Earth's physical systems and how physical processes shape Earth's surface.

  • 3.3.1. Indicator / Proficiency Level:

    (A) The student compares various ecosystems in the community (e.g., locations and characteristics of plant and animal life).

• 3.4. Benchmark: Human Systems

  The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

  • 3.4.1. Indicator / Proficiency Level:

    (A) The student examines how people in their community interact with people in other communities in Kansas.

• 3.5. Benchmark: Human-Environment Interactions

  The student understands the effects of interactions between human and physical systems.

  • 3.5.1. Indicator / Proficiency Level:

    (A) The student discusses the consequences of human modifications in their community on the environment over time (e.g., flood control, mining, farming, chemical uses, community development, transportation).

  • 3.5.2. Indicator / Proficiency Level:

    (K) The student identifies ways in which human activities are impacted by the physical environment (e.g., types of housing, agricultural activities, fuel consumption, clothing, recreation, jobs, resource availability).

KS.4. Standard: History (Kansas, United States, and World History)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

• 4.1. Benchmark:

  The student understands the significances of important individuals and major developments in history.

  • 4.1.1. Indicator / Proficiency Level:

    (A) The student researches the contributions of historical and current day individuals significant in his/her community.

• 4.2. Benchmark:

  The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.

  • 4.2.1. Indicator / Proficiency Level:

    (A) The student compares life in his/her community with another community. (e.g., population/location, jobs, customs, history, natural resources, ethnic groups, local government).

  • 4.2.2. Indicator / Proficiency Level:

    (A) The student retells the history of the community using local documents or artifacts.

• 4.3. Benchmark:

  The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.

  • 4.3.1. Indicator / Proficiency Level:

    (K) The student explains customs related to holidays and ceremonies celebrated by specific cultural groups in Kansas (e.g., Christmas, Cinco de Mayo, Hanukkah, Kwanzaa, Lunar New Year, Ramadan, St. Lucia, St. Patrick's Day).

  • 4.3.2. Indicator / Proficiency Level:

    (K) The student locates and explains the importance of landmarks and historical sites within the local community or his/her region of Kansas.

  • 4.3.3. Indicator / Proficiency Level:

    (A) The student describes various cultures by studying dance, music, folklore, and arts of ethnic groups within his/her community or region of Kansas.

• 4.4. Benchmark:

  The student engages in historical thinking skills.

  • 4.4.1. Indicator / Proficiency Level:

    (A) The student creates and uses timelines to illustrate a community's history.

  • 4.4.2. Indicator / Proficiency Level:

    (A) The student locates information about communities from a variety of sources.

  • 4.4.3. Indicator / Proficiency Level:

    (A) The student uses information to frame important historical questions.

  • 4.4.4. Indicator / Proficiency Level:

    (A) The student observes and draws conclusions in his/her own words.

  • 4.4.5. Indicator / Proficiency Level:

    (A) The student identifies and compares information from primary and secondary sources.

  • 4.4.6. Indicator / Proficiency Level:

    (A) The student uses research skills (e.g., selects relevant information, organizes and shares information in his/her own words, discusses ideas, formulates broad and specific questions at both the knowledge and comprehension level, with help knows there are different formats of information, and records information).

IL.15. State Goal / Strand: Economics

Understand economic systems, with an emphasis on the United States.

• 15.A. State Goal / Learning Standard:

  Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

  • 15.A.2a. Learning Standard / Performance Descriptor:

    Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them.

  • 15.A.2b. Learning Standard / Performance Descriptor:

    Describe how incomes reflect choices made about education and careers.

  • 15.A.2c. Learning Standard / Performance Descriptor:

    Describe unemployment.

• 15.B. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by consumers.

  • 15.B.2a. Learning Standard / Performance Descriptor:

    Identify factors that affect how consumers make their choices.

  • 15.B.2b. Learning Standard / Performance Descriptor:

    Explain the relationship between the quantity of goods/services purchased and their price.

  • 15.B.2c. Learning Standard / Performance Descriptor:

    Explain that when a choice is made, something else is given up.

• 15.C. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by producers.

  • 15.C.2a. Learning Standard / Performance Descriptor:

    Describe the relationship between price and quantity supplied of a good or service.

  • 15.C.2b. Learning Standard / Performance Descriptor:

    Identify and explain examples of competition in the economy.

  • 15.C.2c. Learning Standard / Performance Descriptor:

    Describe how entrepreneurs take risks in order to produce goods or services.

• 15.D. State Goal / Learning Standard:

  Understand trade as an exchange of goods or services.

  • 15.D.2a. Learning Standard / Performance Descriptor:

    Explain why people and countries voluntarily exchange goods and services.

  • 15.D.2b. Learning Standard / Performance Descriptor:

    Describe the relationships among specialization, division of labor, productivity of workers and interdependence among producers and consumers.

• 15.E. State Goal / Learning Standard:

  Understand the impact of government policies and decisions on production and consumption in the economy.

  • 15.E.2a. Learning Standard / Performance Descriptor:

    Explain how and why public goods and services are provided.

  • 15.E.2b. Learning Standard / Performance Descriptor:

    Identify which public goods and services are provided by differing levels of government.

IL.16. State Goal / Strand: History

Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

• 16.A. State Goal / Learning Standard:

  Apply the skills of historical analysis and interpretation.

  • 16.A.2a. Learning Standard / Performance Descriptor:

    Read historical stories and determine events which influenced their writing.

  • 16.A.2b. Learning Standard / Performance Descriptor:

    Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.

  • 16.A.2c. Learning Standard / Performance Descriptor:

    Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

• 16.B. State Goal / Learning Standard:

  Understand the development of significant political events.

  • 16.B.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how the European colonies in North America developed politically.

  • 16.B.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.

  • 16.B.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify presidential elections that were pivotal in the formation of modern political parties.

  • 16.B.2d. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.

  • 16.B.2e. Learning Standard / Performance Descriptor: World History

    Describe the historical development of monarchies, oligarchies and city-states in ancient civilizations.

  • 16.B.2f. Learning Standard / Performance Descriptor: World History

    Describe the origins of Western political ideas and institutions (e.g. Greek democracy, Roman republic, Magna Carta and Common Law, the Enlightenment).

• 16.C. State Goal / Learning Standard:

  Understand the development of economic systems.

  • 16.C.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how slavery and indentured servitude influenced the early economy of the United States.

  • 16.C.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain how individuals, including John Deere, Thomas Edison, Robert McCormack, George Washington Carver and Henry Ford, contributed to economic change through ideas, inventions and entrepreneurship.

  • 16.C.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial development era to the present.

  • 16.C.2d. Learning Standard / Performance Descriptor: World History

    Describe the economic consequences of the first agricultural revolution, 4000 BCE-1000 BCE.

  • 16.C.2e. Learning Standard / Performance Descriptor: World History

    Describe the basic economic systems of the world's great civilizations including Mesopotamia, Egypt, Aegean/Mediterranean and Asian civilizations, 1000 BCE - 500 CE.

  • 16.C.2f. Learning Standard / Performance Descriptor: World History

    Describe basic economic changes that led to and resulted from the manorial agricultural system, the industrial revolution, the rise of the capitalism and the information/communication revolution.

• 16.D. State Goal / Learning Standard:

  Understand Illinois, United States and world social history.

  • 16.D.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the various individual motives for settling in colonial America.

  • 16.D.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the ways in which participation in the westward movement affected families and communities.

  • 16.D.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.

  • 16.D.2d. Learning Standard / Performance Descriptor: World History

    Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).

• 16.E. State Goal / Learning Standard:

  Understand Illinois, United States and world environmental history.

  • 16.E.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify environmental factors that drew settlers to the state and region.

  • 16.E.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify individuals and events in the development of the conservation movement including John Muir, Theodore Roosevelt and the creation of the National Park System.

  • 16.E.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe environmental factors that influenced the development of transportation and trade in Illinois.

  • 16.E.2d. Learning Standard / Performance Descriptor: World History

    Describe how people in hunting and gathering and early pastoral societies adapted to their respective environments.

  • 16.E.2e. Learning Standard / Performance Descriptor: World History

    Identify individuals and their inventions (e.g., Watt/steam engine, Nobel/TNT, Edison/electric light) which influenced world environmental history.

IL.17. State Goal / Strand: Geography

Understand world geography and the effects of geography on society, with an emphasis on the United States.

• 17.A. State Goal / Learning Standard:

  Locate, describe and explain places, regions and features on the Earth.

  • 17.A.2a. Learning Standard / Performance Descriptor:

    Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards.

  • 17.A.2b. Learning Standard / Performance Descriptor:

    Use maps and other geographic representations and instruments to gather information about people, places and environments.

• 17.B. State Goal / Learning Standard:

  Analyze and explain characteristics and interactions on the Earth's physical systems.

  • 17.B.2a. Learning Standard / Performance Descriptor:

    Describe how physical and human processes shape spatial patterns including erosion, agriculture and settlement.

  • 17.B.2b. Learning Standard / Performance Descriptor:

    Explain how physical and living components interact in a variety of ecosystems including desert, prairie, flood plain, forest, tundra.

• 17.C. State Goal / Learning Standard:

  Understand relationships between geographic factors and society.

  • 17.C.2a. Learning Standard / Performance Descriptor:

    Describe how natural events in the physical environment affect human activities.

  • 17.C.2b. Learning Standard / Performance Descriptor:

    Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications).

  • 17.C.2c. Learning Standard / Performance Descriptor:

    Explain how human activity affects the environment.

• 17.D. State Goal / Learning Standard:

  Understand the historical significance of geography.

  • 17.D.2a. Learning Standard / Performance Descriptor:

    Describe how physical characteristics of places influence people's perceptions and their roles in the world over time.

  • 17.D.2b. Learning Standard / Performance Descriptor:

    Identify different settlement patterns in Illinois and the United States and relate them to physical features and resources.

IL.18. State Goal / Strand: Social Systems

Understand social systems, with an emphasis on the United States.

• 18.A. State Goal / Learning Standard:

  Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

  • 18.A.2. Learning Standard / Performance Descriptor:

    Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.

• 18.B. State Goal / Learning Standard:

  Understand the roles and interactions of individuals and groups in society.

  • 18.B.2a. Learning Standard / Performance Descriptor:

    Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

  • 18.B.2b. Learning Standard / Performance Descriptor:

    Describe the ways in which institutions meet the needs of society.

• 18.C. State Goal / Learning Standard:

  Understand how social systems form and develop over time.

  • 18.C.2. Learning Standard / Performance Descriptor:

    Describe how changes in production (e.g., hunting and gathering, agricultural, industrial) and population caused changes in social systems.

GA.SS3G. Strand/topic: Our Democratic Heritage

Geographic Understandings

• SS3G1. Standard:

  The student will locate major topographical features of the United States of America.

  • SS3G1.a. Element: Identify major rivers of the United States of America

    Mississippi, Ohio, Rio Grande, Colorado, Hudson.

  • SS3G1.b. Element: Identify major mountain ranges of the United States of America

    Appalachian, Rocky.

  • SS3G1.c. Element:

    Locate the equator, prime meridian, and lines of latitude and longitude on a globe.

  • SS3G1.d. Element:

    Locate Greece on a world map.

• SS3G2. Standard:

  The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

  • SS3G2.a. Element:

    Identify on a political map specific locations significant to the life and times of these historic figures.

  • SS3G2.b. Element:

    Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

  • SS3G2.c. Element:

    Describe how each of these historic figures adapted to and was influenced by his/her environment.

  • SS3G2.d. Element:

    Trace examples of travel and movement of these historic figures and their ideas across time.

  • SS3G2.e. Element:

    Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

GA.SS3CG. Strand/topic: Our Democratic Heritage

Government/Civic Understandings

• SS3CG1. Standard:

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

  • SS3CG1.a. Element:

    Explain why in the United States there is a separation of power between branches of government and levels of government.

  • SS3CG1.b. Element:

    Name the three levels of government (national, state, local) and the three branches in each (executive, legislative, judicial), including the names of the legislative branch (Congress, General Assembly, city commission or city council).

  • SS3CG1.c. Element:

    State an example of the responsibilities of each level and branch of government.

• SS3CG2. Standard:

  The student will describe how the historical figures in SS3H2a display positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority.

GA.SS3E. Strand/topic: Our Democratic Heritage

Economic Understandings

• SS3E1. Standard: The student will describe the four types of productive resources

  • SS3E1.a. Element:

    Natural (land)

  • SS3E1.b. Element:

    Human (labor)

  • SS3E1.c. Element:

    Capital (capital goods)

  • SS3E1.d. Element:

    Entrepreneurship (used to create goods and services)

• SS3E2. Standard:

  The student will explain that governments provide certain types of goods and services in a market economy and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military.

• SS3E3. Standard:

  The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties.

  • SS3E3.a. Element:

    Describe the interdependence of consumers and producers of goods and services.

  • SS3E3.b. Element:

    Describe how goods and services are allocated by price in the marketplace.

  • SS3E3.c. Element:

    Explain that some things are made locally, some elsewhere in the country, and some in other countries.

  • SS3E3.d. Element:

    Explain that most countries create their own currency for use as money.

• SS3E4. Standard:

  The student will describe the costs and benefits of personal spending and saving choices.

FL.SS.A.2. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands the world from its beginnings to the time of the Renaissance.

• SS.A.2.2.1 Benchmark / Big Idea:

  The student knows the significant scientific and technological achievements of various societies (e.g., the invention of paper in China, Mayan calendars, mummification and the use of cotton in Egypt, astronomical discoveries in the Moslem world, and the Arabic number system).

  • SS.A.2.2.1 Benchmark / Descriptor:

    The student knows significant scientific and technological achievements of various societies (for example, bow and arrow, pottery, Egyptian pyramids).

• SS.A.2.2.2 Benchmark / Big Idea:

  The student understands developments in transportation and communication in various societies (e.g., the development of extensive road systems in various cultures, the difficulties of travel and communication encountered by people of various culture, the origins and changes in writing and how these changes made communication between people more effective).

  • SS.A.2.2.2 Benchmark / Descriptor:

    The student understands selected developments in transportation prior to the Renaissance (for example, Roman roads, trade routes by camel caravan linking Asia and Africa, developments in marine vessels).

  • SS.A.2.2.2 Benchmark / Descriptor:

    The student understands the origins and changes in methods of writing prior to the Renaissance (for example, pictographs, cuneiform, hieroglyphics, alphabets).

  • SS.A.2.2.2 Benchmark / Descriptor:

    The student understands ways changes in transportation and communication affected the lives of people prior to the Renaissance.

• SS.A.2.2.3 Benchmark / Big Idea:

  The student understands various aspects of family life, structures, and roles in different cultures and in many eras (e.g., pastoral and agrarian families of early civilizations, families of ancient times, and medieval families).

  • SS.A.2.2.3 Benchmark / Descriptor:

    The student knows aspects of family life found in many eras (for example, in prehistory, ancient civilizations).

  • SS.A.2.2.3 Benchmark / Descriptor:

    The student knows aspects of family life found in pastoral, agrarian, and urban settings.

• SS.A.2.2.4 Benchmark / Big Idea:

  The student understands the emergence of different laws and systems of government (e.g., monarchy and republic).

  • SS.A.2.2.4 Benchmark / Descriptor:

    The student understands the emergence throughout history of different laws and systems of government (for example, monarchy, republic).

• SS.A.2.2.5 Benchmark / Big Idea:

  The student understands significant achievements in the humanities to the time of the Renaissance (e.g., Roman architecture and Greek art).

  • SS.A.2.2.5 Benchmark / Descriptor:

    The student knows selected cultural and intellectual achievements of various early and ancient civilizations.

• SS.A.2.2.6 Benchmark / Big Idea:

  The student knows how trade led to exploration in other regions of the world (e.g., the explorations of Marco Polo and the Vikings).

  • SS.A.2.2.6 Benchmark / Descriptor:

    The student knows how trade led to exploration in other regions of the world (for example, the explorations of Marco Polo and the Vikings).

• SS.A.2.2.7 Benchmark / Big Idea:

  The student understands how developments in the Middle Ages contributed to modern life (e.g., the development of social institutions and organizations, the rise of cities, the formation of guilds, the rise of commerce, the influence of the church, and the rise of universities).

  • SS.A.2.2.7 Benchmark / Descriptor:

    The student understands selected ways developments in the Middle Ages contributed to modern life (for example, the development of social institutions and organizations, the rise of cities, the formation of guilds, the rise of commerce, the influence of the church, the rise of universities).

FL.SS.A.3. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands Western and Eastern civilization since the Renaissance.

• SS.A.3.2.1 Benchmark / Big Idea:

  The student knows significant people and their contributions in the field of communication and technology (e.g., inventors of various nonelectronic and electronic communication devices such as the steam engine and the television) and the impact of these devices on society.

  • SS.A.3.2.1 Benchmark / Descriptor:

    The student knows selected significant people and the impact of their achievements in world in the fields of communication and technology since the Renaissance.

  • SS.A.3.2.1 Benchmark / Descriptor:

    The student understands ways these devices impacted society.

• SS.A.3.2.2 Benchmark / Big Idea:

  The student knows developments in the humanities since the Renaissance (e.g., Renaissance architecture, Japanese and Chinese influences on art, the impact of literary and theatrical development during the Renaissance, changes in music including opera and ballet, and major movements in the arts in 19th-century Europe).

  • SS.A.3.2.2 Benchmark / Descriptor:

    The student knows selected developments in the humanities since the Renaissance.

• SS.A.3.2.3 Benchmark / Big Idea:

  The student understands the types of laws and government systems that have developed since the Renaissance (e.g., the development of democracy, the rise of totalitarian governments and dictatorships, communism and absolutism).

  • SS.A.3.2.3 Benchmark / Descriptor:

    The student understands types of laws and government systems that have developed since the Renaissance (for example, the development of democracy, the rise of totalitarian governments and dictatorships, communism and absolutism).

• SS.A.3.2.4 Benchmark / Big Idea:

  The student understands the post-Renaissance consequences of exploration that occurred during the Age of Discovery (e.g., European colonization in North America and British imperial efforts in India and other countries).

  • SS.A.3.2.4 Benchmark / Descriptor:

    The student knows selected consequences of explorations that occurred during the Age of Discovery (for example, colonization around the world).

FL.SS.A.4. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands United States history to 1880.

• SS.A.4.2.1 Benchmark / Big Idea:

  The student understands the geographic, economic, political, and cultural factors that characterized early exploration of the Americas.

  • SS.A.4.2.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.A.4.2.2 Benchmark / Big Idea:

  The student understands why Colonial America was settled in regions.

  • SS.A.4.2.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

• SS.A.4.2.3 Benchmark / Big Idea:

  The student knows significant social and political events that led to and characterized the American Revolution.

  • SS.A.4.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.A.4.2.4 Benchmark / Big Idea:

  The student knows significant historical documents and the principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of Rights).

  • SS.A.4.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.A.4.2.5 Benchmark / Big Idea:

  The student understands geographic, economic, and technological features of the growth and change that occurred in America from 1801 to 1861.

  • SS.A.4.2.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

• SS.A.4.2.6 Benchmark / Big Idea:

  The student knows the causes, key events, and effects of the Civil War and Reconstruction.

  • SS.A.4.2.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

FL.SS.A.5. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands United States history from 1880 to the present day.

• SS.A.5.2.1 Benchmark / Big Idea:

  The student knows that after the Civil War, massive immigration, big business, and mechanized farming transformed American life.

  • SS.A.5.2.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

• SS.A.5.2.2 Benchmark / Big Idea:

  The student knows the social and political consequences of industrialization and urbanization in the United States after 1880.

  • SS.A.5.2.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

• SS.A.5.2.3 Benchmark / Big Idea:

  The student knows the political causes and outcomes of World War I.

  • SS.A.5.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.A.5.2.4 Benchmark / Big Idea:

  The student understands social and cultural transformations of the 1920s and 1930s.

  • SS.A.5.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

• SS.A.5.2.5 Benchmark / Big Idea:

  The student understands the social and economic impact of the Great Depression on American society.

  • SS.A.5.2.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.A.5.2.6 Benchmark / Big Idea:

  The student understands the political circumstances leading to the involvement of the United States in World War II and the significant military events and personalities that shaped the course of the war.

  • SS.A.5.2.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.A.5.2.7 Benchmark / Big Idea:

  The student knows the economic, political, and social transformations that have taken place in the United States since World War II.

  • SS.A.5.2.7 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.A.5.2.8 Benchmark / Big Idea:

  The student knows the political and military aspects of United States foreign relations since World War II.

  • SS.A.5.2.8 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

FL.SS.A.6. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands the history of Florida and its people.

• SS.A.6.2.1 Benchmark / Big Idea:

  The student understands reasons that immigrants came to Florida and the contributions of immigrants to the state's history.

  • SS.A.6.2.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.2 Benchmark / Big Idea:

  The student understands the influence of geography on the history of Florida.

  • SS.A.6.2.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.3 Benchmark / Big Idea:

  The student knows the significant individuals, events, and social, political, and economic characteristics of different periods in Florida's history.

  • SS.A.6.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.4 Benchmark / Big Idea:

  The student understands the perspectives of diverse cultural, ethnic, and economic groups with regard to past and current events in Florida's history.

  • SS.A.6.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.5 Benchmark / Big Idea:

  The student knows how various cultures contributed to the unique social, cultural, economic, and political features of Florida.

  • SS.A.6.2.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.6 Benchmark / Big Idea:

  The student understands the cultural, social, and political features of Native American tribes in Florida's history.

  • SS.A.6.2.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.7 Benchmark / Big Idea:

  The student understands the unique historical conditions that influenced the formation of the state and how statehood was granted.

  • SS.A.6.2.7 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

FL.SS.B.1. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

The student understands the world in spatial terms.

• SS.B.1.2.1 Benchmark / Big Idea:

  The student uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.

  • SS.B.1.2.1 Benchmark / Descriptor:

    The student uses maps and globes to locate and compare places and their environments (for example, oceans, river systems, continents, islands, mountains in or near areas where civilizations developed).

• SS.B.1.2.2 Benchmark / Big Idea:

  The student knows how regions are constructed according to physical criteria and human criteria.

  • SS.B.1.2.2 Benchmark / Descriptor:

    The student knows how regions around the world are constructed according to physical criteria and human criteria.

• SS.B.1.2.3 Benchmark / Big Idea:

  The student locates and describes the physical and cultural features of major world political regions.

  • SS.B.1.2.3 Benchmark / Descriptor:

    The student locates and describes the physical and cultural features of major world political regions.

• SS.B.1.2.4 Benchmark / Big Idea:

  The student knows how changing transportation and communication technology have affected relationships between locations.

  • SS.B.1.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in SS.A.2.2.2.

• SS.B.1.2.5 Benchmark / Big Idea:

  The student knows ways in which people view and relate to places and regions differently.

  • SS.B.1.2.5 Benchmark / Descriptor:

    The student knows different ways people view and relate to places and regions throughout the world.

FL.SS.B.2. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

The student understands the interactions of people and the physical environment.

• SS.B.2.2.1 Benchmark / Big Idea:

  The student understands why certain areas of the world are more densely populated than others.

  • SS.B.2.2.1 Benchmark / Descriptor:

    The student understands reasons certain areas of the world are more densely populated than others.

• SS.B.2.2.2 Benchmark / Big Idea:

  The student understands how the physical environment supports and constrains human activities.

  • SS.B.2.2.2 Benchmark / Descriptor:

    The student understands ways the physical environment supports and constrains human activities throughout the world.

• SS.B.2.2.3 Benchmark / Big Idea:

  The student understands how human activity affects the physical environment.

  • SS.B.2.2.3 Benchmark / Descriptor:

    The student understands ways human activity has affected the physical environment in various places and times throughout the world.

• SS.B.2.2.4 Benchmark / Big Idea:

  The student understands how factors such as population growth, human migration, improved methods of transportation and communication, and economic development affect the use and conservation of natural resources.

  • SS.B.2.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in SS.B.2.2.3.

FL.SS.C.1. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

The student understands the structure, functions, and purpose of government and how the principles and values of American democracy are reflected in American constitutional government.

• SS.C.1.2.1 Benchmark / Big Idea:

  The student identifies the structure and function of local, state, and federal governments under the framework of the Constitutions of Florida and the United States.

  • SS.C.1.2.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

• SS.C.1.2.2 Benchmark / Big Idea:

  The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of governments and understands how all three branches of government promote the common good and protect individual rights.

  • SS.C.1.2.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

• SS.C.1.2.3 Benchmark / Big Idea:

  The student knows the names of his or her representatives at the local, state, and national levels (e.g., city council members, state representatives, and members of Congress) and the name of his or her representatives in the executive branches of government at the local, state, and national levels (e.g., mayor, governor, and president).

  • SS.C.1.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

• SS.C.1.2.4 Benchmark / Big Idea:

  The student knows possible consequences of the absence of government, rules, and laws.

  • SS.C.1.2.4 Benchmark / Descriptor:

    The student understands the benefits of the development of government (for example, in ancient civilizations).

• SS.C.1.2.5 Benchmark / Big Idea:

  The student knows the basic purposes of government in the United States and knows the basic things governments do in one's school, community, state, and nation.

  • SS.C.1.2.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

FL.SS.C.2. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

The student understands the role of the citizen in American democracy.

• SS.C.2.2.1 Benchmark / Big Idea:

  The student understands the importance of participation through community service, civic improvement, and political activities.

  • SS.C.2.2.1 Benchmark / Descriptor:

    The student understands ways citizens participated in the democracies of ancient civilizations.

• SS.C.2.2.2 Benchmark / Big Idea:

  The student understands why personal responsibility (e.g., taking advantage of the opportunity to be educated) and civic responsibility (e.g., obeying the law and respecting the rights of others) are important.

  • SS.C.2.2.2 Benchmark / Descriptor:

    The student understands ways personal responsibility (for example, taking advantage of the opportunity to be educated) and civic responsibility (for example, obeying the law and respecting the rights of others) are important.

• SS.C.2.2.3 Benchmark / Big Idea:

  The student knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (e.g., privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, and serving on juries).

  • SS.C.2.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.C.2.2.4 Benchmark / Big Idea:

  The student knows examples of the extension of the privileges and responsibilities of citizenship.

  • SS.C.2.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.C.2.2.5 Benchmark / Big Idea:

  The student knows what constitutes personal, political, and economic rights and why they are important and knows examples of contemporary issues regarding rights.

  • SS.C.2.2.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

FL.SS.D.1. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

The student understands how scarcity requires individuals and institutions to make choices about how to use resources.

• SS.D.1.2.1 Benchmark / Big Idea:

  The student understands that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

  • SS.D.1.2.1 Benchmark / Descriptor:

    The student knows examples from world history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

• SS.D.1.2.2 Benchmark / Big Idea:

  The student understands that scarcity of resources requires choices on many levels, from the individual to societal.

  • SS.D.1.2.2 Benchmark / Descriptor:

    The student knows situations in world history when scarcity impacted decisions.

• SS.D.1.2.3 Benchmark / Big Idea:

  The student understands the basic concept of credit.

  • SS.D.1.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.D.1.2.4 Benchmark / Big Idea:

  The student understands that any consumer (e.g., an individual, a household, or a government) has certain rights.

  • SS.D.1.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.D.1.2.5 Benchmark / Big Idea:

  The student understands the concept of earning income and the basic concept of a budget.

  • SS.D.1.2.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth and fifth grades.

FL.SS.D.2. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

The student understands the characteristics of different economic systems and institutions.

• SS.D.2.2.1 Benchmark / Big Idea:

  The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.

  • SS.D.2.2.1 Benchmark / Descriptor:

    The student understands the rise of economic specialization (for example, in ancient civilizations and in Medieval cities).

• SS.D.2.2.2 Benchmark / Big Idea:

  The student understands the roles that money plays in a market economy.

  • SS.D.2.2.2 Benchmark / Descriptor:

    The student understands the role that money played in the development of ancient civilizations.

• SS.D.2.2.3 Benchmark / Big Idea:

  The student understands the services that banks and other financial institutions in the economy provide to consumers, savers, borrowers, and businesses.

  • SS.D.2.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fifth grade.

• SS.D.2.2.4 Benchmark / Big Idea:

  The student knows that the government provides some of the goods and services that we use and that the government pays for the goods and services it provides through taxing and borrowing.

  • SS.D.2.2.4 Benchmark / Descriptor:

    The student knows ways governments have provided goods and services in selected periods in world history (for example, palaces, temples, tombs, and other public buildings in the ancient world).

DE.3.C2. Content Standard: Civics

Students will understand the principles and ideals underlying the American political system.

• 3.C2.1. Performance Indicator / Gle:

  Students explain the requirements of a healthy democracy.

• 3.C2.2. Performance Indicator / Gle:

  Students understand that respect for others, their opinions, and their property is a foundation of civil society in the United States.

DE.3.C3. Content Standard: Civics

Students will understand the responsibilities, rights, and privileges of United States citizens.

• 3.C3.1. Performance Indicator / Gle:

  Students explain the relationship between rights and responsibilities.

• 3.C3.2. Performance Indicator / Gle:

  Students understand that American citizens have distinct responsibilities (such as voting), rights (such as free speech and freedom of religion), and privileges (such as driving).

DE.3.C4. Content Standard: Civics

Students will develop and employ the civic skills necessary for effective, participatory citizenship.

• 3.C4.1. Performance Indicator / Gle:

  Students interpret how people work together to explain what makes an effective participant in a group.

• 3.C4.2. Performance Indicator / Gle:

  Students acquire the skills necessary for participating in a group, including defining an objective, dividing responsibilities, and working cooperatively.

DE.3.E1. Content Standard: Economics

Students will analyze the potential costs and benefits of personal economic choices in a market economy.

• 3.E1.1. Performance Indicator / Gle:

  Students interpret choices of consumers and producers to explain how people satisfy wants.

• 3.E1.2. Performance Indicator / Gle:

  Students understand that individuals and families with limited resources undertake a wide variety of activities to satisfy their wants.

• 3.E1.3. Performance Indicator / Gle:

  Students analyze a choice between two resources in order to explain how to make the best decision.

• 3.E1.4. Performance Indicator / Gle:

  Students apply the concept that economic choices require the balancing of costs incurred with benefits received.

DE.3.E2. Content Standard: Economics

Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy.

• 3.E2.1. Performance Indicator / Gle:

  Students explain why different forms of money are valued and how using a medium of exchange makes trade easier.

• 3.E2.2. Performance Indicator / Gle:

  Students understand how barter, money, and other media are employed to facilitate the exchange of resources, goods, and services.

DE.3.E3. Content Standard: Economics

Students will understand different types of economic systems and how they change.

• 3.E3.1. Performance Indicator / Gle:

  Students explain different ways that people allocate various resources.

• 3.E3.2. Performance Indicator / Gle:

  Students identify human wants and the various resources and strategies which have been used to satisfy them over time.

DE.3.E4. Content Standard: Economics

Students will examine the patterns and results of international trade.

• 3.E4.1. Performance Indicator / Gle:

  Students explain why specialization requires exchange between people.

• 3.E4.2. Performance Indicator / Gle:

  Students interpret the exchange of goods and services to explain interdependence between countries.

• 3.E4.3. Performance Indicator / Gle:

  Students understand that the exchange of goods and services around the world creates economic interdependence between people in different places.

DE.3.G1. Content Standard: Geography

Students will develop a personal geographic framework, or 'mental map', and understand the uses of maps and other geographics.

• 3.G1.1. Performance Indicator / Gle:

  Students construct and interpret maps to find and identify natural and human-made features.

• 3.G1.2. Performance Indicator / Gle:

  Students identify different types of maps that can be used to answer real-world questions.

• 3.G1.3. Performance Indicator / Gle:

  Students understand the nature and uses of maps, globes, and other geographics.

DE.3.G2. Content Standard: Geography

Students will develop a knowledge of the ways humans modify and respond to the natural environment.

• 3.G2.1. Performance Indicator / Gle:

  Students explain why climate and landform differs around the world.

• 3.G2.2. Performance Indicator / Gle:

  Students explain how different climates and landforms affect human activity.

• 3.G2.3. Performance Indicator / Gle:

  Students distinguish different types of climate and landforms and explain why they occur.

DE.3.G3. Content Standard: Geography

Students will develop an understanding of the diversity of human culture and the unique nature of places.

• 3.G3.1. Performance Indicator / Gle:

  Students explain why different places have similar or different cultures.

• 3.G3.2. Performance Indicator / Gle:

  Students explain how places may change.

• 3.G3.3. Performance Indicator / Gle:

  Students identify types of human settlement, connections between settlements, and the types of activities found in each.

DE.3.G4. Content Standard: Geography

Students will develop an understanding of the character and use of regions and the connections between and among them.

• 3.G4.1. Performance Indicator / Gle:

  Students identify types of human settlement, connections between settlements, and the types of activities found in each.

• 3.G4.2. Performance Indicator / Gle:

  Students use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world.

DE.3.H1. Content Standard: History

Students will employ chronological concepts in analyzing historical phenomena.

• 3.H1.1. Performance Indicator / Gle:

  Students explain why a given sequence of events is in chronological order.

• 3.H1.2. Performance Indicator / Gle:

  Students analyze the order of events to arrange them chronologically.

• 3.H1.3. Performance Indicator / Gle:

  Students use clocks, calendars, schedules, and written records to record or locate events in time.

DE.3.H2. Content Standard: History

Students will gather, examine, and analyze historical data.

• 3.H2.1. Performance Indicator / Gle:

  Students explain how to learn about the past from physical evidence.

• 3.H2.2. Performance Indicator / Gle:

  Students use artifacts and documents to gather information about the past.

DE.3.H3. Content Standard: History

Students will interpret historical data.

• 3.H3.1. Performance Indicator / Gle:

  Students explain why an artifact or document can be used to learn something new.

• 3.H3.2. Performance Indicator / Gle:

  Students understand that historical accounts are constructed by drawing logical inferences from artifacts and documents.

CA.3.2. Content Standard: Continuity and Change

Students describe the American Indian nations in their local region long ago and in the recent past.

• 3.2.1. Performance Standard:

  Describe national identities, religious beliefs, customs, and various folklore traditions.

• 3.2.2. Performance Standard:

  Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).

• 3.2.3. Performance Standard:

  Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.

• 3.2.4. Performance Standard:

  Discuss the interaction of new settlers with the already established Indians of the region.

CA.3.3. Content Standard: Continuity and Change

Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.

• 3.3.1. Performance Standard:

  Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.

• 3.3.2. Performance Standard:

  Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.

• 3.3.3. Performance Standard:

  Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.

CA.3.4. Content Standard: Continuity and Change

Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.

• 3.4.1. Performance Standard:

  Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws.

• 3.4.2. Performance Standard:

  Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

• 3.4.3. Performance Standard:

  Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).

• 3.4.4. Performance Standard:

  Understand the three branches of government, with an emphasis on local government.

• 3.4.5. Performance Standard:

  Describe the ways in which California, the other states, and sovereign American Indian tribes contribute to the making of our nation and participate in the federal system of government.

• 3.4.6. Performance Standard:

  Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).

• 3.5.1. Performance Standard:

  Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.

• 3.5.2. Performance Standard:

  Understand that some goods are made locally, some elsewhere in the United States, and some abroad.

• 3.5.3. Performance Standard:

  Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.

• 3.5.4. Performance Standard:

  Discuss the relationship of students' 'work' in school and their personal human capital.

CA.K-5.HSS Content Standard: Historical and Social Sciences Analysis Skills

The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.

• K-5.CST. Performance Standard:

  Chronological and Spatial Thinking

  • K-5.1. Grade Level Expectation:

    Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

  • K-5.2. Grade Level Expectation:

    Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

  • K-5.3. Grade Level Expectation:

    Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

  • K-5.4. Grade Level Expectation:

    Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

  • K-5.5. Grade Level Expectation:

    Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

• K-5.REPV. Performance Standard:

  Research, Evidence, and Point of View

  • K-5.1. Grade Level Expectation:

    Students differentiate between primary and secondary sources.

  • K-5.2. Grade Level Expectation:

    Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

  • K-5.3. Grade Level Expectation:

    Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

• K-5.HI. Performance Standard:

  Historical Interpretation

  • K-5.1. Grade Level Expectation:

    Students summarize the key events of the era they are studying and explain the historical contexts of those events.

  • K-5.2. Grade Level Expectation:

    Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

  • K-5.3. Grade Level Expectation:

    Students identify and interpret the multiple causes and effects of historical events.

  • K-5.4. Grade Level Expectation:

    Students conduct cost-benefit analyses of historical and current events.