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

Subject: Behavioral Sciences

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

Essential Concept and/or Skill:

Understand the changing nature of society.

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

Understand how personality and socialization impact the individual.

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

Understand how to evaluate social research and information.

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

Subject: Economics

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

Understand the functions of economic institutions.

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

Essential Concept and/or Skill:

Understand how governments throughout the world influence economic behavior.

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

Understand that advancing technologies impact the global economy.

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

Essential Concept and/or Skill:

Understand that advancing technologies impact the global economy.

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

Subject: Geography

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Subject: History

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

Understand the effects of geographic factors on historical events.

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Subject: Political Science/Civic Literacy

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

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

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

Essential Concept and/or Skill:

Understand the differences among local, state and national government.

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

Essential Concept and/or Skill:

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

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

Strand / Topic: Virginia Studies

Standard / Strand: Skills

• VS.1 Indicator / Standard:

  The student will develop skills for historical and geographical analysis including the ability to

  • VS.1a) Indicator: Identify and interpret artifacts and primary and secondary source documents to understand events in history;
  • VS.1b) Indicator: Determine cause and effect relationships;
  • VS.1c) Indicator: Compare and contrast historical events;
  • VS.1d) Indicator: Draw conclusions and make generalizations;
  • VS.1e) Indicator: Make connections between past and present;
  • VS.1f) Indicator: Sequence events in Virginia history;
  • VS.1g) Indicator: Interpret ideas and events from different historical perspectives;
  • VS.1h) Indicator: Evaluate and discuss issues orally and in writing;
  • VS.1i) Indicator: Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

• VS.2 Indicator / Standard:

  The student will demonstrate knowledge of the geography and early inhabitants of Virginia by

  • VS.2a) Indicator: Locating Virginia and its bordering states on maps of the United States;
  • VS.2b) Indicator: Locating and describing Virginia's Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
  • VS.2c) Indicator: Locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);
  • VS.2d) Indicator: Locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;
  • VS.2e) Indicator: Describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.

• VS.3 Indicator / Standard:

  The student will demonstrate knowledge of the first permanent English settlement in America by

  • VS.3a) Indicator: Explaining the reasons for English colonization;
  • VS.3b) Indicator: Describing how geography influenced the decision to settle at Jamestown;
  • VS.3c) Indicator: Identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;
  • VS.3d) Indicator: Identifying the importance of the Virginia Assembly (1619) as the first representative legislative body in English America;
  • VS.3e) Indicator: Identifying the importance of the arrival of Africans and women to the Jamestown settlement;
  • VS.3f) Indicator: Describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
  • VS.3g) Indicator: Describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.

• VS.4 Indicator / Standard:

  The student will demonstrate knowledge of life in the Virginia colony by

  • VS.4a) Indicator: Explaining the importance of agriculture and its influence on the institution of slavery;
  • VS.4b) Indicator: Describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England;
  • VS.4c) Indicator: Explaining how geography influenced the relocation of Virginia's capital from Jamestown to Williamsburg to Richmond;
  • VS.4d) Indicator: Describing how money, barter, and credit were used.

• VS.5 Indicator / Standard:

  The student will demonstrate knowledge of the role of Virginia in the American Revolution by

  • VS.5a) Indicator: Identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence;
  • VS.5b) Indicator: Identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry;
  • VS.5c) Indicator: Identifying the importance of the American victory at Yorktown.

• VS.6 Indicator / Standard:

  The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by

  • VS.6a) Indicator: Explaining why George Washington is called the ''Father of our Country'' and James Madison is called the ''Father of the Constitution'';
  • VS.6b) Indicator: Identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;
  • VS.6c) Indicator: Explaining the influence of geography on the migration of Virginians into western territories.

• VS.7 Indicator / Standard:

  The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

  • VS.7a) Indicator: Identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;
  • VS.7b) Indicator: Describing Virginia's role in the war, including identifying major battles that took place in Virginia.

• VS.8 Indicator / Standard:

  The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by

  • VS.8a) Indicator: Identifying the effects of Reconstruction on life in Virginia;
  • VS.8b) Indicator: Identifying the effects of segregation and ''Jim Crow'' on life in Virginia;
  • VS.8c) Indicator: Describing the importance of railroads, new industries, and the growth of cities to Virginia's economic development.

• VS.9 Indicator / Standard:

  The student will demonstrate knowledge of twentieth century Virginia by

  • VS.9a) Indicator: Describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries;
  • VS.9b) Indicator: Identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history;
  • VS.9c) Indicator: Identifying the political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

• VS.10 Indicator / Standard:

  The student will demonstrate knowledge of government, geography, and economics by

  • VS.10a) Indicator: Identifying the three branches of Virginia government and the function of each;
  • VS.10b) Indicator: Describing the major products and industries of Virginia's five geographic regions;
  • VS.10c) Indicator: Explaining how advances in transportation, communications, and technology have contributed to Virginia's prosperity and role in the global economy.

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

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

  • 1.1. Benchmark:

    Students describe and apply rights and responsibilities of citizenship.

  • 1.2. Benchmark:

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

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

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

  • 2.1. Benchmark:

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

  • 2.2. Benchmark:

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

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

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

  • 3.1. Benchmark:

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

  • 3.2. Benchmark:

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

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

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

  • 4.1. Benchmark:

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

  • 4.2. Benchmark:

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

  • 4.3. Benchmark:

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

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

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

  • 5.1. Benchmark:

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

  • 5.2. Benchmark:

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

  • 5.3. Benchmark:

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

  • 5.4. Benchmark:

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

• WI.A. Content Standard: Geography

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

  • A.4.1. Performance Standard:

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

  • A.4.2. Performance Standard:

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

  • A.4.3. Performance Standard:

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

  • A.4.4. Performance Standard:

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

  • A.4.5. Performance Standard:

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

  • A.4.6. Performance Standard:

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

  • A.4.7. Performance Standard:

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

  • A.4.8. Performance Standard:

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

  • A.4.9. Performance Standard:

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

• WI.B. Content Standard: History

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

  • B.4.1. Performance Standard:

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

  • B.4.2. Performance Standard:

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

  • B.4.3. Performance Standard:

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

  • B.4.4. Performance Standard:

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

  • B.4.5. Performance Standard:

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

  • B.4.6. Performance Standard:

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

  • B.4.7. Performance Standard:

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

  • B.4.8. Performance Standard:

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

  • B.4.9. Performance Standard:

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

  • B.4.10. Performance Standard:

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

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

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

  • C.4.1. Performance Standard:

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

  • C.4.2. Performance Standard:

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

  • C.4.3. Performance Standard:

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

  • C.4.4. Performance Standard:

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

  • C.4.5. Performance Standard:

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

  • C.4.6. Performance Standard:

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

• WI.D. Content Standard: Economics

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

  • D.4.1. Performance Standard:

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

  • D.4.2. Performance Standard:

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

  • D.4.3. Performance Standard:

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

  • D.4.4. Performance Standard:

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

  • D.4.5. Performance Standard:

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

  • D.4.6. Performance Standard:

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

  • D.4.7. Performance Standard:

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

• WI.E. Content Standard: The Behavioral Sciences

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

  • E.4.1. Performance Standard:

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

  • E.4.2. Performance Standard:

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

  • E.4.3. Performance Standard:

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

  • E.4.4. Performance Standard:

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

  • E.4.5. Performance Standard:

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

  • E.4.6. Performance Standard:

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

  • E.4.7. Performance Standard:

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

  • E.4.8. Performance Standard:

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

  • E.4.9. Performance Standard:

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

  • E.4.10. Performance Standard:

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

  • E.4.11. Performance Standard:

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

  • E.4.12. Performance Standard:

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

  • E.4.13. Performance Standard:

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

  • E.4.14. Performance Standard:

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

  • E.4.15. Performance Standard:

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

• WA.1. Ealr / Domain: CIVICS

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

  • 1.1. Component / Goal:

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

    • 1.1.1. Benchmark / Gle: IDEALS & PRINCIPLES

      Understands the key ideal of rights set forth in Article I of the Washington State Constitution.

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

      Evaluates the effectiveness of a law or policy by explaining how it promotes ideals.

  • 1.2. Component / Goal:

    Understands the purposes, organization, and function of governments, laws, and political systems.

    • 1.2.1. Benchmark / Gle: STRUCTURE OF GOVERNMENT

      Understands that governments are organized into local, state, tribal, and national levels.

    • 1.2.2. Benchmark / Gle: FUNCTION OF GOVERNMENT

      Understands how and why state and tribal governments make, interpret, and carry out policies, rules, and laws.

  • 1.4. Component / Goal:

    Understands civic involvement.

    • 1.4.1. Benchmark / Gle: CIVIC INVOLVEMENT

      Understands that civic participation involves being informed about public issues and voting in elections.

• WA.2. Ealr / Domain: ECONOMICS

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

  • 2.1. Component / Goal:

    Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.

    • 2.1.1. Benchmark / Gle: ECONOMIC CHOICES

      Understands and analyzes the costs and benefits of people's decisions to move and relocate to meet their needs and wants.

  • 2.2. Component / Goal:

    Understands how economic systems function.

    • 2.2.1. Benchmark / Gle: ECONOMIC SYSTEMS

      Understands the basic elements of Washington State's economic system, including agriculture, businesses, industry, natural resources, and labor.

    • 2.2.2. Benchmark / Gle: TRADE

      Understands that the economy in Washington State relies on trade with Pacific Rim countries.

  • 2.4. Component / Goal:

    Understands the economic issues and problems that all societies face.

    • 2.4.1. Benchmark / Gle: ECONOMIC ISSUES

      Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State.

• WA.3. Ealr / Domain: GEOGRAPHY

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

  • 3.1. Component / Goal:

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

    • 3.1.1. Benchmark / Gle: MAPS AND GEOGRAPHIC TOOLS

      Constructs and uses maps to explain the movement of people.

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

      Understands the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the difference between cities, states, and countries.

  • 3.2. Component / Goal:

    Understands human interaction with the environment.

    • 3.2.3. Benchmark / Gle: HUMAN MIGRATION

      Understands that the geographic features of the Pacific Northwest have influenced the movement of people.

  • 3.3. Component / Goal:

    Understands the geographic context of global issues and events.

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

      Explains that learning about the geography of Washington State helps us understand global trade.

• WA.4. Ealr / Domain: HISTORY

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

  • 4.1. Component / Goal:

    Understands historical chronology.

    • 4.1.1. Benchmark / Gle: CHRONOLOGY

      Understands and creates timelines to show how historical events are organized into time periods and eras.

    • 4.1.2. Benchmark / Gle: CHRONOLOGICAL ERAS

      Understands how the following themes and developments help to define eras in Washington State history from time immemorial to 1889:

      • 4.1.2.a. Grade Level Expectation:

        Growth of northwest coastal and plateau tribes prior to treaties (time immemorial to 1854).

      • 4.1.2.b. Grade Level Expectation:

        Maritime and overland exploration, encounter, and trade (1774 - 1849).

      • 4.1.2.c. Grade Level Expectation:

        Immigration and settlement (1811 - 1889).

      • 4.1.2.d. Grade Level Expectation:

        Territory and treaty-making (1854 - 1889).

  • 4.2. Component / Goal:

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

    • 4.2.1. Benchmark / Gle: INDIVIDUALS AND MOVEMENTS

      Understands and analyzes how individuals caused change in Washington State history.

  • 4.3. Component / Goal:

    Understands that there are multiple perspectives and interpretations of historical events.

    • 4.3.1. Benchmark / Gle: HISTORICAL INTERPRETATION

      Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.

  • 4.4. Component / Goal:

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

    • 4.4.1. Benchmark / Gle: HISTORICAL ANTECENDENTS

      Understands that significant historical events in Washington State have implications for current decisions.

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

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

  • 5.1. Component / Goal:

    Uses critical reasoning skills to analyze and evaluate positions.

    • 5.1.1. Benchmark / Gle: UNDERSTANDS REASONING

      Understands the concepts used in documents and sources.

    • 5.1.2. Benchmark / Gle: EVALUATES REASONING

      Evaluates the accuracy of primary and secondary sources.

  • 5.2. Component / Goal:

    Uses inquiry-based research.

    • 5.2.1. Benchmark / Gle: FORMS QUESTIONS

      Creates and uses a research question to conduct research on an issue or event.

    • 5.2.2. Benchmark / Gle: ANALYZES SOURCES

      Understands the main ideas from an artifact, primary source, or secondary source describing an issue or event.

  • 5.4. Component / Goal:

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

    • 5.4.1. Benchmark / Gle: CREATES POSITION AND PRODUCT

      Draws clear, well-reasoned conclusions and provides explanations that are supported by artifacts and/or primary sources in a paper or presentation.

    • 5.4.2. Benchmark / Gle: CITING SOURCES

      Prepares a list of resources, including the title, author, and type of source, date published, and publisher for each source.

• TN.4.1. Content Standard: Culture

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

  • 4.1.01. Learning Expectation:

    Understand the diversity of human cultures.

    • 4.1.01.a. Benchmark:

      Describe cultures of Native American tribes.

    • 4.1.01.b. Benchmark:

      Explain how European settlers created a new culture.

  • 4.1.02. Learning Expectation:

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

    • 4.1.02.a. Benchmark:

      Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns.

    • 4.1.02.b. Benchmark:

      Compare how people from different cultures think about and handle their physical environments and social conditions.

  • 4.1.03. Learning Expectation:

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

    • 4.1.03.a. Benchmark:

      Show different cultural regions on a map identifying such things as religion, language, and ethnicity.

    • 4.1.03.b. Benchmark:

      Identify the reasons for the establishment of Spanish missions in early American history.

  • 4.1.04. Learning Expectation:

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

    • 4.1.04.a. Benchmark:

      Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee.

    • 4.1.04.b. Benchmark:

      Identify customs, celebrations, and traditions of various cultures groups in early Tennessee.

    • 4.1.04.c. Benchmark:

      Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee.

• TN.4.2. Content Standard: Economics

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

  • 4.2.01. Learning Expectation:

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

    • 4.2.01.a. Benchmark:

      Identify the economic motivations for European exploration and colonization.

    • 4.2.01.b. Benchmark:

      Describe how Native Americans in Tennessee and the Western Hemisphere met their basic economic needs.

    • 4.2.01.c. Benchmark:

      Analyze how people in different parts of the United States earned a living in the past and do so in the present.

  • 4.2.02. Learning Expectation:

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

    • 4.2.02.a. Benchmark:

      Explain the economic patterns of various early Native American groups in Tennessee and the Western Hemisphere.

    • 4.2.02.b. Benchmark:

      Identify major industries of colonial America.

    • 4.2.02.c. Benchmark:

      Explain the economic patterns of early European colonial governments and their relationships with foreign governments.

  • 4.2.03. Learning Expectation:

    Understand fundamental economic concepts.

    • 4.2.03.a. Benchmark:

      Explain and demonstrate the role of money in daily life.

    • 4.2.03.b. Benchmark:

      Describe the relationship of price to supply and demand and how it affected early American history.

    • 4.2.03.c. Benchmark:

      Use economic concepts such as supply, demand, and price to help explain events.

  • 4.2.04. Learning Expectation:

    Understand the development of economics within Tennessee and early America.

    • 4.2.04.a. Benchmark:

      Identify the economic motivations for European exploration and settlement in Tennessee and the Western Hemisphere.

    • 4.2.04.b. Benchmark:

      Examine the location, distribution, and patterns of economic activities and of settlement in Tennessee.

    • 4.2.04.c. Benchmark:

      Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in Tennessee and various regions.

• TN.4.3. Content Standard: Geography

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

  • 4.3.01. Learning Expectation:

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

    • 4.3.01.a. Benchmark:

      Locate major countries of the world on a map or globe involved with early American development.

    • 4.3.01.b. Benchmark:

      Locate places on a map using cardinal and intermediate directions, latitude and longitude, and time zones.

    • 4.3.01.c. Benchmark:

      Locate the routes of early explorers of North America on a map.

  • 4.3.02. Learning Expectation:

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

    • 4.3.02.a. Benchmark:

      Explain how physical and human characteristics of places and regions within the state and the United States developed.

    • 4.3.02.b. Benchmark:

      Explain how the major river systems affected the development of early settlements.

  • 4.3.03. Learning Expectation:

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

    • 4.3.03.a. Benchmark:

      Explain how physical processes shape the United States' features and patterns.

    • 4.3.03.b. Benchmark:

      Understand the differences in early population characteristics of the state and of the United States such as density, distribution, and growth rates.

    • 4.3.03.c. Benchmark:

      Describe how geography affected the development of transportation and communication networks.

    • 4.3.03.d. Benchmark:

      Explain the influences of physical and human features on historical events.

  • 4.3.04. Learning Expectation:

    Understand the geographic factors that determined the locations of and patterns of settlements in Tennessee.

    • 4.3.04.a. Benchmark:

      Explain how the patterns and processes of migration affect the development of Tennessee.

    • 4.3.04.b. Benchmark:

      Explain how environmental issues such as water supply, air quality, and solid waste confronted humans when settling Tennessee.

• TN.4.4. Content Standard: Governance and Civics

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

  • 4.4.01. Learning Expectation:

    Discuss the structure and purposes of governance.

    • 4.4.01.a. Benchmark:

      Explain how Native Americans governed their communities.

    • 4.4.01.b. Benchmark:

      Give examples of how government did or did not provide for needs and wants of people, establish order and security, and manage conflict.

    • 4.4.01.c. Benchmark:

      Compare the systems of government of early European colonists.

  • 4.4.02. Learning Expectation:

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

    • 4.4.02.a. Benchmark:

      Identify examples of representative government in the American colonies, including the Mayflower Compact, Iroquois League, and the Virginia House of Burgesses.

    • 4.4.02.b. Benchmark:

      Identify the purposes and explain the importance of the creation of Tennessee's colonial government, and the Tennessee Constitution.

    • 4.4.02.c. Benchmark:

      Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution.

    • 4.4.02.d. Benchmark:

      Explain the system of checks and balances.

    • 4.4.02.e. Benchmark:

      Identify and explain the basic functions of the three branches of state government.

  • 4.4.03. Learning Expectation:

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

    • 4.4.03.a. Benchmark:

      Identify the purposes and explain the importance of the Declaration of Independence.

    • 4.4.03.b. Benchmark:

      Identify examples of rights and responsibilities of citizens.

    • 4.4.03.c. Benchmark:

      Explain action citizens take to influence public policy decisions.

  • 4.4.04. Learning Expectation:

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

    • 4.4.04.a. Benchmark:

      Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.

    • 4.4.04.b. Benchmark:

      Explain the role of the individual in state and local elections.

    • 4.4.04.c. Benchmark:

      Sing or recite The Star Spangled Banner and explain its history.

• TN.4.5. Content Standard: History

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

  • 4.5.01. Learning Expectation: Era 1 -Three Worlds Meet (Beginnings to 1620)

    Identify the ancient civilizations of the Americas.

    • 4.5.01.a. Benchmark:

      Identify the ancient civilizations of the Americas at the time of European arrival.

    • 4.5.01.b. Benchmark:

      Explain the cultures of the Western Hemisphere's native peoples prior to European contact.

  • 4.5.02. Learning Expectation: Era 1 -Three Worlds Meet (Beginnings to 1620)

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

    • 4.5.02.a. Benchmark:

      Demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships.

    • 4.5.02.b. Benchmark:

      Realize that geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas.

    • 4.5.02.c. Benchmark:

      Describe the immediate and long-term impact of Columbus' voyages on Native populations and on colonization in the Americas.

    • 4.5.02.d. Benchmark:

      List the characteristics of the Spanish and Portuguese exploration and settlement of the Americas.

  • 4.5.03. Learning Expectation: Era 1 -Three Worlds Meet (Beginnings to 1620)

    Recognize major events, people, and patterns in Tennessee.

    • 4.5.03.a. Benchmark:

      Identify Native American groups in Tennessee and the Western Hemisphere before European explorations.

    • 4.5.03.b. Benchmark:

      Summarize reasons for European exploration and settlement of Tennessee and the Western Hemisphere.

    • 4.5.03.c. Benchmark:

      Identify accomplishments of significant explorers and explain their impact on the settlement of Tennessee.

  • 4.5.04. Learning Expectation: Era 2 -Colonization and Settlement (1585-1763)

    Recognize the role that desire for freedom played in the settlement of the New World.

    • 4.5.04.a. Benchmark:

      Discuss the search for religious, economic, and individual freedom in the settlement of the colonies.

    • 4.5.04.b. Benchmark:

      Describe the lives of free and indentured immigrants who came from Europe to North America and the Caribbean.

  • 4.5.05. Learning Expectation: Era 2 -Colonization and Settlement (1585-1763)

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

    • 4.5.05.a. Benchmark:

      Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.

    • 4.5.05.b. Benchmark:

      Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.

    • 4.5.05.c. Benchmark:

      Explain the importance of the Mayflower Compact.

    • 4.5.05.d. Benchmark:

      Understand the role of religion in the English colonies such as the evolution of religious freedom and the treatment of religious dissenters.

    • 4.5.05.e. Benchmark:

      Explain when, where, and why groups of people colonized and settled in the United States.

    • 4.5.05.f. Benchmark:

      Explain the political, economic, and social impact of the slave trade in the Americas.

  • 4.5.06. Learning Expectation: Era 2 -Colonization and Settlement (1585-1763)

    Identify major events, people, and patterns in Tennessee.

    • 4.5.06.a. Benchmark:

      Conduct a thorough study of the differing regions of Tennessee and their history.

    • 4.5.06.b. Benchmark:

      Describe the effects of political, economic, and social changes on Native Americans in Tennessee.

    • 4.5.06.c. Benchmark:

      Identify characteristics of early colonial governments in Tennessee.

  • 4.5.07. Learning Expectation: Era 3 -Revolution and the New Nation (1754-1820)

    Identify the causes and results of the American Revolution.

    • 4.5.07.a. Benchmark:

      Explain the events that contributed to the outbreak of the American Revolution.

    • 4.5.07.b. Benchmark:

      Study the Declaration of Independence, its major ideas, and its sources.

    • 4.5.07.c. Benchmark:

      Describe the earliest armed conflict of the Revolutionary War.

    • 4.5.07.d. Benchmark:

      Summarize the results of the American Revolution, including the establishment of the United States.

  • 4.5.08. Learning Expectation: Era 3 -Revolution and the New Nation (1754-1820)

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

    • 4.5.08.a. Benchmark:

      Demonstrate an understanding that people in different times and places view the world differently.

    • 4.5.08.b. Benchmark:

      Explain the major political issues of the thirteen colonies after their independence that led to the creation of the Articles of Confederation.

    • 4.5.08.c. Benchmark:

      Summarize the events that led to the creation of the United States Constitution.

  • 4.5.09. Learning Expectation: Era 3 -Revolution and the New Nation (1754-1820)

    Recognize major events, people, and patterns in Tennessee.

    • 4.5.09.a. Benchmark:

      Focus on the creation of the state of Franklin and subsequent creation of the state of Tennessee.

    • 4.5.09.b. Benchmark:

      Identify the accomplishments of notable Tennessee individuals such as William Blount, and John Sevier.

  • 4.5.10. Learning Expectation: Era 4 -Expansion and Reform (1801-1861)

    Recognize American territorial expansions and its effects on relations with European powers and Native Americans.

    • 4.5.10.a. Benchmark:

      Give examples of maps, time lines, and charts that show western expansion.

    • 4.5.10.b. Benchmark:

      Identify the factors that led to territorial expansion and its effects.

    • 4.5.10.c. Benchmark:

      Identify the contributions of early pioneers such as Daniel Boone to the development of colonial America.

  • 4.5.11. Learning Expectation: Era 4 -Expansion and Reform (1801-1861)

    Understand sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.

    • 4.5.11.a. Benchmark:

      Identify changes in society resulting from the Industrial Revolution.

    • 4.5.11.b. Benchmark:

      Explain how societal changes led to conflict among sections of the United States.

    • 4.5.11.c. Benchmark:

      Explain the Louisiana Purchase.

    • 4.5.11.d. Benchmark:

      Recognize the significance of the Lewis and Clark expedition.

    • 4.5.11.e. Benchmark:

      Recognize the significance of the War of 1812.

    • 4.5.11.f. Benchmark:

      Understand the impact of territorial expansion on Native American tribes.

  • 4.5.12. Learning Expectation: Era 4 -Expansion and Reform (1801-1861)

    Identify major events, people, and patterns in Tennessee.

    • 4.5.12.a. Benchmark:

      Identify the impact of railroads on life in Tennessee including changes to cities and major industries.

    • 4.5.12.b. Benchmark:

      Identify the impact of various issues and events on life in Tennessee such as urbanization.

    • 4.5.12.c. Benchmark:

      Identify the accomplishments of notable Tennessee individuals such as Sam Houston, Andrew Jackson and James Polk.

• TN.4.6. Content Standard: Individuals, Groups, and Interactions

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

  • 4.6.01. Learning Expectation:

    Recognize the impact of individual and group decisions.

    • 4.6.01.a. Benchmark:

      Analyze a particular event to identify reasons individuals might respond to it in different ways.

    • 4.6.01.b. Benchmark:

      Work independently and cooperatively to accomplish goals.

    • 4.6.01.c. Benchmark:

      Identify leadership qualities of leaders of the past.

  • 4.6.02. Learning Expectation:

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

    • 4.6.02.a. Benchmark:

      Explain how group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.

    • 4.6.02.b. Benchmark:

      Identify and describe examples of tension between a group's belief system and the government's policies and laws.

• SD.4.US. Goal / Strand: U.S. History

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

  • 4.US.1. Indicator / Benchmark:

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

    • 4.US.1.1. Standard:

      (Comprehension) Students are able to explain factors affecting the growth and expansion of South Dakota.

    • 4.US.1.2. Standard:

      (Knowledge) Students are able to identify basic environmental, economic, cultural, and population issues of concern to South Dakota.

  • 4.US.2. Indicator / Benchmark:

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

    • 4.US.2.1. Standard:

      (Knowledge) Students are able to describe the impact of significant turning points on the development of the culture in South Dakota.

    • 4.US.2.2. Standard:

      (Comprehension) Students are able to explain the effects of the Native American conflicts and establishment of reservations on the Native American culture.

    • 4.US.2.3. Standard:

      (Comprehension) Students are able to describe the influence of notable South Dakotans on the development of our state.

• SD.4.W. Goal / Strand: World History

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

  • 4.W.1. Indicator / Benchmark:

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

    • 4.W.1.1. Standard: (Comprehension) Students are able to describe how wars affected South Dakotans (Examples

      WWI, WWII, Code Talkers, ration stamps, economy).

  • 4.W.2. Indicator / Benchmark:

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

    • 4.W.2.1. Standard: (Knowledge) Students are able to describe influences of European cultures on South Dakota communities (Examples

      Dutch, Norwegian, German).

• SD.4.G. Goal / Strand: Geography

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

  • 4.G.1. Indicator / Benchmark:

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

    • 4.G.1.1. Standard:

      (Comprehension) Students are able to compare regions of the United States to South Dakota.

    • 4.G.1.2. Standard:

      (Application) Students are able to locate major South Dakota geographical and political features.

    • 4.G.1.3. Standard:

      (Application) Students are able to locate major United States political features.

  • 4.G.2. Indicator / Benchmark:

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

    • 4.G.2.1. Standard: (Knowledge) Students are able to describe how the resources of various regions and the state of South Dakota affected the growth of each (Example

      South Dakota settlement patterns versus those of the Southeast).

• SD.4.C. Goal / Strand: Civics (Government)

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

  • 4.C.1. Indicator / Benchmark:

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

    • 4.C.1.1. Standard: (Comprehension) Students are able to describe the way the government provides for the needs of its citizens (Examples

      gender, age, race, handicaps, socioeconomic status, occupation, schools).

    • 4.C.1.2. Standard: (Knowledge) Students are able to describe key events related to South Dakota's entry into statehood (Examples

      state constitution, fight for the capital, branches of state government, history of state name (i.e., originates from one of the dialects of the Siouan language)).

  • 4.C.2. Indicator / Benchmark:

    Analyze the constitutional rights and responsibilities of United States citizens.

    • 4.C.2.1. Standard: (Knowledge) Students are able to describe the actions and rights of a responsible citizen (Example

      the right and responsibility to vote, the right to own property, civil and human rights, the responsibility to pay taxes and to volunteer).

• SD.4.E. Goal / Strand: Economics

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

  • 4.E.1. Indicator / Benchmark:

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

    • 4.E.1.1. Standard: (Comprehension) Students are able to describe how the economic needs of South Dakotans and people in other regions of the United States have been met (Examples

      bartering, money, fur trading, credit, agriculture, manufacturing, industry, imports and exports, tourism).

    • 4.E.1.2. Standard: (Comprehension) Students are able to define profit and loss and explain how businesses take risks in order to make a profit (Examples

      tradeoffs, risks involved in starting a business).

    • 4.E.1.3. Standard: (Knowledge) Students are able to identify how government pays for the goods and services it provides (Examples

      taxing and borrowing).

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

  Civic Life, Politics, and Government.

  • 1.a. Assessment Target:

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

  • 1.b. Assessment Target:

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

  • 1.c. Assessment Target:

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

  • 1.d. Assessment Target:

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

  • 1.e. Assessment Target:

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

  • 1.f. Assessment Target:

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

  • 1.g. Assessment Target:

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

  • 1.h. Assessment Target:

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

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

  Foundations of the American Political System.

  • 2.a. Assessment Target:

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

  • 2.b. Assessment Target:

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

  • 2.c. Assessment Target:

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

  • 2.d. Assessment Target:

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

  • 2.e. Assessment Target:

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

  • 2.f. Assessment Target:

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

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

  Purposes, Values, and Principles of American Democracy.

  • 3.a. Assessment Target:

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

  • 3.b. Assessment Target:

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

  • 3.c. Assessment Target:

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

  • 3.d. Assessment Target:

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

  • 3.e. Assessment Target:

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

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

  World Affairs.

  • 4.a. Assessment Target:

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

  • 4.b. Assessment Target:

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

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

  Roles of the Citizen in American Democracy.

  • 5.a. Assessment Target:

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

  • 5.b. Assessment Target:

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

  • 5.c. Assessment Target:

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

  • 5.d. Assessment Target:

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

  • 5.e. Assessment Target:

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

  • 5.f. Assessment Target:

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

  • 5.g. Assessment Target:

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

  • 5.h. Assessment Target:

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

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

  The World in Spatial Terms.

  • 1.a. Assessment Target:

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

  • 1.b. Assessment Target:

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

  • 1.c. Assessment Target:

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

  • 1.d. Assessment Target:

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

  • 1.e. Assessment Target:

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

  • 1.f. Assessment Target:

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

  • 1.g. Assessment Target:

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

  • 1.h. Assessment Target:

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

  • 1.i. Assessment Target:

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

  • 1.j. Assessment Target:

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

  • 1.k. Assessment Target:

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

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

  Places and Regions.

  • 2.a. Assessment Target:

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

  • 2.b. Assessment Target:

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

  • 2.c. Assessment Target:

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

  • 2.d. Assessment Target:

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

  • 2.e. Assessment Target:

    Student knows and understands the similarities and differences among regions.

  • 2.f. Assessment Target:

    Student knows and understands the ways in which regions change.

  • 2.g. Assessment Target:

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

  • 2.h. Assessment Target:

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

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

  Physical Systems.

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

    the atmosphere, lithosphere, hydrosphere, and biosphere.

  • 3.b. Assessment Target:

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

  • 3.c. Assessment Target:

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

  • 3.d. Assessment Target:

    Student knows and understands the components of ecosystems.

  • 3.e. Assessment Target:

    Student knows and understands the distribution and patterns of ecosystems.

  • 3.f. Assessment Target:

    Student knows and understands how humans interact with ecosystems.

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

  Human Systems.

  • 4.a. Assessment Target:

    Student knows and understands the spatial distribution of population.

  • 4.b. Assessment Target:

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

  • 4.c. Assessment Target:

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

  • 4.d. Assessment Target:

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

  • 4.e. Assessment Target:

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

  • 4.f. Assessment Target:

    Student knows and understands how cultures change.

  • 4.g. Assessment Target:

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

  • 4.h. Assessment Target:

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

  • 4.i. Assessment Target:

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

  • 4.j. Assessment Target:

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

  • 4.k. Assessment Target:

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

  • 4.l. Assessment Target:

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

  • 4.m. Assessment Target:

    Student knows and understands the spatial characteristics of cities.

  • 4.n. Assessment Target:

    Student knows and understands the types of territorial units.

  • 4.o. Assessment Target:

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

  • 4.p. Assessment Target:

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

  • 4.q. Assessment Target:

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

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

  Environment and Society.

  • 5.a. Assessment Target:

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

  • 5.b. Assessment Target:

    Student knows and understands how people modify the physical environment.

  • 5.c. Assessment Target:

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

  • 5.d. Assessment Target:

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

  • 5.e. Assessment Target:

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

  • 5.f. Assessment Target:

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

  • 5.g. Assessment Target:

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

  • 5.h. Assessment Target:

    Student knows and understands the spatial distribution of resources.

  • 5.i. Assessment Target:

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

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

  Uses of Geography.

  • 6.a. Assessment Target:

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

  • 6.b. Assessment Target:

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

  • 6.c. Assessment Target:

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

  • 6.d. Assessment Target:

    Student knows and understands the dynamic character of geographic contexts.

  • 6.e. Assessment Target:

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

  • 6.f. Assessment Target:

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

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

  Chronological Thinking.

  • 1.a. Assessment Target:

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

  • 1.b. Assessment Target:

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

  • 1.c. Assessment Target:

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

  • 1.d. Assessment Target:

    The student measures and calculates calendar time.

  • 1.e. Assessment Target:

    The student interprets data presented in time lines.

  • 1.f. Assessment Target:

    The student creates time lines.

  • 1.g. Assessment Target:

    The student explains change and continuity over time.

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

  Historical Comprehension.

  • 2.a. Assessment Target:

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

  • 2.b. Assessment Target:

    The student reconstructs the literal meaning of a historical passage.

  • 2.c. Assessment Target:

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

  • 2.d. Assessment Target:

    The student reads historical narratives imaginatively.

  • 2.e. Assessment Target:

    The student appreciates historical perspectives.

  • 2.f. Assessment Target:

    The student draws upon data in historical maps.

  • 2.g. Assessment Target:

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

  • 2.h. Assessment Target:

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

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

  Historical Analysis and Interpretation.

  • 3.a. Assessment Target:

    The student formulates questions to focus their inquiry or analysis.

  • 3.b. Assessment Target:

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

  • 3.c. Assessment Target:

    The student analyzes historical fiction.

  • 3.d. Assessment Target:

    The student distinguishes between fact and fiction.

  • 3.e. Assessment Target:

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

  • 3.f. Assessment Target:

    The student analyzes illustrations in historical stories.

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

  Historical Research Capabilities.

  • 4.a. Assessment Target:

    The student formulates historical questions.

  • 4.b. Assessment Target:

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

  • 4.c. Assessment Target:

    The student interrogates historical data.

  • 4.d. Assessment Target:

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

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

  Historical Issues: Analysis and Decision Making.

  • 5.a. Assessment Target:

    The student identifies problems and dilemmas in the past.

  • 5.b. Assessment Target:

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

  • 5.c. Assessment Target:

    The student identifies causes of the problem or dilemma.

  • 5.d. Assessment Target:

    The student proposes alternative choices for addressing the problem.

  • 5.e. Assessment Target:

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

  • 5.f. Assessment Target:

    The student identifies the solution chosen.

  • 5.g. Assessment Target:

    The student evaluates the consequences of a decision.

• PA.5.1.6. Academic Standard: Civics and Government

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

  • 5.1.6.A. Standard Statement:

    Explain the purpose of government.

  • 5.1.6.B. Standard Statement:

    Explain the importance of the rule of law for the protection of individual rights and the common good in the community, state, nation and world.

  • 5.1.6.C. Standard Statement:

    Describe the principles and ideals shaping government. (Equality, Majority rule/Minority rights, Popular sovereignty, Privacy, Checks and balances, Separation of powers)

  • 5.1.6.D. Standard Statement:

    Explain the basic principles and ideals within documents of Pennsylvania government. (Charter of 1681, Charter of Privileges, Pennsylvania Constitution, Pennsylvania Declaration of Rights)

  • 5.1.6.E. Standard Statement:

    Explain the basic principles and ideals within documents of United States government.

  • 5.1.6.F. Standard Statement:

    Explain the meaning of the Preamble to the Constitution of the Commonwealth of Pennsylvania and compare it to the Preamble of the Constitution of the United States.

  • 5.1.6.G. Standard Statement:

    Describe the proper use, display and respect for the United States Flag and explain the significance of patriotic activities. (Reciting The Pledge of Allegiance, Standing for The National Anthem)

  • 5.1.6.H. Standard Statement:

    Describe the roles played by the framers of the basic documents of governments of Pennsylvania and the United States.

  • 5.1.6.I. Standard Statement:

    Describe and compare the making of rules by direct democracy and by a republican form of government.

  • 5.1.6.J. Standard Statement:

    Describe how the government protects individual and property rights and promotes the common good.

  • 5.1.6.K. Standard Statement:

    Describe the purpose of symbols and holidays.

  • 5.1.6.L. Standard Statement:

    Explain the role of courts in resolving conflicts involving the principles and ideals of government. (Local, State, Federal)

  • 5.1.6.M. Standard Statement:

    Explain the basic principles and ideals found in famous speeches and writings (e.g., 'Governments, like clocks, go from the motion people give them,' William Penn; 'A date that will live in infamy,' Franklin D. Roosevelt).

• PA.5.2.6. Academic Standard: Civics and Government

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

  • 5.2.6.A. Standard Statement:

    Compare rights and responsibilities of citizenship. (Political rights, Economic rights, Personal responsibilities of the individual and to society, Civic responsibilities of the individual and to society, Traits of character of individuals and to a republican form of government)

  • 5.2.6.B. Standard Statement:

    Explain the relationship between rights and responsibilities.

  • 5.2.6.C. Standard Statement:

    Explain ways citizens resolve conflicts in society and government.

  • 5.2.6.D. Standard Statement:

    Describe the importance of political leadership and public service.

  • 5.2.6.E. Standard Statement:

    Identify examples of the rights and responsibilities of citizenship.

  • 5.2.6.F. Standard Statement:

    Describe the impact of the consequences of violating rules and laws in a civil society.

  • 5.2.6.G. Standard Statement:

    Explain the importance of participating in government and civic life.

• PA.5.3.6. Academic Standard: Civics and Government

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

  • 5.3.6.A. Standard Statement:

    Compare the structure, organization and operation of local, state and national governments.

  • 5.3.6.B. Standard Statement:

    Describe the responsibilities and powers of the three branches of government.

  • 5.3.6.C. Standard Statement:

    Explain how government actions affect citizens' daily lives.

  • 5.3.6.D. Standard Statement:

    Describe how local, state and national governments implement their services.

  • 5.3.6.E. Standard Statement:

    Identify major leaders of local, state and national governments, their primary duties and their political party affiliation.

  • 5.3.6.F. Standard Statement:

    Describe the voting process. (Pennsylvania; United States)

  • 5.3.6.G. Standard Statement:

    Describe how the government protects individual rights. (Presumption of Innocence, Right to Counsel, Trial by Jury, Bill of Rights)

  • 5.3.6.I. Standard Statement:

    Describe why and how government raises money to pay for its operations and services.

  • 5.3.6.J. Standard Statement:

    Describe the influence of media in reporting issues.

  • 5.3.6.K. Standard Statement:

    Describe forms of government. (Limited, Unlimited)

• PA.5.4.6. Academic Standard: Civics and Government

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

  • 5.4.6.A. Standard Statement:

    Explain the concept of nation-states.

  • 5.4.6.B. Standard Statement:

    Describe how nation-states coexist in the world community.

  • 5.4.6.C. Standard Statement:

    Describe the governments of the countries bordering the United States and their relationships with the United States.

  • 5.4.6.D. Standard Statement:

    Describe the processes that resulted in a treaty or agreement between the United States and another nation-state.

  • 5.4.6.E. Standard Statement:

    Explain how nations work together on common environmental problems, natural disasters and trade.

• PA.6.1.6. Academic Standard: Economics

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

  • 6.1.6.A. Standard Statement:

    Describe and identify the characteristics of traditional, command and market systems.

  • 6.1.6.B. Standard Statement:

    Explain the three basic questions that all economic systems attempt to answer. (What goods and services should be produced?; How will goods and services be produced?; Who will consume goods and services?)

  • 6.1.6.C. Standard Statement:

    Define measures of economic activity and relate them to the health of the economy. (Prices, Employment, Output)

  • 6.1.6.D. Standard Statement:

    Explain the importance of expansion and contraction on individual businesses (e.g., gourmet food shops, auto repair shops, ski resorts).

• PA.6.2.6. Academic Standard: Economics

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

  • 6.2.6.A. Standard Statement:

    Describe market transactions in terms of goods, services, consumers and producers.

  • 6.2.6.B. Standard Statement:

    Describe the costs and benefits of competition to consumers in markets.

  • 6.2.6.C. Standard Statement:

    Explain the function of money and its use in society.

  • 6.2.6.D. Standard Statement:

    Define economic institutions (e.g., banks, labor unions).

  • 6.2.6.E. Standard Statement:

    Explain how the interaction of buyers and sellers determines prices and quantities exchanged.

  • 6.2.6.F. Standard Statement:

    Describe how prices influence both buyers and sellers and explain why prices may vary for similar products.

  • 6.2.6.G. Standard Statement:

    Explain how taxes affect the price of goods and services.

  • 6.2.6.H. Standard Statement:

    Describe the Pennsylvania and United States governments' roles in monitoring economic activities.

  • 6.2.6.I. Standard Statement:

    Identify and describe public goods.

  • 6.2.6.J. Standard Statement:

    Explain the cost and benefits of taxation.

  • 6.2.6.K. Standard Statement:

    Explain how advertisements influence perceptions of the costs and benefits of economic decisions.

  • 6.2.6.L. Standard Statement:

    Explain what an exchange rate is.

• PA.6.3.6. Academic Standard: Economics

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

  • 6.3.6.A. Standard Statement:

    Explain how scarcity influences choices and behaviors. (Personal decision-making, Family decision-making, Community decision-making)

  • 6.3.6.B. Standard Statement:

    Explain how limited resources and unlimited wants cause scarcity.

  • 6.3.6.C. Standard Statement:

    Describe the natural, human and capital resources used to produce a specific good or service.

  • 6.3.6.D. Standard Statement:

    Explain the costs and benefits of an economic decision.

  • 6.3.6.E. Standard Statement:

    Define opportunity cost and describe the opportunity cost of a personal choice.

  • 6.3.6.F. Standard Statement:

    Explain how negative and positive incentives affect choices.

• PA.6.4.6. Academic Standard: Economics

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

  • 6.4.6.A. Standard Statement:

    Explain the advantages and disadvantages of specialization and division of labor.

  • 6.4.6.B. Standard Statement:

    Explain how specialization leads to more trade between people and nations.

  • 6.4.6.C. Standard Statement:

    Identify and define imports, exports, inter-regional trade and international trade.

  • 6.4.6.D. Standard Statement:

    Explain how the location of resources, transportation and communication networks and technology have affected Pennsylvania economic patterns. (Agriculture (e.g., farms); Forestry (e.g., logging); Mining and mineral extraction (e.g., coal fields); Manufacturing (e.g., steel mills); Wholesale and retail (e.g., super stores, internet))

  • 6.4.6.E. Standard Statement:

    Explain how specialization and trade lead to interdependence.

  • 6.4.6.F. Standard Statement:

    Explain how opportunity costs influence where goods and services are produced locally and regionally.

  • 6.4.6.G. Standard Statement:

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

• PA.6.5.6. Academic Standard: Economics

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

  • 6.5.6.A. Standard Statement:

    Recognize that the availability of goods and services is the result of work by members of the society.

  • 6.5.6.B. Standard Statement:

    Explain the concept of labor productivity.

  • 6.5.6.C. Standard Statement:

    Compare the number of employees at different businesses.

  • 6.5.6.D. Standard Statement:

    Explain how profits and losses serve as incentives.

  • 6.5.6.E. Standard Statement:

    Describe how people accumulate tangible and financial assets through income, saving and financial investment.

  • 6.5.6.F. Standard Statement:

    Identify entrepreneurs in Pennsylvania. (Historical, Contemporary)

  • 6.5.6.G. Standard Statement:

    Identify the costs and benefits of saving. (Piggy banks, Savings accounts, U.S. Savings Bonds)

  • 6.5.6.H. Standard Statement:

    Describe why there is a difference between interest rates for saving and borrowing.

• PA.7.1.6. Academic Standard: Geography

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

  • 7.1.6.A. Standard Statement:

    Describe geographic tools and their uses.

    • 7.1.6.A.1. Standard Descriptor: Basis on which maps, graphs and diagrams are created

      Aerial and other photographs; Reference works; Field observations; Surveys.

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

      Absolute location; Relative location; Flows (e.g., goods, people, traffic); Topography; Historic events.

    • 7.1.6.A.3. Standard Descriptor:

      Mental maps to organize an understanding of the human and physical features of Pennsylvania and the home county.

    • 7.1.6.A.4. Standard Descriptor: Basic spatial elements for depicting the patterns of physical and human features

      Point, line, area, location, distance, scale; Map grids; Alpha-numeric system; Cardinal and intermediate directions.

  • 7.1.6.B. Standard Statement:

    Describe and locate places and regions.

    • 7.1.6.B.1. Standard Descriptor:

      Coordinate systems (e.g., latitude and longitude, time zones).

    • 7.1.6.B.2. Standard Descriptor: Physical features

      In the United States (e.g., Great Lakes, Rocky Mountains, Great Plains); In Pennsylvania (e.g., Coastal Plain, Piedmont, Appalachians).

    • 7.1.6.B.3. Standard Descriptor: Human features

      Countries (e.g., United Kingdom, Argentina, Egypt); Provinces (e.g., Ontario, Quebec, Nova Scotia); Major human regions (e.g., Mid Atlantic, New England, Southwest); States (e.g., California, Massachusetts, Florida); Major cities (e.g., London, Los Angeles, Tokyo); Counties (e.g., Lancaster, Lackawanna, Jefferson); Townships (e.g., Dickinson, Lower Mifflin, Southampton).

    • 7.1.6.B.4. Standard Descriptor:

      Ways in which different people view places and regions (e.g., places to visit or to avoid).

    • 7.1.6.B.5. Standard Descriptor: Community connections to other places

      Dependence and interdependence; Access and movement.

• PA.7.2.6. Academic Standard: Geography

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

  • 7.2.6.A. Standard Statement:

    Describe the physical characteristics of places and regions.

    • 7.2.6.A.1. Standard Descriptor:

      Components of Earth's physical systems (e.g., clouds, storms, relief and elevation [topography], tides, biomes, tectonic plates).

    • 7.2.6.A.2. Standard Descriptor:

      Comparison of the physical characteristics of different places and regions (e.g., soil, vegetation, climate, topography).

    • 7.2.6.A.3. Standard Descriptor:

      Climate types (e.g., marine west coast, humid continental, tropical wet and dry).

  • 7.2.6.B. Standard Statement:

    Describe the physical processes that shape patterns on Earth's surface.

    • 7.2.6.B.1. Standard Descriptor:

      Earth-sun relationships (i.e., differences between equinoxes and solstices, reasons they occur and their relationship to latitude).

    • 7.2.6.B.2. Standard Descriptor:

      Climate influences (e.g., elevation, latitude, nearby ocean currents).

    • 7.2.6.B.3. Standard Descriptor:

      Climate change, (e.g., global warming/cooling, desertification, glaciations).

    • 7.2.6.B.4. Standard Descriptor:

      Plate tectonics and Hydrologic cycle.

• PA.7.3.6. Academic Standard: Geography

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

  • 7.3.6.A. Standard Statement:

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

    • 7.3.6.A.1. Standard Descriptor:

      Spatial distribution, size, density and demographic characteristics of population at the county and state level.

    • 7.3.6.A.2. Standard Descriptor: Causes of human movement

      Mobility (e.g., shopping, commuting, recreation); Migration models (e.g., push/pull factors, barriers to migration).

  • 7.3.6.B. Standard Statement:

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

    • 7.3.6.B.1. Standard Descriptor:

      Ethnicity of people at the county and state levels (e.g., customs, celebrations, languages, religions).

    • 7.3.6.B.2. Standard Descriptor:

      Spatial arrangement of cultures creates distinctive landscapes (e.g., cultural regions based on languages, customs, religion, building styles as in the Pennsylvania German region).

  • 7.3.6.C. Standard Statement:

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

    • 7.3.6.C.1. Standard Descriptor:

      Current and past settlement patterns in the local area.

    • 7.3.6.C.2. Standard Descriptor:

      Factors that affect the growth and decline of settlements (e.g., immigration, transportation development, depletion of natural resources, site and situation).

  • 7.3.6.D. Standard Statement:

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

    • 7.3.6.D.1. Standard Descriptor:

      Spatial distribution of economic activities in the local area (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services).

    • 7.3.6.D.2. Standard Descriptor:

      Factors that influence the location and spatial distribution of economic activities (e.g., market size for different types of business, accessibility, modes of transportation used to move people, goods and materials).

    • 7.3.6.D.3. Standard Descriptor: Spatial distribution of resources and their relationship to population distribution

      Historical settlement patterns and natural resource use (e.g., waterpower sites along the Fall Line); Natural resource-based industries (e.g., agriculture, mining, fishing, forestry).

  • 7.3.6.E. Standard Statement:

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

    • 7.3.6.E.1. Standard Descriptor:

      Spatial pattern of political units in Pennsylvania.

    • 7.3.6.E.2. Standard Descriptor:

      Functions of political units (e.g., counties, municipalities, townships, school districts, PA General Assembly districts (House and Senate), U.S. Congressional districts, states).

• PA.7.4.6. Academic Standard: Geography

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

  • 7.4.6.A. Standard Statement:

    Describe the impacts of physical systems on people.

    • 7.4.6.A.1. Standard Descriptor:

      How people depend on, adjust to and modify physical systems on a regional scale (e.g., coastal industries, development of coastal communities, flood control).

    • 7.4.6.A.2. Standard Descriptor:

      Ways in which people adjust to life in hazard-prone areas (e.g., California and earthquakes, Florida and hurricanes, Oklahoma and tornadoes).

  • 7.4.6.B. Standard Statement:

    Describe the impacts of people on physical systems.

    • 7.4.6.B.1. Standard Descriptor:

      Changing spatial patterns on Earth's surface that result from human activities (e.g., lake desiccation as in the Aral Sea, construction of dikes, dams and storm surge barriers in the Netherlands, designation of state parks and forests throughout Pennsylvania).

    • 7.4.6.B.2. Standard Descriptor:

      Ways humans adjust their impact on the habitat (e.g., Endangered Species Act, replacement of wetlands, logging and replanting trees).

• PA.8.1.6. Academic Standard: History

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

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

    Calendar time; Time lines; People and events in time; Patterns of continuity and change; Sequential order; Context for events.

  • 8.1.6.B. Standard Statement: Explain and analyze historical sources

    Literal meaning of a historical passage; Data in historical and contemporary maps, graphs and tables; Author or historical source; Multiple historical perspectives; Visual evidence; Mathematical data from graphs and tables.

  • 8.1.6.C. Standard Statement: Explain the fundamentals of historical interpretation

    Difference between fact and opinion; Multiple points of view; Illustrations in historical stories; Causes and results; Author or source of historical narratives.

  • 8.1.6.D. Standard Statement: Describe and explain historical research

    Historical events (time and place); Facts, folklore and fiction; Historical questions; Primary sources; Secondary sources; Conclusions (e.g., simulations, group projects, skits and plays).

• PA.8.2.6. Academic Standard: History

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

  • 8.2.6.A. Standard Statement:

    Identify and explain the political and cultural contributions of individuals and groups to Pennsylvania history from Beginnings to 1824.

    • 8.2.6.A.1. Standard Descriptor:

      Inhabitants (e.g., Native Americans, Europeans, Africans).

    • 8.2.6.A.2. Standard Descriptor:

      Military Leaders (e.g., Anthony Wayne, Oliver H. Perry, John Muhlenberg).

    • 8.2.6.A.3. Standard Descriptor:

      Political Leaders (e.g., William Penn, Hannah Penn, Benjamin Franklin).

    • 8.2.6.A.4. Standard Descriptor:

      Cultural and Commercial Leaders (e.g., Robert Morris, John Bartram, Albert Gallatin).

    • 8.2.6.A.5. Standard Descriptor:

      Innovators and Reformers (e.g., Society of Friends, Richard Allen, Sybilla Masters).

  • 8.2.6.B. Standard Statement:

    Identify and explain primary documents, material artifacts and historic sites important in Pennsylvania history from Beginnings to 1824.

    • 8.2.6.B.1. Standard Descriptor:

      Documents, Writings and Oral Traditions (e.g., Charter of Privileges, The Gradual Abolition of Slavery Act of 1780, Letters from a Pennsylvania Farmer).

    • 8.2.6.B.2. Standard Descriptor:

      Artifacts, Architecture and Historic Places (e.g., Conestoga Wagon, Pennsylvania rifle, Brig Niagara).

  • 8.2.6.C. Standard Statement:

    Identify and explain how continuity and change have influenced Pennsylvania history from the Beginnings to 1824.

    • 8.2.6.C.1. Standard Descriptor:

      Belief Systems and Religions (e.g., Native Americans, Quakers).

    • 8.2.6.C.2. Standard Descriptor:

      Commerce and Industry (e.g., iron production, sailing, fur trade).

    • 8.2.6.C.3. Standard Descriptor:

      Innovations (e.g., steam boat, Conestoga Wagon).

    • 8.2.6.C.4. Standard Descriptor:

      Politics (e.g., The Mason-Dixon Line, Pennsylvania's acquisition and detachment of the lower three counties, movements of State capital).

    • 8.2.6.C.5. Standard Descriptor:

      Settlement Patterns (e.g., native settlements, Westward expansion, development of towns).

    • 8.2.6.C.6. Standard Descriptor:

      Social Organization (e.g., trade and development of cash economy, African Methodist Episcopal Church founded, schools in the colony).

    • 8.2.6.C.7. Standard Descriptor:

      Transportation (e.g., trade routes, turnpikes, post roads).

    • 8.2.6.C.8. Standard Descriptor:

      Women's Movement (e.g., voting qualifications, role models).

  • 8.2.6.D. Standard Statement:

    Identify and explain conflict and cooperation among social groups and organizations in Pennsylvania history from Beginnings to 1824.

    • 8.2.6.D.1. Standard Descriptor:

      Domestic Instability (e.g., religious diversity, toleration and conflicts, incursion of the Iroquois).

    • 8.2.6.D.2. Standard Descriptor:

      Ethnic and Racial Relations (e.g., Penn's Treaties with Indians, the Underground Railroad, the abolition of slavery).

    • 8.2.6.D.3. Standard Descriptor:

      Labor Relations (e.g., indentured servants, working conditions).

    • 8.2.6.D.4. Standard Descriptor:

      Immigration (e.g., Germans, Irish).

    • 8.2.6.D.5. Standard Descriptor:

      Military Conflicts (e.g., Dutch, Swedish and English struggle for control of land, Wyoming Massacre, The Whiskey Rebellion).

• PA.8.3.6. Academic Standard: History

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

  • 8.3.6.A. Standard Statement:

    Identify and explain the political and cultural contributions of individuals and groups to United States history from Beginnings to 1824.

    • 8.3.6.A.1. Standard Descriptor:

      Native Americans, Africans and Europeans.

    • 8.3.6.A.2. Standard Descriptor:

      Political Leaders (e.g., John Adams, Thomas Jefferson, John Marshall).

    • 8.3.6.A.3. Standard Descriptor:

      Military Leaders (e.g. George Washington, Meriwether Lewis, Henry Knox).

    • 8.3.6.A.4. Standard Descriptor:

      Cultural and Commercial Leaders (e.g., Paul Revere, Phyllis Wheatley, John Rolfe).

    • 8.3.6.A.5. Standard Descriptor:

      Innovators and Reformers (e.g., Ann Hutchinson, Roger Williams, Junipero Serra).

  • 8.3.6.B. Standard Statement:

    Identify and explain primary documents, material artifacts and historic sites important in United States history from Beginnings to 1824.

    • 8.3.6.B.1. Standard Descriptor:

      Documents (e.g., Mayflower Compact, Northwest Ordinance, Washington's Farewell Address).

    • 8.3.6.B.2. Standard Descriptor:

      18th Century Writings and Communications (e.g., Paine's Common Sense; Franklin's 'Join, or DIE,' Henry's 'Give me liberty or give me death').

    • 8.3.6.B.3. Standard Descriptor:

      Historic Places (e.g., Cahokia Mounds, Spanish Missions, Jamestown).

  • 8.3.6.C. Standard Statement:

    Explain how continuity and change has influenced United States history from Beginnings to 1824.

    • 8.3.6.C.1. Standard Descriptor:

      Belief Systems and Religions (e.g., impact on daily life, government established religions, communal sects).

    • 8.3.6.C.2. Standard Descriptor:

      Commerce and Industry (e.g., fur trade, development of cash crops).

    • 8.3.6.C.3. Standard Descriptor:

      Innovations (e.g., cotton gin, Whitney; wooden clock, Banneker; stove, Franklin).

    • 8.3.6.C.4. Standard Descriptor:

      Politics (e.g., Hamilton's defense of John Peter Zenger, The Great Compromise, Marbury v. Madison).

    • 8.3.6.C.5. Standard Descriptor:

      Settlement Patterns (e.g., frontier settlements, slave plantation society, growth of cities).

    • 8.3.6.C.6. Standard Descriptor:

      Social Organization (e.g., community structure on the frontier, cultural and language barriers).

    • 8.3.6.C.7. Standard Descriptor:

      Transportation and Trade (e.g., methods of overland travel, water transportation, National Road).

    • 8.3.6.C.8. Standard Descriptor:

      Women's Movement (e.g., roles and changing status of women, Margaret Brent's vote, soldier Deborah Sampson).

  • 8.3.6.D. Standard Statement:

    Identify and explain conflict and cooperation among social groups and organizations in United States history from Beginnings to 1824.

    • 8.3.6.D.1. Standard Descriptor:

      Domestic Instability (e.g., Salem Witch Trials, Shays Rebellion, religious persecution).

    • 8.3.6.D.2. Standard Descriptor:

      Ethnic and Racial Relations (e.g., cooperation between and among Native Americans and European settlers, slave uprisings, 'Colored' troops in the Revolution).

    • 8.3.6.D.3. Standard Descriptor:

      Labor Relations (e.g., early union efforts, 10-hour day, women's role).

    • 8.3.6.D.4. Standard Descriptor:

      Immigration and Migration (e.g., western settlements, Louisiana Purchase, European immigration).

    • 8.3.6.D.5. Standard Descriptor:

      Military Conflicts (e.g., French and Indian War, American Revolutionary War, War of 1812).

• PA.8.4.6. Academic Standard: History

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

  • 8.4.6.A. Standard Statement:

    Identify and explain how individuals and groups made significant political and cultural contributions to world history.

    • 8.4.6.A.1. Standard Descriptor:

      Africa (e.g., Nelson Mandela, Desmond Tutu, F. W. de Klerk, Pieter Botha, African National Congress).

    • 8.4.6.A.2. Standard Descriptor:

      Americas (e.g., Pizarro, Atahualpa, Aztecs, Incas, Montezuma, Cortez).

    • 8.4.6.A.3. Standard Descriptor:

      Asia (e.g., Tokugawa Ieyasu, Toyotomi clan, shogun Iemitsu, Commodore Perry, daimyo).

    • 8.4.6.A.4. Standard Descriptor:

      Europe (e.g., Pope Leo X, John Calvin, John Wesley, Martin Luther, Ignatius of Loyola).

  • 8.4.6.B. Standard Statement:

    Identify and explain important documents, material artifacts and historic sites in world history.

    • 8.4.6.B.1. Standard Descriptor:

      Africa (e.g., Prohibition of Marriages Act, prison on Robben Island).

    • 8.4.6.B.2. Standard Descriptor:

      Americas (e.g., Tenochtitlan, Aztec masks).

    • 8.4.6.B.3. Standard Descriptor:

      Asia (e.g., samurai sword, Commodore Perry's Black Ships).

    • 8.4.6.B.4. Standard Descriptor:

      Europe (e.g., Luther's Ninety-Five Theses, Wittenberg Castle Church).

  • 8.4.6.C. Standard Statement:

    Identify and explain how continuity and change has affected belief systems, commerce and industry, innovations, settlement patterns, social organizations, transportation and women's roles in world history.

    • 8.4.6.C.1. Standard Descriptor:

      Africa (e.g., Apartheid).

    • 8.4.6.C.2. Standard Descriptor:

      Americas (e.g., European conquest).

    • 8.4.6.C.3. Standard Descriptor:

      Asia (e.g., Japanese society prior to the Meiji Restoration).

    • 8.4.6.C.4. Standard Descriptor:

      Europe (e.g., Impact of the Great Schism and Reformation).

  • 8.4.6.D. Standard Statement:

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

    • 8.4.6.D.1. Standard Descriptor:

      Africa (e.g., imperialism).

    • 8.4.6.D.2. Standard Descriptor:

      Americas (e.g., European diseases).

    • 8.4.6.D.3. Standard Descriptor:

      Asia (e.g., trade routes).

    • 8.4.6.D.4. Standard Descriptor:

      Europe (e.g., Counter reformation).