OK.2. Content Standard / Course: Social Studies

The student will analyze the regions of the United States from a spatial perspective.

• 2.1. Strand / Standard:

  Interpret geographic information using primary and secondary sources, atlases, charts, graphs, and visual images.

• 2.2. Strand / Standard:

  Identify, use, and interpret basic political, physical, and thematic maps and globes.

• 2.3. Strand / Standard:

  Construct and use maps of the regions of the United States, the continents, and the world to demonstrate understanding of relative location, direction, latitude, longitude, scale, size, and shape, using appropriate geographic vocabulary, tools, and technologies.

• 2.4. Strand / Standard:

  Locate on a map and identify the states, their capitals, and major metropolitan centers of the United States by region (e.g., New York City, Los Angeles, Dallas, and Miami).

OK.3. Content Standard / Course: Social Studies

The student will examine the unique and common features of the physical systems of the regions of the United States.

• 3.1. Strand / Standard:

  Identify the major landforms and bodies of water of the United States.

• 3.2. Strand / Standard:

  Compare and contrast the vegetation, climate, and spatial distribution of natural resources of the regions.

• 3.3. Strand / Standard:

  Analyze how the major physical features (e.g., landforms and bodies of water) were formed and continue to change.

OK.4. Content Standard / Course: Social Studies

The student will describe the human systems identified with the major regions of the United States, including human interaction with the environment.

• 4.1. Strand / Standard:

  Compare and contrast the human characteristics of early and contemporary human settlements in the regions of the United States.

• 4.2. Strand / Standard:

  Explain how people are influenced by, adapt to, and alter their environment, including agricultural efforts, housing, occupations, industries, transportation, and communication.

• 4.3. Strand / Standard:

  Describe how people attempt to resolve geographic challenges (e.g., bridges, dams, tunnels, irrigation systems, and landfills).

• 4.4. Strand / Standard:

  Describe the development of economic specialization in each region of the United States, including examples of interdependence among regions and connections to global trade.

• 4.5. Strand / Standard:

  Describe the causes of movement of large groups of people into the United States from other countries and within the United States now and long ago.

OK.5. Content Standard / Course: Social Studies

The student will demonstrate an understanding of the unique features which contributed to the settlement of the state of Oklahoma.

• 5.1. Strand / Standard:

  Identify major historical individuals, entrepreneurs, and groups, and describe their major contributions (e.g., Sequoyah, the Boomers and the Sooners, and Frank Phillips).

• 5.2. Strand / Standard:

  Describe major events of Oklahoma's past, such as settlements by Native Americans, cattle drives, land runs, statehood, and the discovery of oil.

• 5.3. Strand / Standard:

  Analyze the use of Oklahoma's natural resources (e.g., salt, bison, oil, coal, timber and sod) by early visitors and settlers.

• 5.4. Strand / Standard:

  Identify state and local governing bodies (e.g., the state legislature and city councils) and officials (e.g., governor and mayors) that make laws and carry out laws, with an emphasis on civic participation (e.g., the importance of studying the issues and voting).

• 5.5. Strand / Standard:

  Develop an understanding of and an appreciation for the cultural diversity of his or her community by examining the historical and contemporary racial, ethnic, and cultural groups of the area.

ND.2. Content Standard: Important Historical Events

Students understand important historical events.

• 4.2.1. Benchmark: Symbols

  Identify the symbols (i.e., bird, flower, flag, tree) that represent North Dakota

• 4.2.2. Benchmark: Concepts of Time

  Use chronological terms (i.e., decade, century, generation)

• 4.2.3. Benchmark: Concepts of Time

  Identify similarities and differences between past events and current events in North Dakota (e.g., in the lives of people from different cultures past and present)

• 4.2.4. Benchmark: Concepts of Time

  Use chronological order and sequence to describe the cause and-effect relationships of historical events and periods in North Dakota (e.g., how the railroads led to settlements in the state)

• 4.2.5. Benchmark: People and Events

  Identify the contributions of prominent individuals (e.g., Teddy Roosevelt, La Verendrye, Rough Rider Award winners) to North Dakota

• 4.2.6. Benchmark: Exploration

  Describe the daily lives (e.g., roles, shelter, significance of buffalo) of the first inhabitants of North Dakota

• 4.2.7. Benchmark: Exploration

  Explain the significance of fur trading in North Dakota (e.g., Hudson Bay, Charbonneau, American Fur Company, LaVerendrye)

• 4.2.8. Benchmark: Exploration

  Explain the significance of the Lewis and Clark expeditions (e.g., Corps of Discovery, Sacagawea) in North Dakota history

• 4.2.9. Benchmark: Colonization

  Explain reasons for settlement in North Dakota (e.g., railroads, Bonanza farms, Homestead Act)

• 4.2.10. Benchmark: Expansion

  Explain the significance of agriculture in North Dakota history (e.g., immigration, railroads)

• 4.2.11. Benchmark: Expansion

  Describe the effects of changes in industry, agriculture, and technology in North Dakota (e.g., energy production, transportation, farming methods)

ND.3. Content Standard: Economic Concepts

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

• 4.3.1. Benchmark: Personal Finances

  Describe the impact of education, training, and health care on personal income

• 4.3.2. Benchmark: State Economics

  Identify ways that natural resources (e.g., soil, minerals, trees, fish, people) contribute to the economy of the local community and North Dakota

• 4.3.3. Benchmark: State Economics

  Explain the impact of tourism on North Dakota's economy (e.g. revenue for our state, jobs created, tourist sites--Fort Lincoln, Peace Gardens, Medora, Lake Sakakawea, Devils Lake)

• 4.3.4. Benchmark: State Economics

  Identify principal exports of North Dakota (e.g., crops, energy, livestock)

ND.4. Content Standard: Government and Citizenship

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

• 4.4.1. Benchmark: Citizenship

  Identify the roles, rights, and responsibilities of a citizen in North Dakota (e.g., obedience to laws, the right to vote)

• 4.4.2. Benchmark: Government Systems

  Identify the basic roles of the three branches of North Dakota government (i.e., Executive, Legislative, Judicial)

• 4.4.3. Benchmark: Government Systems

  Identify the characteristics of a sovereign nation in terms of tribal government in North Dakota

ND.5. Content Standard: Concepts of Geography

Students understand and apply concepts of geography.

• 4.5.1. Benchmark: Physical Geography

  Identify the physical features and relative locations of the major land forms (i.e., Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, Grand Canyon) of the regions of the United States

• 4.5.2. Benchmark: Physical Geography

  Identify the political regions of the United States (e.g., Midwest, Northeast) and their relative locations

• 4.5.3. Benchmark: Physical Geography

  Identify the location and characteristics of significant features of North Dakota (e.g., landforms, river systems, climate, regions, major cities)

• 4.5.4. Benchmark: Human Geography

  Explain how the physical environment (e.g., rainfall, climate, natural hazards) affects human activity in North Dakota

• 4.5.5. Benchmark: Human Geography

  Identify different patterns of land use in North Dakota (e.g., land use in urban, suburban, and rural areas, mining, agriculture, manufacturing)

• 4.5.6. Benchmark: Human Geography

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

ND.6. Content Standard: Human Development and Behavior

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

• 4.6.1. Benchmark: Culture

  Explain how background and history influence people's actions (e.g., farming methods, hunting methods, economic decisions)

• 4.6.2. Benchmark: Culture

  Explain the contributions of various ethnic groups (e.g., Native Americans, immigrants) to the history of North Dakota (e.g., food, traditions, languages, celebrations)

NC.2. Course / Competency Goal: North Carolina

Geography and History: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.

• 2.01. Competency Goal / Objective:

  Locate and describe American Indians in North Carolina, past and present.

• 2.02. Competency Goal / Objective:

  Trace the growth and development of immigration to North Carolina, over time from Europe, Asia, and Latin America.

• 2.03. Competency Goal / Objective:

  Describe the similarities and differences among people of North Carolina, past and present.

• 2.04. Competency Goal / Objective:

  Describe how different ethnic groups have influenced culture, customs and history of North Carolina.

NC.3. Course / Competency Goal: North Carolina

Geography and History: The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.

• 3.01. Competency Goal / Objective:

  Assess changes in ways of living over time and determine whether the changes are primarily political, economic, or social.

• 3.02. Competency Goal / Objective:

  Identify people, symbols, events, and documents associated with North Carolina's history.

• 3.03. Competency Goal / Objective:

  Examine the Lost Colony and explain its importance in the settlement of North Carolina.

• 3.04. Competency Goal / Objective:

  Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today.

• 3.05. Competency Goal / Objective:

  Describe the political and social history of colonial North Carolina and analyze its influence on the state today.

NC.4. Course / Competency Goal: North Carolina

Geography and History: The learner will analyze social and political institutions in North Carolina such as government, education, religion, and family and how they structure society, influence behavior, and response to human needs.

• 4.01. Competency Goal / Objective:

  Assess and evaluate the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.

• 4.02. Competency Goal / Objective:

  Identify religious groups that have influenced life in North Carolina and assess the impact of their beliefs.

• 4.03. Competency Goal / Objective:

  Explain the importance of responsible citizenship and identify ways North Carolinians can participate in civic affairs.

• 4.04. Competency Goal / Objective:

  Examine ways North Carolinians govern themselves and identify major government authorities at the local and state level.

• 4.05. Competency Goal / Objective:

  Identify and assess the role of prominent persons in North Carolina, past and present.

NC.5. Course / Competency Goal: North Carolina

Geography and History: The learner will examine the impact of various cultural groups on North Carolina.

• 5.01. Competency Goal / Objective:

  Explain different celebrated holidays, special days, and cultural traditions in North Carolina communities.

• 5.02. Competency Goal / Objective:

  Describe traditional art music and craft forms in North Carolina.

• 5.03. Competency Goal / Objective:

  Describe and compare the cultural characteristics of regions within North Carolina and evaluate their significance.

NC.6. Course / Competency Goal: North Carolina

Geography and History: The learner will evaluate how North Carolinians apply basic economic principles within the community, state, and nation.

• 6.01. Competency Goal / Objective:

  Explain the relationship between unlimited wants and limited resources.

• 6.02. Competency Goal / Objective:

  Analyze the choices and opportunity cost involved in economic decisions.

• 6.03. Competency Goal / Objective:

  Categorize the state's resources as natural, human, or capital.

• 6.04. Competency Goal / Objective:

  Assess how the state's natural resources are being used.

• 6.05. Competency Goal / Objective:

  Recognize that money can be used for spending, saving, and paying taxes.

• 6.06. Competency Goal / Objective:

  Analyze the relationship between government services and taxes.

• 6.07. Competency Goal / Objective:

  Describe the ways North Carolina specializes in economic activity and the relationship between specialization and interdependence.

• 6.08. Competency Goal / Objective:

  Cite examples of interdependence in North Carolina's economy and evaluate the significance of economic relationships with other states and nations.

NC.7. Course / Competency Goal: North Carolina

Geography and History: The learner will recognize how technology influences change within North Carolina.

• 7.01. Competency Goal / Objective:

  Cite examples from North Carolina's history of the impact of technology.

• 7.02. Competency Goal / Objective:

  Analyze the effect of technology on North Carolina's citizens, past and present.

• 7.03. Competency Goal / Objective:

  Explain how technology changed and influenced the movement of people, goods, and ideas over time.

• 7.04. Competency Goal / Objective:

  Analyze the effect of technology on North Carolina citizens today.

• 7.05. Competency Goal / Objective:

  Identify the advantages and disadvantages of technology in the lives of North Carolinians.

NC.1. Course / Competency Goal: Core Skill

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

• 1.01. Competency Goal / Objective:

  Read for literal meaning.

• 1.02. Competency Goal / Objective:

  Summarize to select main ideas.

• 1.03. Competency Goal / Objective:

  Draw inferences.

• 1.04. Competency Goal / Objective:

  Detect cause and effect.

• 1.05. Competency Goal / Objective:

  Recognize bias and propaganda.

• 1.06. Competency Goal / Objective:

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

• 1.07. Competency Goal / Objective:

  Distinguish fact and fiction.

• 1.08. Competency Goal / Objective:

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

NC.2. Course / Competency Goal: Core Skill

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

• 2.01. Competency Goal / Objective:

  Use appropriate sources of information.

• 2.02. Competency Goal / Objective:

  Explore print and non-print materials.

• 2.03. Competency Goal / Objective:

  Utilize different types of technology.

• 2.04. Competency Goal / Objective:

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

• 2.05. Competency Goal / Objective:

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

• 2.06. Competency Goal / Objective:

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

NC.3. Course / Competency Goal: Core Skill

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

• 3.01. Competency Goal / Objective:

  Use map and globe reading skills.

• 3.02. Competency Goal / Objective:

  Interpret graphs and charts.

• 3.03. Competency Goal / Objective:

  Detect bias.

• 3.04. Competency Goal / Objective:

  Interpret social and political messages of cartoons.

• 3.05. Competency Goal / Objective:

  Interpret history through artifacts, arts, and media.

NC.4. Course / Competency Goal: Core Skill

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

• 4.01. Competency Goal / Objective:

  Use hypothetical reasoning processes.

• 4.02. Competency Goal / Objective:

  Examine, understand, and evaluate conflicting viewpoints.

• 4.03. Competency Goal / Objective:

  Recognize and analyze values upon which judgments are made.

• 4.04. Competency Goal / Objective:

  Apply conflict resolutions.

• 4.05. Competency Goal / Objective:

  Predict possible outcomes.

• 4.06. Competency Goal / Objective:

  Draw conclusions.

• 4.07. Competency Goal / Objective:

  Offer solutions.

• 4.08. Competency Goal / Objective:

  Develop hypotheses.

NC.5. Course / Competency Goal: Core Skill

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

• 5.01. Competency Goal / Objective:

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

• 5.02. Competency Goal / Objective:

  Create and modify a database for class assignments.

• 5.03. Competency Goal / Objective:

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

• 5.04. Competency Goal / Objective:

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

NY.2. Strand / Standard: World History

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

• 2.1. Strand / Performance Indicator:

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

  • 2.1.1. Performance Indicator:

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

  • 2.1.2. Performance Indicator:

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

  • 2.1.3. Performance Indicator:

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

• 2.2. Strand / Performance Indicator:

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

  • 2.2.1. Performance Indicator:

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

  • 2.2.2. Performance Indicator:

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

  • 2.2.3. Performance Indicator:

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

  • 2.2.4. Performance Indicator:

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

• 2.3. Strand / Performance Indicator:

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

  • 2.3.1. Performance Indicator:

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

  • 2.3.2. Performance Indicator:

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

  • 2.3.3. Performance Indicator:

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

• 2.4. Strand / Performance Indicator:

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

  • 2.4.1. Performance Indicator:

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

  • 2.4.2. Performance Indicator:

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

  • 2.4.3. Performance Indicator:

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

NY.3. Strand / Standard: Geography

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

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

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

  • 3.1.1. Performance Indicator:

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

  • 3.1.2. Performance Indicator:

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

  • 3.1.3. Performance Indicator:

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

  • 3.1.4. Performance Indicator:

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

  • 3.1.5. Performance Indicator:

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

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

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

  • 3.2.1. Performance Indicator:

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

  • 3.2.2. Performance Indicator:

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

  • 3.2.3. Performance Indicator:

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

NY.4. Strand / Standard: Economics

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

• 4.1. Strand / Performance Indicator:

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

  • 4.1.1. Performance Indicator:

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

  • 4.1.2. Performance Indicator:

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

  • 4.1.3. Performance Indicator:

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

  • 4.1.4. Performance Indicator:

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

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

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

  • 4.1.6. Performance Indicator:

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

• 4.2. Strand / Performance Indicator:

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

  • 4.2.1. Performance Indicator:

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

  • 4.2.2. Performance Indicator:

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

  • 4.2.3. Performance Indicator:

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

  • 4.2.4. Performance Indicator:

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

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

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

• 5.1. Strand / Performance Indicator:

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

  • 5.1.1. Performance Indicator:

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

  • 5.1.2. Performance Indicator:

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

  • 5.1.3. Performance Indicator:

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

  • 5.1.4. Performance Indicator:

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

  • 5.1.5. Performance Indicator:

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

• 5.2. Strand / Performance Indicator:

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

  • 5.2.1. Performance Indicator:

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

  • 5.2.2. Performance Indicator:

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

  • 5.2.3. Performance Indicator:

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

  • 5.2.4. Performance Indicator:

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

  • 5.2.5. Performance Indicator:

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

  • 5.2.6. Performance Indicator:

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

• 5.3. Strand / Performance Indicator:

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

  • 5.3.1. Performance Indicator:

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

  • 5.3.2. Performance Indicator:

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

  • 5.3.3. Performance Indicator:

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

  • 5.3.4. Performance Indicator:

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

  • 5.3.5. Performance Indicator:

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

  • 5.3.6. Performance Indicator:

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

• 5.4. Strand / Performance Indicator:

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

  • 5.4.1. Performance Indicator:

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

  • 5.4.2. Performance Indicator:

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

  • 5.4.3. Performance Indicator:

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

  • 5.4.4. Performance Indicator:

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

  • 5.4.5. Performance Indicator:

    Students prioritize the solutions based on established criteria.

  • 5.4.6. Performance Indicator:

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

NH.4. Strand / Standard: Economics

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

• 4.1. Standard / Gle: Economics and the Individual

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

  • 4.1.4.1. Grade Level Expectation:

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

  • 4.1.4.2. Grade Level Expectation:

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

  • 4.1.4.3. Grade Level Expectation:

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

  • 4.1.4.4. Grade Level Expectation:

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

• 4.2. Standard / Gle: Basic Economic Concepts

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

  • 4.2.4.1. Grade Level Expectation:

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

  • 4.2.4.2. Grade Level Expectation:

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

  • 4.2.4.3. Grade Level Expectation:

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

  • 4.2.4.4. Grade Level Expectation:

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

  • 4.2.4.5. Grade Level Expectation:

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

• 4.3. Standard / Gle: Cycles in the Economy

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

  • 4.3.4.1. Grade Level Expectation:

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

  • 4.3.4.2. Grade Level Expectation:

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

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

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

  • 4.4.4.1. Grade Level Expectation:

    Identify the characteristics of money.

  • 4.4.4.2. Grade Level Expectation:

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

• 4.5. Standard / Gle: International Economics and Trade

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

  • 4.5.4.1. Grade Level Expectation:

    Describe that countries have different kinds of resources.

  • 4.5.4.2. Grade Level Expectation:

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

  • 4.5.4.3. Grade Level Expectation:

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

NH.5. Strand / Standard: Geography

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

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

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

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

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

  • 5.1.4.2. Grade Level Expectation:

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

  • 5.1.4.3. Grade Level Expectation:

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

  • 5.1.4.4. Grade Level Expectation:

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

  • 5.1.4.5. Grade Level Expectation:

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

• 5.2. Standard / Gle: Places and Regions

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

  • 5.2.4.1. Grade Level Expectation:

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

  • 5.2.4.3. Grade Level Expectation:

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

  • 5.2.4.4. Grade Level Expectation:

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

  • 5.2.4.5. Grade Level Expectation:

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

• 5.3. Standard / Gle: Physical Systems

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

  • 5.3.4.1. Grade Level Expectation:

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

  • 5.3.4.2. Grade Level Expectation:

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

  • 5.3.4.3. Grade Level Expectation:

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

  • 5.3.4.4. Grade Level Expectation:

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

  • 5.3.4.5. Grade Level Expectation:

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

• 5.4. Standard / Gle: Human Systems

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

  • 5.4.4.1. Grade Level Expectation:

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

  • 5.4.4.2. Grade Level Expectation:

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

  • 5.4.4.3. Grade Level Expectation:

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

  • 5.4.4.4. Grade Level Expectation:

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

• 5.5. Standard / Gle: Environment and Society

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

  • 5.5.4.1. Grade Level Expectation:

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

  • 5.5.4.2. Grade Level Expectation:

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

  • 5.5.4.3. Grade Level Expectation:

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

  • 5.5.4.4. Grade Level Expectation:

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

  • 5.5.4.5. Grade Level Expectation:

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

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

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

• 6.1. Standard / Gle: Political Foundations and Development

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

  • 6.1.4.1. Grade Level Expectation:

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

  • 6.1.4.2. Grade Level Expectation:

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

  • 6.1.4.3. Grade Level Expectation:

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

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

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

  • 6.2.4.1. Grade Level Expectation:

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

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

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

  • 6.3.4.1. Grade Level Expectation:

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

  • 6.3.4.2. Grade Level Expectation:

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

  • 6.3.4.3. Grade Level Expectation:

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

• 6.4. Standard / Gle: Economic Systems & Technology

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

  • 6.4.4.1. Grade Level Expectation:

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

  • 6.4.4.2. Grade Level Expectation:

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

  • 6.4.4.3. Grade Level Expectation:

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

• 6.5. Standard / Gle: Social/Cultural

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

  • 6.5.4.1. Grade Level Expectation:

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

  • 6.5.4.2. Grade Level Expectation:

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

  • 6.5.4.3. Grade Level Expectation:

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

  • 6.5.4.4. Grade Level Expectation:

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

  • 6.5.4.5. Grade Level Expectation:

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

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

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

• 7.1. Standard / Gle: Political Foundations and Developments

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

  • 7.1.4.1. Grade Level Expectation:

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

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

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

  • 7.2.4.1. Grade Level Expectation:

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

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

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

  • 7.3.4.1. Grade Level Expectation:

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

• 7.4. Standard / Gle: Economic Systems & Technology

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

  • 7.4.4.1. Grade Level Expectation:

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

• 7.5. Standard / Gle: Social/Cultural

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

  • 7.5.4.1. Grade Level Expectation:

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

NV.2.0. Content Standard: Economics

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

• 2.5.2 Strand / Indicator: Measuring Economic Growth

  Identify and compare per capita measures for the U.S. for different time periods. (H 1.5.2)

• 2.5.4 Strand / Indicator: Measuring Inflation

  Define inflation and deflation and explain how they affect individuals.

• 2.5.6 Strand / Indicator: Measuring Unemployment

  Define employment and unemployment.

• 2.5.8 Strand / Indicator: Measuring Interest

  Identify and give examples of interest rates for borrowing and saving.

NV.3.0. Content Standard: Economics

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

• 3.5.1 Strand / Indicator: Trade Is Beneficial

  Explain why trade must be mutually beneficial.

• 3.5.2 Strand / Indicator: Markets Determine Prices

  Demonstrate an understanding of supply and demand in a market.

• 3.5.3 Strand / Indicator: Prices as Signals

  Contrast the effects of price changes on the behavior of buyers and sellers.

NV.4.0. Content Standard: Economics

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

• 4.5.1 Strand / Indicator: Financial Institutions

  Identify financial institutions.

• 4.5.2 Strand / Indicator: Labor Unions

  Provide examples of labor unions.

• 4.5.3 Strand / Indicator: For-profit Business Organizations

  Explain the purposes for establishing for-profit organizations.

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

  Explain the purposes for establishing not-for-profit organizations.

• 4.5.5 Strand / Indicator: Personal Economics

  Identify the rewards and risks of saving money in financial institutions.

NV.5.0. Content Standard: Economics

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

• 5.5.1 Strand / Indicator: Functions of Money

  Explain why it is easier for people to save and trade using money rather than using other commodities.

• 5.5.4 Strand / Indicator: History of Money

  Identify forms of money used in the United States prior to the twentieth century. (H 5.5.11)

• 5.5.5 Strand / Indicator: Personal Economics

  Give examples of purchases made using credit.

NV.6.0. Content Standard: Economics

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

• 6.5.1 Strand / Indicator: Resource Allocation

  Identify the resources needed for production in households, schools, and community groups.

• 6.5.2 Strand / Indicator: Resource Allocation

  Demonstrate an understanding that an individual can be both a consumer and a producer.

• 6.5.3 Strand / Indicator: The Nation's Production Level

  Recognize the three types of productive resources: natural (such as minerals), human (such as educated workers), and capital (such as machinery). (E 6.5.2; G 5.5.6)

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

  Illustrate how one person's spending becomes another person's income.

• 6.5.5 Strand / Indicator: The Nation's Unemployment Rate

  Identify factors within an individual's control that can affect the likelihood of being employed.

• 6.5.6 Strand / Indicator: Differences in Individual Incomes

  Describe how income reflects choices people make about education, training, skill development, lifestyle, and careers.

NV.7.0. Content Standard: Economics

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

• 7.5.1 Strand / Indicator: Investment

  Provide an example of how purchasing a tool or acquiring education can be an investment.

• 7.5.4 Strand / Indicator: Entrepreneurship

  Describe the characteristics of an entrepreneur.

• 7.5.5 Strand / Indicator: Competition

  Give examples of ways sellers compete.

• 7.5.6 Strand / Indicator: Specialization

  Explain why specialization increases productivity and interdependence.

• 7.5.7 Strand / Indicator: Personal Economics

  Describe the steps an entrepreneur would take to start a business.

NV.8.0. Content Standard: Economics

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

• 8.5.7 Strand / Indicator: Personal Economics

  Give examples of items for which a sales tax is charged and items for which a sales tax is not charged.

NV.9.0. Content Standard: Economics

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

• 9.5.1 Strand / Indicator: International Trade

  Explain why the U.S. imports and exports goods. (G 4.5.5)

• 9.5.2 Strand / Indicator: Interdependence

  Describe how the exchange of goods and services around the world creates interdependence among people in different places (such as the production of a candy bar requires ingredients from different countries around the world). (C 8.5.2; G 4.5.5; G 4.5.7)

• 9.5.4 Strand / Indicator: Exchange Rates

  Give the value of the U.S. dollar in terms of the currencies of other countries.

NV.1.0. Content Standard: Geography

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

• 1.5.1 Strand / Indicator: Map Use

  Use maps and map features, including directional orientation, map symbols, and grid system, to identify and locate major geographic features in Nevada and the United States.

• 1.5.2 Strand / Indicator: Map Section

  Identify the characteristics and purposes of different maps and globes.

• 1.5.3 Strand / Indicator: Geographic Tools and Technologies

  Read and derive geo- graphic information from photographs, maps, graphs, and computer resources. (E 4.5.1; H 1.5.2)

• 1.5.4 Strand / Indicator: Map Construction

  Construct maps and charts to display information about human and physical features in the United States. (H 3.3.5; H 6.5.17)

• 1.5.5 Strand / Indicator: Map Applications

  Identify the purpose and content of various U.S. maps.

• 1.5.6 Strand / Indicator: Map Analysis

  Answer spatial questions about a map using basic geographic vocabulary.

• 1.5.7 Strand / Indicator: Map Concepts

  Recognize that states in the United States may be grouped into regions such as the West, Southwest, Midwest, Southeast, and Northeast.

• 1.5.8 Strand / Indicator: Map Locations

  Label a map of the United States with the names of the fifty states and major cities, such as Washington, D.C., Los Angeles, Seattle, Denver, Chicago, Atlanta, and New York.

NV.2.0. Content Standard: Geography

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

• 2.5.1 Strand / Indicator: Characteristics of Places and Regions

  Describe physical and human features and cultural characteristics of places and regions in the United States. (H 3.5.5; H 5.5.5; H 5.5.6)

• 2.5.2 Strand / Indicator: Cultural Identity

  Identify examples in their community or region that reflect cultural identity. (C 4.5.3; E 3.5.3; E 8.5.3; H 3.5.5)

• 2.5.3 Strand / Indicator: Cultural Perspectives

  Describe the characteristics of their community and Nevada from different perspectives. (C 4.5.3; H 3.5.5; H 5.5.5; H 5.5.6; H 6.8.1; H 6.8.14; H 9.8.13; H 10.8.3)

• 2.5.4 Strand / Indicator: Impact of Technology

  Identify the effects of the use of technology in different communities in the United States. (H 9.5.5)

• 2.5.5 Strand / Indicator: History and Region

  Identify and describe the locations of selected historical events. (E 3.5.3; H 4.5.1; H 5.11; H 6.5.4; H 6.5.17; H 6.5.21)

• 2.5.6 Strand / Indicator: Patterns of Change

  Describe how their community and Nevada have changed over time. (H 3.5.5; H 5.5.5; H 5.5.36)

• 2.5.7 Strand / Indicator: Applying Concepts of Regions

  Identify the criteria used to define different types of regions.

NV.3.0. Content Standard: Geography

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

• 3.5.1 Strand / Indicator: Physical Systems

  Identify the components of each of Earth's four basic physical systems including atmosphere, lithosphere, hydrosphere, and biosphere.

• 3.5.2 Strand / Indicator: Natural Hazards

  Define and give examples of natural hazards, such as hurricanes, tornadoes, and tsunamis.

• 3.5.3 Strand / Indicator: Characteristics of Ecosystems

  Identify the parts of different ecosystems, including soil, climate, plant life, and animal life.

• 3.5.4 Strand / Indicator: Distribution of Ecosystems

  Describe the biodiversity of different ecosystems on Earth.

• 3.5.5 Strand / Indicator: Analysis of Ecosystems

  Investigate an ecosystem by asking and answering geographic questions.

NV.4.0. Content Standard: Geography

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

• 4.5.1 Strand / Indicator: Demographic Concepts

  Explain differences in population distribution within Nevada and the United States.

• 4.5.2 Strand / Indicator: Migration and Settlement

  Identify the push-pull factors influencing human migration and settlement. (E 5.5.6; Ec 2.5.6)

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

  List examples of historical movements of people, goods, and ideas. (H 4.5.1; H 5.5.7; H 5.5.8; H 5.5.11; H 6.5.17; H 7.5.9)

• 4.5.4 Strand / Indicator: Patterns of Human Settlement

  Describe the differences among rural, suburban, and urban migration and settlement.

• 4.5.5 Strand / Indicator: Economic Systems and Interdependence

  Identify the sources of various economic goods and describe their movement between states or countries. (C 8.5.2; Ec 9.5.1; Ec 9.5.2; Ec 9.5.4; Ec 6.5.3)

• 4.5.6 Strand / Indicator: Analysis of Economic Issues

  Investigate an economic issue by asking and answering geographic questions about location. (H 6.5.21; H 10.5.3; Ec 9.5.01; Ec 9.5.2; Ec 9.5.4)

• 4.5.7 Strand / Indicator: Patterns of Human Development

  Compare differences in the economic development and quality of life among the countries in North America. (Ec 6.5.3; Ec 6.5.6; Ec 9.5.1; Ec 9.5.2; Ec 9.5.4; H 9.5.5)

• 4.5.8 Strand / Indicator: Human Organizations

  Describe why types of organizations may differ by geographic region. (H 5.5.5; H 5.5.6)

• 4.5.9 Strand / Indicator: Cooperation and Conflict

  Describe issues of cooperation and conflict within the United States. (C 5.5.6; H 6.5.21; H 10.5.3)

NV.5.0. Content Standard: Geography

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

• 5.5.1 Strand / Indicator: Changes in the Physical Environment

  Describe ways in which changes in the physical environment affect humans.

• 5.5.3 Strand / Indicator: Technology and the Physical Environment

  Describe places in the United States whose physical environment has been altered by technology.

• 5.5.4 Strand / Indicator: Human Modification

  Explore the impact of human modification of the physical environment on the people who live in that location.

• 5.5.6 Strand / Indicator: Earth's Resources

  Describe the patterns of distribution and use of natural resources in the United States. (Ec 6.5.3)

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

  Compare the use of the same resource in the United States with another place in the world. (Ec 6.5.3)

NV.6.0. Content Standard: Geography

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

• 6.5.1 Strand / Indicator: Applying Geography in History

  Describe how the physical setting influenced an event in the past. (H 4.5.1; H 5.5.7; H 6.5.4; H 6.5.21)

• 6.5.2 Strand / Indicator: Applying Geography in Current Events

  Use current events to ask and answer geographic questions.

• 6.5.3 Strand / Indicator: Applying Geography to Contemporary Issues

  Discuss a geographic issue from more than one point of view. (E 11.5.2; H 6.5.21)

• 6.5.4 Strand / Indicator: Applying Geography to the Future

  Describe a geographic issue and the possible impact it could have in the future. (E 5.5.6)

NV.7.0. Content Standard: Geography

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

• 7.5.1 Strand / Indicator: Ask Geographic Questions

  Ask geographic questions about the origin and significance of spatial patterns. (E 10.5.2)

• 7.5.2 Strand / Indicator: Acquire Geographic Information

  Locate and gather geographic information from a variety of sources. (E 11.5.2)

• 7.5.3 Strand / Indicator: Organize Geographic Information

  Create complex maps, graphs, or charts to display geographic information. (E 11.5.5)

• 7.5.4 Strand / Indicator: Analyze Geographic Information

  Investigate and interpret information from a variety of geographic sources. (E 6.5.1; E 11.5.2; H 1.5.2)

• 7.5.5 Strand / Indicator: Present Geographic Information

  Draw a conclusion by presenting geographic information in an oral or written report accompanied by maps or graphics. (E 6.5.3; E 6.5.7; E 10.5.3; E 11.5.5)

NV.1.0. Content Standard: Civics

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

• 1.5.1 Strand / Indicator: Rules and Law

  Describe the effects on society of the absence of law.

• 1.5.2 Strand / Indicator: Documents

  Identify the Declaration of Independence and the U.S. Constitution as written documents that are the foundation of the United States government. (H 6.5.4)

• 1.5.4 Strand / Indicator: Democratic Participation

  Describe the operation of representative government, including the rights of political minorities.

NV.2.0. Content Standard: Civics

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

• 2.5.1 Strand / Indicator: The U.S. Constitution

  Identify the three branches of government (as set forth in the U.S. Constitution). (E 10.2.3)

• 2.5.2 Strand / Indicator: The Legislative Structure and Process

  Name the two houses of the U.S. Congress.

• 2.5.3 Strand / Indicator: Legislative Powers

  Identify the powers of the U.S. Congress, such as power to tax, declare war, and impeach the President.

• 2.5.4 Strand / Indicator: The Executive Branch

  Identify the duties of the President.

• 2.5.5 Strand / Indicator: The Judicial Branch

  Identify the Supreme Court as the highest court in the land.

• 2.5.6 Strand / Indicator: The Jury System

  Describe the purpose of a judge and jury in a trial as it relates to resolving disputes.

NV.3.0. Content Standard: Civics

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

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.4.0. Content Standard: Civics

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

• 4.5.1 Strand / Indicator: Leaders and Elections

  List the qualities of a leader. (H 6.5.5; H 7.5.7; H 9.5.8)

• 4.5.2 Strand / Indicator: Political Parties

  Name the two major political parties.

• 4.5.3 Strand / Indicator: Interest Groups

  Give examples of interest groups. (G 2.5.2; G 2.5.3)

• 4.5.4 Strand / Indicator: Formation of Public Opinion

  Identify sources of information people use to form an opinion. (E 11.5.2; E 11.5.3)

NV.5.0. Content Standard: Civics

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

• 5.5.1 Strand / Indicator: Citizenship

  Describe the difference between a natural-born and a naturalized citizen of the United States.

• 5.5.3 Strand / Indicator: Symbols

  Describe the symbolic importance of the Fourth of July and the Pledge of Allegiance. (H 6.5.4; H 6.5.5)

• 5.5.4 Strand / Indicator: Individual Rights

  Identify the Bill of Rights.

• 5.5.6 Strand / Indicator: Conflict and Resolution

  Identify ways conflicts can be resolved in a peaceful manner that respects individual rights. (G 4.8.9; H 9.5.8; S 18.5.4)

NV.6.0. Content Standard: Civics

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

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

  Explain why local governments are created within states.

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

  Name the three branches of state government.

• 6.5.4 Strand / Indicator: Court Systems

  Know that there are different types of courts.

NV.7.0. Content Standard: Civics

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

• 7.5.1 Strand / Indicator: Comparative Political Systems

  List the characteristics of a nation-state, including: self-rule; territory; population; organized government.

NV.8.0. Content Standard: Civics

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

• 8.5.1 Strand / Indicator: From Individual to the World

  Identify the countries bordering the United States.

• 8.5.2 Strand / Indicator: Foreign Policy

  Explain ways in which nations interact. (Ec 9.5.2; G 4.5.5)

NV.1.0. Content Standard: History

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

• 1.5.1 Strand / Indicator: Current Events

  Identify current events from multiple sources.

• 1.5.2 Strand / Indicator: Chronology

  Record events on a graphic organizer, such as a calendar or time line. (G 7.5.4)

NV.2.0. Content Standard: History

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

• 2.5.1 Strand / Indicator: Inquiry

  Ask a historical question and identify resources to be used in research. (E 11.5.1; E 11.5.2; E 11.5.3)

• 2.5.2 Strand / Indicator: Research and Analysis

  Organize historical information from a variety of sources. (E 6.5.2)

NV.3.0. Content Standard: History

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

• 3.5.1 Strand / Indicator: World, United States, and Nevada

  Define hunter-gatherer.

• 3.5.5 Strand / Indicator: Nevada

  Locate Nevada's earliest Native American inhabitants, known as the Desert Archaic people.

NV.4.0. Content Standard: History

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

• 4.5.1 Strand / Indicator: World

  Identify explorations of the Vikings in North America. (G 2.5.5; G 4.5.3; G 6.5.1)

NV.5.0. Content Standard: History

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

• 5.5.5 Strand / Indicator: Nevada

  Identify Nevada's Native American cultures, including: Northern Paiute, Southern Paiute, Washoe, Western Shoshone. (G 2.5.3; G 2.5.6; G 4.5.8)

• 5.5.6 Strand / Indicator: United States and Nevada

  Describe Native North American life prior to European contact, such as: Clothing; Communication; Family; Food; Shelter; Transportation; Tools. (G 2.5.1; G 4.5.8; G 5.5.4)

• 5.5.7 Strand / Indicator: World and United States

  Describe expeditions of early explorers, including: Christopher Columbus; Ferdinand Magellan. (G 4.5.3; G 6.5.1)

• 5.5.8 Strand / Indicator: World and United States

  Describe relationships among Native Americans, Europeans, and Africans. (G 4.5.3; G 4.5.9)

• 5.5.11 Strand / Indicator: United States

  Describe colonial life in North America. (Ec 5.5.4; G 2.5.5; G 4.5.3)

NV.6.0. Content Standard: History

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

• 6.5.4 Strand / Indicator: United States

  Identify the events that led to the Declaration of Independence. (C 1.5.2; G 2.5.5; G 6.5.1)

• 6.5.5 Strand / Indicator: United States

  Identify key people of the American Revolution, including: George Washington; Ben Franklin.

• 6.5.14 Strand / Indicator: United States

  Describe the relationship between the War of 1812 and the national anthem.

• 6.5.17 Strand / Indicator: United States and Nevada

  Describe experiences of pioneers moving west, including: Donner Party; Oregon and California Trails. (E 3.5.3; G 1.5.4; G 2.5.5;G 4.5.3)

• 6.5.18 Strand / Indicator: Nevada

  Identify explorers and settlers in pre-territorial Nevada, including: Kit Carson, John C. Fremont.

• 6.5.21 Strand / Indicator: United States

  Identify the Civil War and final outcome, including: Union and Confederacy, Generals Grant and Lee. (G 2.5.5; G 4.5.6; G 4.5.9; G 6.5.1; G 6.5.3)

• 6.5.22 Strand / Indicator: Nevada

  Explain the symbols, mottos, and slogans related to Nevada, including: 'Battle Born'; state seal; Silver State; state flag.

NV.7.0. Content Standard: History

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

• 7.5.7 Strand / Indicator: United States

  Identify the contributions of the inventors and discoverers, including: Thomas Edison; Wright brothers; Alexander Graham Bell; George Washington Carver. (C 4.5.1; E 3.5.3)

• 7.5.9 Strand / Indicator: Nevada and United States

  Describe the contributions of immigrant groups to the United States. (G 4.5.3)

• 7.5.11 Strand / Indicator: United States and Nevada

  Describe the significance of Labor Day.

• 7.5.17 Strand / Indicator: World and United States

  Describe the distinction between Veterans Day and Memorial Day.

NV.8.0. Content Standard: History

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

• 8.5.5 Strand / Indicator: United States and Nevada

  Identify the major events of the Great Depression, such as: stock market crash; Dust Bowl; migration; Hoover Dam.

• 8.5.6 Strand / Indicator: World, United States, and Nevada

  Identify the United States' participation in World War II, such as: Pearl Harbor; homefront; D-Day; atomic bomb.

NV.9.0. Content Standard: History

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

• 9.5.5 Strand / Indicator: World and United States

  Identify major advancements in science and technology, including: television, computers. (G 2.5.4; G 4.5.7)

• 9.5.8 Strand / Indicator: World, United States, and Nevada

  Identify the major points in Martin Luther King Jr.'s 'I Have a Dream' speech. (C 4.5.1; C 5.5.6; E 8.5.1; E 8.5.2)

NV.10.0. Content Standard: History

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

• 10.5.3 Strand / Indicator: World, United States, and Nevada

  Identify major news events on the local, state, national, and world level. (G 4.5.6; G 4.5.9)

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

• 2.1. Benchmark:

  Students will explain the purpose and various levels of government.

• 2.2. Benchmark:

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

• 2.3. Benchmark:

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

• 2.4. Benchmark:

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

• 2.5. Benchmark:

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

• 2.6. Benchmark:

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

• 2.7. Benchmark:

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

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

• 3.1. Benchmark:

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

• 3.2. Benchmark:

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

• 3.3. Benchmark:

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

• 3.4. Benchmark:

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

• 3.5. Benchmark:

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

• 3.6. Benchmark:

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

• 3.7. Benchmark:

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

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

• 4.1. Benchmark:

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

• 4.2. Benchmark:

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

• 4.3. Benchmark:

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

• 4.4. Benchmark:

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

• 4.5. Benchmark:

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

• 4.6. Benchmark:

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

• 4.7. Benchmark:

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

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

• 5.1. Benchmark:

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

• 5.2. Benchmark:

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

• 5.3. Benchmark:

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

• 5.4. Benchmark:

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

• 5.5. Benchmark:

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

• 5.6. Benchmark:

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

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

• 6.1. Benchmark:

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

• 6.2. Benchmark:

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

• 6.3. Benchmark:

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

• 6.4. Benchmark:

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

• 6.5. Benchmark:

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

• 6.6. Benchmark:

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

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

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

• PC.1.A. Concept: Gle / Benchmark:

  Principles of constitutional democracy in the United States

  • PC.1.A.a. Gle / Proficiency:

    Identify and explain why Missouri has a constitution and why the state makes and enforces laws (DOK 2; SS1 1.10, 4.1)

• PC.1.B. Concept: Gle / Benchmark:

  Role of citizens and governments in carrying out constitutional principles

  • PC.1.B.a. Gle / Proficiency:

    Identify rights included in the Bill of Rights, including freedoms of religion, speech, press; to assemble peacefully; to petition the government; and to be treated fairly by the government (DOK 2; SS1 1.10, 4.2)

• PC.1.C. Concept: Gle / Benchmark:

  Understanding of the main purposes of United States documents

  • PC.1.C.a. Gle / Proficiency:

    Explain the major purpose of the Constitution and the Bill of Rights (DOK 2; SS1 1.5, 1.10)

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

Knowledge of principles and processes of governance systems

• GS.2.C. Concept: Gle / Benchmark:

  Processes of governmental systems

  • GS.2.C(1). Gle / Proficiency:

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

  • GS.2.C(2). Gle / Proficiency:

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

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

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

• MH.3a.B. Concept: Gle / Benchmark:

  Knowledge of the ways Missourians have interacted, survived and progressed from the distant past to present times

  • MH.3a.B.a. Gle / Proficiency:

    Identify and describe the significance of the individuals from Missouri who have made contributions to our state and national heritage; examples include Lewis and Clark, Mary Easton Sibley, John Berry Meacham, George Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry S Truman and Thomas Hart Benton (DOK 1; SS3 1.10, 1.6)

• MH.3a.C. Concept: Gle / Benchmark:

  Discovery, Exploration and Settlement of the United States

  • MH.3a.C.a. Gle / Proficiency:

    Locate and describe settlements in Missouri of people of European and African heritage (DOK 2; SS3 1.1)

• MH.3a.F. Concept: Gle / Benchmark:

  Westward Expansion and settlement in the US

  • MH.3a.F(1) Gle / Proficiency:

    Outline issues of Missouri statehood, such as the Missouri Compromise (DOK 2; SS3 1.6, 1.8)

  • MH.3a.F(2) Gle / Proficiency:

    Summarize the events in westward expansion, including people's motivation, their hardships, and Missouri as a jumping-off point to the West (DOK 2; SS3 1.1)

• MH.3a.G. Concept: Gle / Benchmark:

  Knowledge of contributions of non- Missourians

  • MH.3a.G.a. Gle / Proficiency:

    Describe the contributions of Thomas Jefferson (DOK 2; SS3 1.1)

• MH.3a.H. Concept: Gle / Benchmark:

  Expansion and reform movements

  • MH.3a.H(1) Gle / Proficiency:

    Sequence and describe the importance of Louisiana Purchase (DOK 2; SS3 1.6, 1.8)

  • MH.3a.H(2) Gle / Proficiency:

    Sequence and describe the importance of Lewis and Clark Expedition (DOK 2; SS3 1.6, 1.8)

• MH.3a.I. Concept: Gle / Benchmark:

  Understanding the causes and consequences of the Civil War

  • MH.3a.I(1) Gle / Proficiency:

    Explain Missouri's role in the Civil War, i.e., Missouri as a border state (DOK 2; SS3 1.6)

  • MH.3a.I(2) Gle / Proficiency:

    Evaluate the impact of westward expansion on the Native American in Missouri (DOK 3; SS3 1.6)

  • MH.3a.I(3) Gle / Proficiency:

    Describe the changes in Missouri since the Civil War in education, transportation and communication (DOK 2; SS3 1.9)

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

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

• EC.4.A. Concept: Gle / Benchmark:

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

  • EC.4.A(1). Gle / Proficiency:

    Compare saving and financial investment (DOK 2; SS4 1.6)

  • EC.4.A(2). Gle / Proficiency:

    Explain supply and demand (DOK 2; SS4 1.6)

• EC.4.B. Concept: Gle / Benchmark:

  Understanding the consequences of personal and public economic decisions

  • EC.4.B.a. Gle / Proficiency:

    Interpret past, explain present and predict future consequences of economic decisions. (Decisions would be of a nature that is meaningful to fourth graders, such as decisions made by consumers and decisions pertaining to the environment) (DOK 3; SS4 3.8)

• EC.4.C. Concept: Gle / Benchmark:

  Understanding various types of taxes and their purposes

  • EC.4.C.a. Gle / Proficiency:

    Explain how the state gets the money it needs to provide goods and services, especially by the collection of sales taxes (DOK 2; SS4 1.1)

• EC.4.D. Concept: Gle / Benchmark:

  Interdependence of households, businesses and governments

  • EC4.D.a. Gle / Proficiency:

    Explain how decisions of households, businesses and governments affect one another (DOK 2; SS4 1.6)

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

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

• EG.5.A. Concept: Gle / Benchmark:

  Reading and constructing maps

  • EG.5.A.a. Gle / Proficiency:

    Construct and interpret maps (DOK 2; SS5 1.6, 1.8)

• EG.5.B. Concept: Gle / Benchmark:

  Understanding the concept of location to make predictions and solve problems

  • EG.5.B.a. Gle / Proficiency:

    Locate the cities of Kansas City, Springfield, St. Louis, Jefferson City, Columbia and St. Joseph (DOK 1; SS5 1.5, 1.4)

• EG.5.C. Concept: Gle / Benchmark:

  Understanding the concept of place

  • EG.5.C.a. Gle / Proficiency:

    Describe human characteristics of a place, (such as population composition, architecture, kinds of economic and recreational activities, transportation and communication networks, etc.) (DOK 2; SS5 1.6)

• EG.5.D. Concept: Gle / Benchmark:

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

  • EG.5.D.a. Gle / Proficiency:

    Describe how people are affected by, depend on, adapt to and change their environments (DOK 2; SS5 1.6)

• EG.5.F. Concept: Gle / Benchmark:

  Understanding relationships between and among regions

  • EG.5.F.a. Gle / Proficiency:

    Compare regions (e.g., explain how life in a city region is different from life in a rural region or how landscapes in mountainous regions look different from landscapes in plains regions) (DOK 2; SS5 1.6)

• EG.5.G. Concept: Gle / Benchmark:

  Using geography to interpret, explain and predict

  • EG.5.G.a. Gle / Proficiency:

    Use geography to interpret the past (e.g., why rivers have played an important role in human transportation) and predict future consequences (e.g., what will likely happen if the population of a city increases considerably) (DOK 3; SS5 3.8)

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

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

• RI.6.B. Concept: Gle / Benchmark:

  Groups meeting the needs of individuals

  • RI.6.B.a. Gle / Proficiency:

    Analyze how needs are met by groups and organizations (e.g., governments, businesses, schools, religious institutions, charitable organizations, etc.) (DOK 2; SS6 1.9)

• RI.6.C. Concept: Gle / Benchmark:

  Methods of resolving conflicts

  • RI.6.C.a. Gle / Proficiency:

    Evaluate constructive processes or methods for resolving conflicts by using a problem-solving organizer (DOK 3; SS6 3.4)

MI.G. Strand / Standard Category: Geography

• G1. Standard: The World in Spatial Terms

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

  • 4-G1.0.1. Grade Level Expectation:

    Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).

  • 4-G1.0.2. Grade Level Expectation:

    Use cardinal and intermediate directions to describe the relative location of significant places in the United States.

  • 4-G1.0.3. Grade Level Expectation:

    Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).

  • 4-G1.0.4. Grade Level Expectation:

    Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.

  • 4-G1.0.5. Grade Level Expectation:

    Use maps to describe elevation, climate, and patterns of population density in the United States.

• G2. Standard: Places and Regions

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

  • 4-G2.0.1. Grade Level Expectation:

    Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).

  • 4-G2.0.2. Grade Level Expectation:

    Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.

• G4. Standard: Human Systems

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

  • 4-G4.0.1. Grade Level Expectation:

    Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. (H)

  • 4-G4.0.2. Grade Level Expectation:

    Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food). (H)

• G5. Standard: Environment and Society

  Understand the effects of human-environment interactions.

  • 4-G5.0.1. Grade Level Expectation:

    Assess the positive and negative effects of human activities on the physical environment of the United States.

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

• C1. Standard: Purposes of Government

  Explain why people create governments.

  • 4-C1.0.1. Grade Level Expectation:

    Identify questions political scientists ask in examining the United States (e.g., What does government do? What are the basic values and principles of American democracy? What is the relationship of the United States to other nations? What are the roles of the citizen in American democracy?).

  • 4-C1.0.2. Grade Level Expectation:

    Explain probable consequences of an absence of government and of rules and laws.

  • 4-C1.0.3. Grade Level Expectation:

    Describe the purposes of government as identified in the Preamble of the Constitution.

• C2. Standard: Values and Principles of American Democracy

  Understand values and principles of American constitutional democracy.

  • 4-C2.0.1. Grade Level Expectation:

    Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights (e.g., freedom of religion, freedom of expression, freedom of press) serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.

  • 4-C2.0.2. Grade Level Expectation:

    Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are involved (e.g., freedom of religion, freedom of expression, freedom of press).

• C3. Standard: Structure and Functions of Government

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

  • 4-C3.0.1. Grade Level Expectation:

    Give examples of ways the Constitution limits the powers of the federal government (e.g., election of public officers, separation of powers, checks and balances, Bill of Rights).

  • 4-C3.0.2. Grade Level Expectation:

    Give examples of powers granted to the federal government (e.g., coining of money, declaring war) and those reserved for the states (e.g., driver's license, marriage license).

  • 4-C3.0.3. Grade Level Expectation:

    Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).

  • 4-C3.0.4. Grade Level Expectation:

    Describe how the powers of the federal government are separated among the branches.

  • 4-C3.0.5. Grade Level Expectation:

    Give examples of how the system of checks and balances limits the power of the federal government (e.g., presidential veto of legislation, courts declaring a law unconstitutional, congressional approval of judicial appointments).

  • 4-C3.0.6. Grade Level Expectation:

    Describe how the President, members of the Congress, and justices of the Supreme Court come to power (e.g., elections versus appointments).

  • 4-C3.0.7. Grade Level Expectation:

    Explain how the federal government uses taxing and spending to serve the purposes of government.

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

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

  • 4-C5.0.1. Grade Level Expectation:

    Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office, respecting the law, being informed and attentive to public issues, paying taxes, registering to vote and voting knowledgeably, serving as a juror).

  • 4-C5.0.2. Grade Level Expectation:

    Describe the relationship between rights and responsibilities of citizenship.

  • 4-C5.0.3. Grade Level Expectation:

    Explain why rights have limits.

  • 4-C5.0.4. Grade Level Expectation:

    Describe ways citizens can work together to promote the values and principles of American democracy.

MI.E. Strand / Standard Category: Economics

• E1. Standard: Market Economy

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

  • 4-E1.0.1. Grade Level Expectation:

    Identify questions economists ask in examining the United States (e.g., What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?).

  • 4-E1.0.2. Grade Level Expectation:

    Describe some characteristics of a market economy (e.g., private property rights, voluntary exchange, competition, consumer sovereignty, incentives, specialization).

  • 4-E1.0.3. Grade Level Expectation:

    Describe how positive (e.g., responding to a sale, saving money, earning money) and negative (e.g., library fines, overdue video rental fees) incentives influence behavior in a market economy.

  • 4-E1.0.4. Grade Level Expectation:

    Explain how price affects decisions about purchasing goods and services (substitute goods).

  • 4-E1.0.5. Grade Level Expectation:

    Explain how specialization and division of labor increase productivity (e.g., assembly line). (H)

  • 4-E1.0.6. Grade Level Expectation:

    Explain how competition among buyers results in higher prices and competition among sellers results in lower prices (e.g., supply, demand).

  • 4-E1.0.7. Grade Level Expectation:

    Demonstrate the circular flow model by engaging in a market simulation, which includes households and businesses and depicts the interactions among them.

  • 4-E1.0.8. Grade Level Expectation:

    Explain why public goods (e.g., libraries, roads, parks) are not privately owned. (H)

• E2. Standard: National Economy

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

  • 4-E2.0.1. Grade Level Expectation:

    Explain how changes in the United States economy impacts levels of employment and unemployment (e.g., changing demand for natural resources, changes in technology, changes in competition). (H)

• E3. Standard: International Economy

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

  • 4-E3.0.1. Grade Level Expectation:

    Describe how global competition affects the national economy (e.g., outsourcing of jobs, increased supply of goods, opening new markets, quality controls).

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

• P3.1. Standard: Identifying and Analyzing Public Issues

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

  • 4-P3.1.1. Grade Level Expectation:

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

  • 4-P3.1.2. Grade Level Expectation:

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

  • 4-P3.1.3. Grade Level Expectation:

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

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

  Communicate a reasoned position on a public issue.

  • 4-P3.3.1. Grade Level Expectation:

    Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.

• P4.2. Standard:

  Citizen Involvement

  • 4-P4.2.1. Grade Level Expectation:

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

  • 4-P4.2.2. Grade Level Expectation:

    Participate in projects to help or inform others.