B.8.1. Performance Standard:

Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used.

B.8.2. Performance Standard:

Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history.

B.8.3. Performance Standard:

Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history.

B.8.4. Performance Standard:

Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians.

B.8.5. Performance Standard:

Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently.

B.8.6. Performance Standard:

Analyze important political values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights.

B.8.7. Performance Standard:

Identify significant events and people in the major eras of United States and world history.

B.8.8. Performance Standard:

Identify major scientific discoveries and technological innovations and describe their social and economic effects on society.

B.8.9. Performance Standard:

Explain the need for laws and policies to regulate science and technology.

B.8.10. Performance Standard:

Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations.

B.8.11. Performance Standard:

Summarize major issues associated with the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.

B.8.12. Performance Standard:

Describe how history can be organized and analyzed using various criteria to group people and events chronologically, geographically, thematically, topically, and by issues.

C.8.1. Performance Standard:

Identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights.

C.8.2. Performance Standard:

Identify, cite, and discuss important political documents, such as the Constitution, the Bill of Rights, and landmark decisions of the Supreme Court, and explain their function in the American political system.

C.8.3. Performance Standard:

Explain how laws are developed, how the purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused.

C.8.4. Performance Standard:

Describe and explain how the federal system separates the powers of federal, state, and local governments in the United States, and how legislative, executive, and judicial powers are balanced at the federal level.

C.8.5. Performance Standard:

Explain how the federal system and the separation of powers in the Constitution work to sustain both majority rule and minority rights.

C.8.6. Performance Standard:

Explain the role of political parties and interest groups in American politics.

C.8.7. Performance Standard:

Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate.

C.8.8. Performance Standard:

Identify ways in which advocates participate in public policy debates.

C.8.9. Performance Standard:

Describe the role of international organizations such as military alliances and trade associations.

D.8.1. Performance Standard:

Describe and explain how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

D.8.2. Performance Standard: Identify and explain basic economic concepts

supply, demand, production, exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and services.

D.8.3. Performance Standard:

Describe Wisconsin's role in national and global economies and give examples of local economic activity in national and global markets.

D.8.4. Performance Standard:

Describe how investments in human and physical capital, including new technology, affect standard of living and quality of life.

D.8.5. Performance Standard:

Give examples to show how government provides for national defense; health, safety, and environmental protection; defense of property rights; and the maintenance of free and fair market activity.

D.8.6. Performance Standard:

Identify and explain various points of view concerning economic issues, such as taxation, unemployment, inflation, the national debt, and distribution of income.

D.8.7. Performance Standard:

Identify the location of concentrations of selected natural resources and describe how their acquisition and distribution generates trade and shapes economic patterns.

D.8.8. Performance Standard:

Explain how and why people who start new businesses take risks to provide goods and services, considering profits as an incentive.

D.8.9. Performance Standard:

Explain why the earning power of workers depends on their productivity and the market value of what they produce.

D.8.10. Performance Standard:

Identify the economic roles of institutions such as corporations and businesses, banks, labor unions, and the Federal Reserve System.

D.8.11. Performance Standard:

Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment.

E.8.1. Performance Standard:

Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.

E.8.2. Performance Standard:

Give examples to explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development.

E.8.3. Performance Standard:

Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people.

E.8.4. Performance Standard:

Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.

E.8.5. Performance Standard:

Describe and explain the means by which groups and institutions meet the needs of individuals and societies.

E.8.6. Performance Standard:

Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.

E.8.7. Performance Standard:

Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society.

E.8.8. Performance Standard:

Give examples to show how the media may influence the behavior and decision-making of individuals and groups.

E.8.9. Performance Standard:

Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United States, and the world.

E.8.10. Performance Standard:

Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.

E.8.12. Performance Standard:

Explain how beliefs and practices, such as ownership of property or status at birth, may lead to conflict among people of different regions or cultures and give examples of such conflicts that have and have not been resolved.

E.8.13. Performance Standard:

Describe conflict resolution and peer mediation strategies used in resolving differences and disputes.

E.8.14. Performance Standard:

Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.

E.8.15. Performance Standard:

Describe cooperation and interdependence among individuals, groups, and nations, such as helping others in times of crisis.

2.1. Component / Goal:

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

• 2.1.1. Benchmark / Gle: ECONOMIC CHOICES

  Analyzes the costs and benefits of decisions colonists made to meet their needs and wants.

2.2. Component / Goal:

Understands how economic systems function.

• 2.2.2. Benchmark / Gle: TRADE

  Understands how trade affected the economy of the thirteen colonies.

2.3. Component / Goal:

Understands the government's role in the economy.

• 2.3.1. Benchmark / Gle: GOVERNMENT AND THE ECONOMY

  Understands the impact of the British government on the economy of the thirteen colonies.

3.1. Component / Goal:

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

• 3.1.1. Benchmark / Gle: MAPS AND GEOGRAPHIC TOOLS

  Constructs and uses maps to show and analyze information about European settlement in the Americas.

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

  Understands the physical and cultural characteristics of the thirteen colonies.

3.2. Component / Goal:

Understands human interaction with the environment.

• 3.2.3. Benchmark / Gle: HUMAN MIGRATION

  Understands and analyzes the impact of the European colonists' movement to the Americas on the land and the indigenous peoples.

4.1. Component / Goal:

Understands historical chronology.

• 4.1.1. Benchmark / Gle: CHRONOLOGY

  Understands and creates timelines to show how historical events are caused by other important events.

• 4.1.2. Benchmark / Gle: CHRONOLOGICAL ERAS

  Understands how the following themes and developments help to define eras in U.S. history from time immemorial to 1791:

  • 4.1.2.a. Grade Level Expectation:

    Development of indigenous societies in North America (time immemorial to 1791).

  • 4.1.2.b. Grade Level Expectation:

    Encounter, colonization, and devastation (1492 - 1763).

  • 4.1.2.c. Grade Level Expectation:

    Revolution and the Constitution (1763 - 1791).

4.2. Component / Goal:

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

• 4.2.1. Benchmark / Gle: INDIVIDUALS AND MOVEMENTS

  Understands and analyzes how individuals caused change in U.S. history.

• 4.2.2. Benchmark / Gle: CULTURES AND CULTURAL GROUPS

  Analyzes how people from various cultural groups have shaped U.S. history.

• 4.2.3. Benchmark / Gle: IDEAS AND TECHNOLOGY

  Understands how technology and ideas have affected the way people live and change their values, beliefs, and attitudes.

4.3. Component / Goal:

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

• 4.3.1. Benchmark / Gle: HISTORICAL INTERPRETATION

  Analyzes the multiple perspectives and interpretations of historical events in U.S. history.

• 4.3.2. Benchmark / Gle: MULTIPLE CAUSATION

  Analyzes the multiple causes of change and conflict in U.S. history.

4.4. Component / Goal:

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

• 4.4.1. Benchmark / Gle: HISTORICAL ANTECENDENTS

  Understands that significant historical events in the United States have implications for current decisions and influence the future.

5.1. Component / Goal:

Uses critical reasoning skills to analyze and evaluate positions.

• 5.1.1. Benchmark / Gle: UNDERSTANDS REASONING

  Understands the purpose of documents and the concepts used in them.

• 5.1.2. Benchmark / Gle: EVALUATES REASONING

  Evaluates the relevance of facts used in forming a position on an issue or event.

5.2. Component / Goal:

Uses inquiry-based research.

• 5.2.1. Benchmark / Gle: FORMS QUESTIONS

  Understands how essential questions define the significance of researching an issue or event.

5.3. Component / Goal:

Deliberates public issues.

• 5.3.1. Benchmark / Gle: DELIBERATION

  Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.

5.4. Component / Goal:

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

• 5.4.1. Benchmark / Gle: CREATES POSITION AND PRODUCT

  Researches multiple perspectives to take a position on a public or historical issue in a paper or presentation.

• 5.4.2. Benchmark / Gle: CITING SOURCES

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

5.2.01. Learning Expectation:

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

• 5.2.01.a. Benchmark:

  Identify the economic change from agricultural to industrial in late 19th and early 20th century.

• 5.2.01.b. Benchmark:

  Describe economic issues of the 1920's and 1930's.

• 5.2.01.c. Benchmark:

  Explain how the American economy changed after World War II.

5.2.02. Learning Expectation:

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

• 5.2.02.a. Benchmark:

  Describe the development of the free enterprise system in Tennessee and the United States.

• 5.2.02.b. Benchmark:

  Analyze the effects of immigrations, migration, and limited resources on the economic development and growth of the United States.

• 5.2.02.c. Benchmark:

  Explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.

5.2.03. Learning Expectation:

Understand fundamental economic concepts.

• 5.2.03.a. Benchmark:

  Explain how supply and demand affects production and consumption in the United States.

• 5.2.03.b. Benchmark:

  Give examples of the benefits of the free enterprise system in the United States.

5.2.04. Learning Expectation:

Understand the patterns and results of international trade.

• 5.2.04.a. Benchmark:

  Describe global economic interdependence after World War II.

• 5.2.04.b. Benchmark:

  Explain how the United States and Tennessee meet some of their needs through the purchase of domestic and international products domestically and internationally in today's global economy.

• 5.2.04.c. Benchmark:

  Describe the impact of mass production, specialization, and division of labor on the economic growth of the United States and other regions of the world.

5.2.05. Learning Expectation:

Understand the interaction of individuals, families, communities, businesses, and governments of Tennessee and the United States in a market economy.

• 5.2.05.a. Benchmark:

  Explain how people historically and presently earn their living in different regions of the United States and Tennessee.

• 5.2.05.b. Benchmark:

  Analyze how developments in transportation communication influenced economic activities in Tennessee.

• 5.2.05.c. Benchmark:

  Explain how geographic factors influence the location of economic activities in Tennessee.

• 5.2.05.d. Benchmark:

  Analyze the effects of immigration, migration, and limited resources on the economic development and growth of Tennessee and the United States.

5.3.01. Learning Expectation:

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

• 5.3.01.a. Benchmark:

  Locate the major physical features and cities of the United States on a map or globe.

• 5.3.01.b. Benchmark:

  Understand the latitude, longitude, the global grid and time zones of the sites within the United States and Tennessee.

• 5.3.01.c. Benchmark:

  Recognize landforms, climate, and natural resources as determining factors in the location and development of communities.

5.3.02. Learning Expectation:

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

• 5.3.02.a. Benchmark:

  Describe human settlement patterns and land use in the United States and Tennessee.

• 5.3.02.b. Benchmark:

  Explain human modifications of the physical environment.

• 5.3.02.c. Benchmark:

  Recognize the impact of extreme natural events on human history.

5.3.03. Learning Expectation:

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

• 5.3.03.a. Benchmark:

  Recognize population characteristics of Tennessee and the United States.

• 5.3.03.b. Benchmark:

  Identify and locate the geographical regions of the United States.

• 5.3.03.c. Benchmark:

  Explore ways technological advances enabled people to overcome geographic barriers.

5.4.01. Learning Expectation:

Discuss the structure and purposes of governance.

• 5.4.01.a. Benchmark:

  Describe important individual rights including freedom of religion, speech, and press and the rights to assemble and petition the government.

• 5.4.01.b. Benchmark:

  Describe important due process rights including trial by jury and the right to an attorney.

• 5.4.01.c. Benchmark:

  Identify and compare leadership qualities of national leaders, past and present.

• 5.4.01.d. Benchmark:

  Recognize that a variety of formal and informal actors influence and shape public policy.

5.4.02. Learning Expectation:

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

• 5.4.02.a. Benchmark:

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

• 5.4.02.b. Benchmark:

  Identify the reasons for and describe the systems of checks and balances outlined in the United States Constitution.

• 5.4.02.c. Benchmark:

  Summarize the reasons for the creation of the Bill of Rights.

• 5.4.02.d. Benchmark:

  Summarize selected amendments to the Constitution such as those extending voting rights of United States citizens.

• 5.4.02.e. Benchmark:

  Analyze the post-Civil War amendments to the United States Constitution.

5.4.03. Learning Expectation:

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

• 5.4.03.a. Benchmark:

  Identify examples of rights and responsibilities of citizens.

• 5.4.03.b. Benchmark:

  Examine the influence of public opinion on personal decision-making and government policy on public issues.

• 5.4.03.c. Benchmark:

  Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government.

• 5.4.03.d. Benchmark:

  Explain how to contact elected and appointed leaders in state and local governments.

• 5.4.03.e. Benchmark:

  Identify key ideals of the United States' democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations.

5.4.04. Learning Expectation:

Recognize how Americans incorporate the principles of the Constitution into their lives.

• 5.4.04.a. Benchmark:

  Recognize and interpret how the 'common good' can be strengthened through various forms of citizen action.

• 5.4.04.b. Benchmark:

  Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry to inform decision making about and action taking on public issues.

• 5.4.04.c. Benchmark:

  Explain selected patriotic symbols and landmarks such as the Statue of Liberty, the White House, and political symbols such as the donkey and the elephant.

5.4.05. Learning Expectation:

Understand the relationship between local, state, and national government.

• 5.4.05.a. Benchmark:

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

• 5.4.05.b. Benchmark:

  Distinguish between national and state governments and compare their responsibilities in the United States federal system.

• 5.4.05.c. Benchmark:

  Explain how individuals can participate in civic affairs and political parties at the national level.

• 5.4.05.d. Benchmark:

  Identify leaders in the national governments, including the president and selected members of Congress, and their political parties and describe how they are elected.

5.5.01. Learning Expectation: Era 5 -Civil War and Reconstruction (1850-1877)

Understand the causes, course, and consequences of the Civil War.

• 5.5.01.a. Benchmark:

  Identify the locations of the southern and northern states.

• 5.5.01.b. Benchmark:

  Identify the advantages and disadvantages of northern and southern economic resources.

• 5.5.01.c. Benchmark:

  Identify similar and different northern and southern social and cultural customs.

• 5.5.01.d. Benchmark:

  Identify sectional interests that led to the Civil War.

• 5.5.01.e. Benchmark:

  Describe the role of Tennessee in the Civil War.

• 5.5.01.f. Benchmark:

  Chart the course of major events throughout the Civil War.

5.5.02. Learning Expectation: Era 5 -Civil War and Reconstruction (1850-1877)

Understand the plans and policies for Reconstruction and subsequent successes and failures.

• 5.5.02.a. Benchmark:

  Identify components of the various plans for Reconstruction.

• 5.5.02.b. Benchmark:

  Evaluate the successes and failures of Reconstruction plans.

• 5.5.02.c. Benchmark:

  Decide the reasons for successes and failures of the various plans.

• 5.5.02.d. Benchmark:

  Assess th4 lasting impact of the Civil War and Reconstruction.

5.5.03. Learning Expectation: Era 6 -The Development of the Industrial United States (1870-1900)

Understand the development of Industrial America.

• 5.5.03.a. Benchmark:

  Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States.

• 5.5.03.b. Benchmark:

  Identify individual leaders of business and industry.

• 5.5.03.c. Benchmark:

  Explain how industry and mechanization changed ways of life in America and Tennessee.

• 5.5.03.d. Benchmark:

  Understand the rise of the American labor movement.

5.5.04. Learning Expectation: Era 6 -The Development of the Industrial United States (1870-1900)

Understand the acquisition of territory to the United States.

• 5.5.04.a. Benchmark:

  Describe how armed conflict, purchases, treaties, and land settlement resulted in further American expansion.

• 5.5.04.b. Benchmark:

  Assess the resistance of various groups to United States expansion.

• 5.5.04.c. Benchmark:

  Describe the people, lifestyles, and liberties in the American West.

• 5.5.04.d. Benchmark:

  Trace the growth and necessity of the Chinese in the American West.

5.5.05. Learning Expectation: Era 7 -The Emergence of Modern America (1890-1930)

Discuss how various groups addressed the problems of industrial capitalism, urbanization, and political corruption.

• 5.5.05.a. Benchmark:

  Identify various Progressive reform efforts and their leaders.

• 5.5.05.b. Benchmark:

  Explain how rural areas and urban centers changed as a result of immigration and migration.

5.5.06. Learning Expectation: Era 7 -The Emergence of Modern America (1890-1930)

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

• 5.5.06.a. Benchmark:

  Identify areas in the world where the United States participated in diplomatic affairs and armed conflict.

• 5.5.06.b. Benchmark:

  Explain the causes of the Spanish American War and World War I.

• 5.5.06.c. Benchmark:

  Identify contributions of Tennessee natives such as Alvin York and Ida B. Wells.

5.5.07. Learning Expectation: Era 7 -The Emergence of Modern America (1890-1930)

Understand the changing role of the United States between World War I and the Great Depression.

• 5.5.07.a. Benchmark:

  Explain how American life changed dramatically due to the economy, technology, and ecological disasters.

• 5.5.07.b. Benchmark:

  Describe American life in the 1920's including the impact of Constitutional amendments.

• 5.5.07.c. Benchmark:

  Explain the significance of the Harlem Renaissance.

• 5.5.07.d. Benchmark:

  Explain Tennessee's role in the women's suffrage movement.

5.5.08. Learning Expectation: Era 8 -The Great Depression and World War II (1929-1945)

Understand society in America during the Great Depression.

• 5.5.08.a. Benchmark:

  Explain the events that led to the Great Depression.

• 5.5.08.b. Benchmark:

  Describe how the Great Depression affected American society as a whole.

• 5.5.08.c. Benchmark:

  Explain how Americans addressed the social and economic problems brought on by the Great Depression.

• 5.5.08.d. Benchmark:

  Describe how the Tennessee Valley Authority impacted life in Tennessee.

5.5.09. Learning Expectation: Era 8 -The Great Depression and World War II (1929-1945)

Understand America's role during World War II.

• 5.5.09.a. Benchmark:

  Describe the political and economic events that led to World War II.

• 5.5.09.b. Benchmark:

  Identify the significance of Pearl Harbor, D-Day, and Hiroshima.

• 5.5.09.c. Benchmark:

  Identify Tennessee's involvement and the contributions of Tennessee natives such as Cordell Hull to the war effort.

• 5.5.09.d. Benchmark:

  Explain the political and economic effects of World War II on Europe and the United States.

• 5.5.09.e. Benchmark:

  Explain the social effects of World War II on American life.

• 5.5.09.f. Benchmark:

  Describe Japanese American internment and its conflict with American ideals.

5.5.10. Learning Expectation: Era 9 -Postwar United States (1945-1970's)

Understand the economic growth and social transformation of post WWII.

• 5.5.10.a. Benchmark:

  Explain how the American economy changed after World War II.

• 5.5.10.b. Benchmark:

  Describe the influences of World War II on American society.

5.5.11. Learning Expectation: Era 9 -Postwar United States (1945-1970's)

Understand how the Cold War influenced domestic and international politics.

• 5.5.11.a. Benchmark:

  Describe the role United Nations in international affairs.

• 5.5.11.b. Benchmark:

  Explain United States' involvement in Korea and Vietnam.

• 5.5.11.c. Benchmark:

  Describe the Soviet and American relationship during the Cold War.

5.5.12. Learning Expectation: Era 9 -Postwar United States (1945-1970's)

Understand domestic policies in the post World War II period.

• 5.5.12.a. Benchmark:

  Identify major political events of the presidential administrations during the Cold War.

• 5.5.12.b. Benchmark:

  Explain why the United States became involved in the space race.

• 5.5.12.c. Benchmark:

  Describe the struggle for racial and gender equality.

• 5.5.12.d. Benchmark:

  Explain Brown V. Board of Education and its importance of to the Civil Rights Movement.

• 5.5.12.e. Benchmark:

  Explain the contributions of Civil Rights leaders such as Martin Luther King, Jr. and Caesar Chavez.

• 5.5.12.f. Benchmark:

  Describe Tennessee's involvement during the Civil Rights movement.

5.5.13. Learning Expectation: Era 10 -Contemporary United States (1968 to the present)

Understand developments in foreign policy and domestic policies between the Nixon and Clinton presidencies.

• 5.5.13.a. Benchmark:

  Explain how Watergate impacted the Nixon administration and Americans.

• 5.5.13.b. Benchmark:

  Describe the changing relationships between the United States and foreign countries.

• 5.5.13.c. Benchmark:

  Explain the significance of the Iran crisis.

• 5.5.13.d. Benchmark:

  Describe political and geographic changes in Europe following the fall of the Soviet Union.

• 5.5.13.e. Benchmark:

  Describe the growing impact of the media on public opinion.

5.5.14. Learning Expectation: Era 10 -Contemporary United States (1968 to the present)

Understand economic, social, and cultural developments in the contemporary United States.

• 5.5.14.a. Benchmark:

  Explain the effect of the computer on contemporary life in America.

• 5.5.14.b. Benchmark:

  Describe global environmental issues.

• 5.5.14.c. Benchmark:

  Describe the contributions of Tennesseeans to the arts.

5.6.01. Learning Expectation:

Recognize the impact of individual and group decisions on citizens and communities in a democratic republic.

• 5.6.01.a. Benchmark:

  Identify and describe examples of tension between an individual's beliefs, government policies, and laws.

• 5.6.01.b. Benchmark:

  Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.

• 5.6.01.c. Benchmark:

  Identify and describe factors that either contribute to cooperation or cause disputes within and among groups and actions.

5.6.02. Learning Expectation:

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

• 5.6.02.a. Benchmark:

  Give examples of the role of institutions in furthering both continuity and change.

• 5.6.02.b. Benchmark:

  Identify examples of institutions and describe the interactions of people with institutions.

• 5.6.02.c. Benchmark:

  Analyze the role of individuals and groups in elections.

5.W.1. Indicator / Benchmark:

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

• 5.W.1.1. Standard: (Knowledge) Students are able to identify the causes and effects of European exploration and their impact (Examples

  Native Americans, colonists).

• 5.W.1.2. Standard:

  (Comprehension) Students are able to describe the impact other countries had on the United States through exploration, trade, and conflict.

5.W.2. Indicator / Benchmark:

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

• 5.W.2.1. Standard: (Knowledge) Students are able to identify key conflicts with other cultures of the world and the effect they had on the United States physically, economically, and socially (Examples

  French and Indian War, Revolutionary War, War of 1812, Louisiana Purchase, Native American cultures, Civil War).

5.G.1. Indicator / Benchmark:

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

• 5.G.1.1. Standard:

  (Application) Students are able to apply longitude and latitude to find absolute locations on a map and globe.

• 5.G.1.2. Standard:

  (Application) Students are able to compare maps of different types and scales.

5.G.2. Indicator / Benchmark:

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

• 5.G.2.1. Standard:

  (Comprehension) Students are able to describe how climate and geography influenced the way of life of Native American tribes and the movement and activities of settlers.

• 5.G.2.2. Standard: (Comprehension) Students are able to explain explorers' discoveries in the New World (Examples

  riches, trade routes, mountains, rivers, woodlands).

5.C.1. Indicator / Benchmark:

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

• 5.C.1.1. Standard: (Knowledge) Students are able to define basic differences between various forms of government (Examples

  Democracy, Republic, Monarchy, Dictatorship).

• 5.C.1.2. Standard: (Comprehension) Students are able to define and describe the roles of democratic government of the United States (Examples

  levels of government: local, state, and national; branches of government: legislative, executive, and judicial).

5.C.2. Indicator / Benchmark:

Analyze the constitutional rights and responsibilities of United States citizens.

• 5.C.2.1. Standard: (Comprehension) Students are able to describe how volunteerism helped develop the United States (Example

  Revolutionary War Patriots, Minutemen).

5.E.1. Indicator / Benchmark:

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

• 5.E.1.1. Standard: (Comprehension) Students are able to describe the role of trading in early United States history (Examples

  bartering, triangular trade).

• 5.E.1.2. Standard: (Knowledge) Students are able to describe examples of various institutions that make up economic systems (Examples

  households, banks, government agencies, labor unions, corporations, sole proprietorship, partnership).

• 5.E.1.3. Standard: (Comprehension) Students are able to describe key economic events prior to 1865 leading to the expansion of territories in the United States (Examples

  Dakota Territory, Louisiana Purchase, Indian Removal Acts, Gold Rush).

2.a. Assessment Target:

Student should be able to explain the essential ideas of American constitutional government.

2.b. Assessment Target:

Student should be able to identify and explain the importance of historical experience and geographic, social, and economic factors that have helped to shape American society.

2.c. Assessment Target:

Student should be able to evaluate, take, and defend positions on the importance of voluntarism in American society.

2.d. Assessment Target:

Student should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life.

2.e. Assessment Target:

Student should be able to explain the importance of shared political values and principles to American society.

2.f. Assessment Target:

Student should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity.

2.g. Assessment Target:

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

2.h. Assessment Target:

Student should be able to evaluate, take, and defend positions on issues in which fundamental values and principles are in conflict.

2.i. Assessment Target:

Student should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities.

3.a. Assessment Target:

Student should be able to explain how the powers of the national government are distributed, shared, and limited.

3.b. Assessment Target:

Student should be able to explain how and why powers are distributed and shared between national and state governments in the federal system.

3.c. Assessment Target:

Student should be able to explain the major responsibilities of the national government and foreign policy.

3.d. Assessment Target:

Student should be able to explain the necessity of taxes and the purposes for which taxes are used.

3.e. Assessment Target:

Student should be able to explain why states have constitutions, their purposes, and the relationship of state constitutions to federal constitutions.

3.f. Assessment Target:

Student should be able to describe the organization and major responsibilities of state and local governments.

3.g. Assessment Target:

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

3.h. Assessment Target:

Student should be able to explain the importance of law in the American constitutional system.

3.i. Assessment Target:

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

3.j. Assessment Target:

Student should be able to evaluate, take, and defend positions on current issues regarding judicial protection of individual rights.

3.k. Assessment Target:

Student should be able to explain what is meant by the public agenda.

3.l. Assessment Target:

Student should be able to evaluate, take, and defend positions on the influence of the media on American political life.

3.m. Assessment Target:

Student should be able to explain how political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.

3.n. Assessment Target:

Student should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process.

3.o. Assessment Target:

Student should be able to explain how public policy is formed and carried out at local, state, and national levels and what roles individuals can play in the process.

4.a. Assessment Target:

Student should be able to explain how the world is organized politically.

4.b. Assessment Target:

Student should be able to explain how nation-states interact with each other.

4.c. Assessment Target:

Student should be able to explain how the United States foreign policy is made and the means by which it is carried out.

4.d. Assessment Target:

Student should be able to explain the role of major international organizations in the world today.

4.e. Assessment Target:

Student should be able to describe the influence of American political idea on other nations.

4.f. Assessment Target:

Student should be able to explain the effects of significant political, demographic, and environmental trends in the world.

5.a. Assessment Target:

Student should be able to explain the meaning of American citizenship.

5.b. Assessment Target:

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

5.c. Assessment Target:

Student should be able to evaluate, take, and defend positions on the issue involving personal rights.

5.d. Assessment Target:

Student should be able to evaluate, take, and defend positions on issues involving political rights.

5.e. Assessment Target:

Student should be able to evaluate, take, and defend positions on issues involving economic rights.

5.f. Assessment Target:

Student should be able to evaluate, take, and defend positions on issues regarding the proper scope and limits of rights.

5.g. Assessment Target:

Student should be able to evaluate, take, and defend positions on the importance of personal responsibilities to the individual and to society.

5.h. Assessment Target:

Student should be able to evaluate, take, and defend positions on the importance of civic responsibilities to the individual and society.

5.i. Assessment Target:

Student should be able to evaluate, take, and defend positions on the importance of certain dispositions or traits of character to themselves and American constitutional democracy.

5.j. Assessment Target:

Student should be able to explain the relationship between participating in civic and political life and the attainment of individual and public goals.

5.k. Assessment Target:

Student should be able to explain the difference between political and social participation.

5.l. Assessment Target:

Student should be able to describe the means by which Americans can monitor and influence politics and government.

5.m. Assessment Target:

Student should be able to explain the importance of political leadership and public service in a constitutional democracy.

5.n. Assessment Target:

Student should be able to explain the importance of knowledge to competent and responsible participation in American democracy.

1.a. Assessment Target:

Student knows and understands the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models.

1.b. Assessment Target:

Student knows and understands how to make and use maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns.

1.c. Assessment Target:

Student knows and understands the relative advantages and disadvantages of using maps, globes, aerial and other photographs, satellite-produced images, and models to solve geographic problems.

1.d. Assessment Target:

Student knows and understands the distribution of major physical and human features at different scales (local to global).

1.e. Assessment Target:

Student knows and understands how to translate mental maps into appropriate graphics to display geographic information and answer geographic questions.

1.f. Assessment Target:

Student knows and understands how perception influences people's mental maps and attitudes about places.

1.g. Assessment Target:

Student knows and understands how to use the elements of space to describe spatial patterns.

1.h. Assessment Target:

Student knows and understands how to use spatial concepts to explain spatial structure.

1.i. Assessment Target:

Student knows and understands how spatial processes shape patterns of spatial organization.

1.j. Assessment Target:

Student knows and understands how to model spatial organization.

2.a. Assessment Target:

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

2.b. Assessment Target:

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

2.c. Assessment Target:

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

2.d. Assessment Target:

Student knows and understands the elements and types of regions.

2.e. Assessment Target:

Student knows and understands how and why regions change.

2.f. Assessment Target:

Student knows and understands the connections among regions.

2.g. Assessment Target:

Student knows and understands the influences and effects of regional labels and images.

2.h. Assessment Target:

Student knows and understands how personal characteristics affect our perception of places and regions.

2.i. Assessment Target:

Student knows and understands how culture and technology affect perception of places and regions.

2.j. Assessment Target:

Student knows and understands how places and regions serve as cultural symbols.

3.a. Assessment Target:

Student knows and understands how physical processes shape patterns in the physical environment.

3.b. Assessment Target:

Student knows and understands how Earth-Sun relationships affect physical processes and patterns on Earth.

3.c. Assessment Target:

Student knows and understands how physical processes influence the formation and distribution of resources.

3.d. Assessment Target:

Student knows and understands how to predict the consequences of physical processes on Earth's surface.

3.e. Assessment Target:

Student knows and understands the local and global patterns of ecosystems.

3.f. Assessment Target:

Student knows and understands how ecosystems work.

3.g. Assessment Target:

Student knows and understands how physical processes produce changes in ecosystems.

3.h. Assessment Target:

Student knows and understands how human activities influence changes in ecosystems.

4.a. Assessment Target:

Student knows and understands the demographic structure of a population.

4.b. Assessment Target:

Student knows and understands the reasons for spatial variations in population distribution.

4.c. Assessment Target:

Student knows and understands the types and historical patterns of human migration.

4.d. Assessment Target:

Student knows and understands the effects of migration on the characteristics of places.

4.e. Assessment Target:

Student knows and understands the spatial distribution of culture at different scales (local to global).

4.f. Assessment Target:

Student knows and understands how to read elements of the landscape as a mirror of culture.

4.g. Assessment Target:

Student knows and understands the processes of cultural diffusion.

4.h. Assessment Target:

Student knows and understands ways to classify economic activity.

4.i. Assessment Target:

Student knows and understands the basis for global interdependence.

4.j. Assessment Target:

Student knows and understands reasons for the spatial patterns of economic activities.

4.k. Assessment Target:

Student knows and understands how changes in technology, transportation, and communication affect the location of economic activities.

4.l. Assessment Target:

Student knows and understands the spatial patterns of settlement in different regions of the world.

4.m. Assessment Target:

Student knows and understands what human events led to the development of cities.

4.n. Assessment Target:

Student knows and understands the causes and consequences of urbanization.

4.o. Assessment Target:

Student knows and understands the internal spatial structure of urban settlements.

4.p. Assessment Target:

Student knows and understands the multiple territorial divisions of the student's own world.

4.q. Assessment Target:

Student knows and understands how cooperation and conflict among people contribute to political divisions of Earth's surface.

4.r. Assessment Target:

Student knows and understands how cooperation and conflict among people contribute to economic and social divisions of Earth's surface.

5.a. Assessment Target:

Student knows and understands the consequences of human modification of the physical environment.

5.b. Assessment Target:

Student knows and understands how human modifications of the physical environment in one place often lead to changes in other places.

5.c. Assessment Target:

Student knows and understands the role of technology in the human modification of the physical environment.

5.d. Assessment Target:

Student knows and understands human responses to variations in physical systems.

5.e. Assessment Target:

Student knows and understands how the characteristics of different physical environments provide opportunities for or place constraints on human activities.

5.f. Assessment Target:

Student knows and understands how natural hazards affect human activities.

5.g. Assessment Target:

Student knows and understands the worldwide distribution and use of resources.

5.h. Assessment Target:

Student knows and understands why people have different viewpoints regarding resource use.

5.i. Assessment Target:

Student knows and understands how technology affects the definitions of, access to, and use of resources.

5.j. Assessment Target:

Student knows and understands the fundamental role of energy resources in society.

6.a. Assessment Target:

Student knows and understands how the spatial organization of a society changes over time.

6.b. Assessment Target:

Student knows and understands how people's differing perceptions of places, peoples, and resources have affected events and conditions in the past.

6.c. Assessment Target:

Student knows and understands how geographic contexts have influenced events and conditions in the past.

6.d. Assessment Target:

Student knows and understands how the interaction of physical and human systems may shape present and future conditions on Earth.

6.e. Assessment Target:

Student knows and understands how varying points of view on geographic context influence plans for change.

6.f. Assessment Target:

Student knows and understands how to apply the geographic point of view to solve social and environmental problems by making geographically informed decisions.

1.a. Assessment Target:

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

1.b. Assessment Target:

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

1.c. Assessment Target:

The student establishes temporal order in constructing historical narratives of their own.

1.d. Assessment Target:

The student measures and calculates calendar time.

1.e. Assessment Target:

The student interprets data presented in time lines.

1.f. Assessment Target:

The student reconstructs patterns of historical succession and duration.

1.g. Assessment Target:

The student compares alternative models for periodization.

2.a. Assessment Target:

The student reconstructs the literal meaning of a historical passage.

2.b. Assessment Target:

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

2.c. Assessment Target:

The student reads historical narratives imaginatively.

2.d. Assessment Target:

The student evidences historical perspectives.

2.e. Assessment Target:

The student draws upon data in historical maps.

2.f. Assessment Target:

The student utilizes visual and mathematical data presented in charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers.

2.g. Assessment Target:

The student draws upon visual, literary, and musical sources.

3.a. Assessment Target:

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

3.b. Assessment Target:

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

3.c. Assessment Target:

The student differentiates between historical facts and historical interpretations.

3.d. Assessment Target:

The student considers multiple perspectives.

3.e. Assessment Target:

The student analyzes cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance.

3.f. Assessment Target:

The student challenges arguments of historical inevitability.

3.g. Assessment Target:

The student compares competing historical narratives.

3.h. Assessment Target:

The student holds interpretations of history as tentative.

3.i. Assessment Target:

The student evaluates major debates among historians.

3.j. Assessment Target:

The student hypothesizes the influence of the past.

4.a. Assessment Target:

The student formulates historical questions.

4.b. Assessment Target:

The student obtains historical data.

4.c. Assessment Target:

The student interrogates historical data.

4.d. Assessment Target:

The student identifies the gaps in the available records, marshal contextual knowledge and perspectives of the time and place, and construct a sound historical interpretation.

5.a. Assessment Target:

The student identifies the issues and problems in the past.

5.b. Assessment Target:

The student marshals evidence of antecedent circumstances and contemporary factors contributing to problems and alternative courses of action.

5.c. Assessment Target:

The student identifies relevant historical antecedents.

5.d. Assessment Target:

The student evaluates alternative courses of action.

5.e. Assessment Target:

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

5.f. Assessment Target:

The student evaluates the implementation of a decision.

1.a. Assessment Target:

The student compares characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.

1.b. Assessment Target:

The student knows and understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

2.a. Assessment Target:

The student knows and understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control on North America and the Caribbean.

2.b. Assessment Target:

The student knows and understands how political, religious, and social institutions emerged in the English colonies.

2.c. Assessment Target:

The student knows and understands how the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas.

3.a. Assessment Target:

The student knows and understands the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory.

3.b. Assessment Target:

The student knows and understands the impact of the American Revolution on politics, economy and society.

3.c. Assessment Target:

The student knows and understands the institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.

4.a. Assessment Target:

The student knows and understands the territorial expansion of the United States between 1801 and 1861, and how it affected relations with external powers and Native Americans.

4.b. Assessment Target:

The student knows and understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.

4.c. Assessment Target:

The student knows and understands the extension, restriction, and reorganization of political democracy after 1800.

4.d. Assessment Target:

The student knows and understands the sources and character of cultural, religious, and social reform movements in the antebellum period.

5.a. Assessment Target:

The student knows and understands the causes of the Civil War.

5.b. Assessment Target:

The student knows and understands the course and character of the Civil War and its effects on the American people.

5.c. Assessment Target:

The student knows and understands how various reconstruction plans succeeded or failed.

6.a. Assessment Target:

The student knows and understands how the rise of corporations, heavy industry, and mechanized farming transformed the American people.

6.b. Assessment Target:

The student knows and understands the massive immigration after 1870 and how new social patterns, conflicts and ideas of national unity developed amid growing cultural diversity.

6.c. Assessment Target:

The student knows and understands the rise of the American labor movement and how political issues reflected social and economic changes.

6.d. Assessment Target:

The student knows and understands Federal Indian policy and the United States foreign policy after the Civil War.

7.a. Assessment Target:

The student knows and understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption.

7.b. Assessment Target:

The student knows and understands the changing role of the United States in world affairs through World War I.

7.c. Assessment Target:

The student knows and understands how the United States changed from the end of World War I to the eve of the Great Depression.

8.a. Assessment Target:

The student knows and understands the causes of the Great Depression and how it affected American Society.

8.b. Assessment Target:

The student knows and understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state.

8.c. Assessment Target:

The student knows and understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs.

9.a. Assessment Target:

The student knows and understands the economic boom and social transformation of postwar United States.

9.b. Assessment Target:

The student knows and understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.

9.c. Assessment Target:

The student knows and understands domestic policies after World War II.

9.d. Assessment Target:

The student knows and understands the struggle for racial and gender equality and the extension of civil Liberties.

10.a. Assessment Target:

The student knows and understands recent developments in foreign and domestic polities.

10.b. Assessment Target:

The student knows and understands economic, social, and cultural developments in contemporary United States.

1.a. Assessment Target:

The student knows and understands the biological and cultural processes that gave rise to the earliest human communities.

1.b. Assessment Target:

The student knows and understands the process that led to the emergency of agricultural societies around the world.

2.a. Assessment Target:

The student knows and understands the biological and cultural processes that gave rise to the earliest human communities.

2.b. Assessment Target:

The student knows and understands the processes that led to the emergency of agricultural societies around the world.

2.c. Assessment Target:

The student knows and understands the major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus Valley.

2.d. Assessment Target:

The student knows and understands how agrarian societies spread and new states emerged in the third and second millennia BCE.

3.a. Assessment Target: The student knows and understands the innovation and change from 1000-600 BCE

horses, ships, iron, and monotheistic faith.

3.b. Assessment Target:

The student knows and understands the emergency of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE.

3.c. Assessment Target:

The student knows and understands how major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE.

3.d. Assessment Target:

The student knows and understands the development of early agrarian civilizations in Mesoamerica.

3.e. Assessment Target:

The student knows and understands major global trends from 1000 BCE-300 CE.

4.a. Assessment Target:

The student knows and understands the Imperial crises and their aftermath, 300-700 CE.

4.b. Assessment Target:

The student knows and understands the causes and consequences of the rise of Islamic civilization in the 7th-10th centuries.

4.c. Assessment Target:

The student knows and understands major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-900 CE.

4.d. Assessment Target:

The student knows and understands the search for political, social, and cultural redefinition in Europe, 500-1000 CE.

4.e. Assessment Target:

The student knows and understands the development of agricultural societies and new states in tropical Africa and Oceania.

4.f. Assessment Target:

The student knows and understands the rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE.

4.g. Assessment Target:

The student knows and understands the major global trends from 3000-1000 CE.

5.a. Assessment Target:

The student knows and understands the maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.

5.b. Assessment Target:

The student knows and understands the redefining of European society and culture, 1000-1300 CE.

5.c. Assessment Target:

The student knows and understands the rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1300.

5.d. Assessment Target:

The student knows and understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries.

5.e. Assessment Target:

The student knows and understands the patterns of crisis and recovery in Afro-Eurasia, 1300-1450.

5.f. Assessment Target:

The student knows and understands the expansion of states and civilizations in the Americas, 1000-1500.

5.g. Assessment Target:

The student knows and understands the major global trends from 1000-1500 CE.

6.a. Assessment Target:

The student knows and understands how the transoceanic inter-linking of all major regions of the world from 1450-1600 led to global transformations.

6.b. Assessment Target:

The student knows and understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.

6.c. Assessment Target:

The student knows and understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries.

6.d. Assessment Target:

The student knows and understands economic, political, and cultural interrelations among peoples of Africa, Europe and the Americas, 1500-1750.

6.e. Assessment Target:

The student knows and understands transformations in Asian societies in the era of European expansion.

6.f. Assessment Target:

The student knows and understands the major global trends from 1450-1770.

7.a. Assessment Target:

The student knows and understands the causes and consequences of political revolutions in the late 18th and early 19th centuries.

7.b. Assessment Target:

The student knows and understands the causes and consequences of the agricultural and industrial revolutions 1700-1850.

7.c. Assessment Target:

The student knows and understands the transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870.

7.d. Assessment Target:

The student knows and understands patterns of nationalism, state building, and social reform in Europe and the Americas, 1830-1914.

7.e. Assessment Target:

The student knows and understands patterns of global change in the era of Western military and economic domination, 1800-1914.

7.f. Assessment Target:

The student knows and understands the major global trends from 1750-1914.

8.a. Assessment Target:

The student knows and understands the reform, revolution, and social change in the world economy of the early century.

8.b. Assessment Target:

The student knows and understands the causes and global consequences of World War I.

8.c. Assessment Target:

The student knows and understands the search for peace and stability in the 1920s and 1930s.

8.d. Assessment Target:

The student knows and understands the causes and global consequences of World War II.

8.e. Assessment Target:

The student knows and understands the major global trends from 1900 to the end of World War II.

9.a. Assessment Target:

The student knows and understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.

9.b. Assessment Target:

The student knows and understands the search for community, stability, and peace in an interdependent world.

9.c. Assessment Target:

The student knows and understands the major global trends since World War II.

10.a. Assessment Target:

The student knows and understands the long-term changes and recurring patterns in world history.

5.2.6.A. Standard Statement:

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

5.2.6.B. Standard Statement:

Explain the relationship between rights and responsibilities.

5.2.6.C. Standard Statement:

Explain ways citizens resolve conflicts in society and government.

5.2.6.D. Standard Statement:

Describe the importance of political leadership and public service.

5.2.6.E. Standard Statement:

Identify examples of the rights and responsibilities of citizenship.

5.2.6.F. Standard Statement:

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

5.2.6.G. Standard Statement:

Explain the importance of participating in government and civic life.

5.3.6.A. Standard Statement:

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

5.3.6.B. Standard Statement:

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

5.3.6.C. Standard Statement:

Explain how government actions affect citizens' daily lives.

5.3.6.D. Standard Statement:

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

5.3.6.E. Standard Statement:

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

5.3.6.F. Standard Statement:

Describe the voting process. (Pennsylvania; United States)

5.3.6.G. Standard Statement:

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

5.3.6.I. Standard Statement:

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

5.3.6.J. Standard Statement:

Describe the influence of media in reporting issues.

5.3.6.K. Standard Statement:

Describe forms of government. (Limited, Unlimited)

5.4.6.A. Standard Statement:

Explain the concept of nation-states.

5.4.6.B. Standard Statement:

Describe how nation-states coexist in the world community.

5.4.6.C. Standard Statement:

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

5.4.6.D. Standard Statement:

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

5.4.6.E. Standard Statement:

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

6.1.6.A. Standard Statement:

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

6.1.6.B. Standard Statement:

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

6.1.6.C. Standard Statement:

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

6.1.6.D. Standard Statement:

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

6.2.6.A. Standard Statement:

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

6.2.6.B. Standard Statement:

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

6.2.6.C. Standard Statement:

Explain the function of money and its use in society.

6.2.6.D. Standard Statement:

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

6.2.6.E. Standard Statement:

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

6.2.6.F. Standard Statement:

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

6.2.6.G. Standard Statement:

Explain how taxes affect the price of goods and services.

6.2.6.H. Standard Statement:

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

6.2.6.I. Standard Statement:

Identify and describe public goods.

6.2.6.J. Standard Statement:

Explain the cost and benefits of taxation.

6.2.6.K. Standard Statement:

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

6.2.6.L. Standard Statement:

Explain what an exchange rate is.

6.3.6.A. Standard Statement:

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

6.3.6.B. Standard Statement:

Explain how limited resources and unlimited wants cause scarcity.

6.3.6.C. Standard Statement:

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

6.3.6.D. Standard Statement:

Explain the costs and benefits of an economic decision.

6.3.6.E. Standard Statement:

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

6.3.6.F. Standard Statement:

Explain how negative and positive incentives affect choices.

6.4.6.A. Standard Statement:

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

6.4.6.B. Standard Statement:

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

6.4.6.C. Standard Statement:

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

6.4.6.D. Standard Statement:

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

6.4.6.E. Standard Statement:

Explain how specialization and trade lead to interdependence.

6.4.6.F. Standard Statement:

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

6.4.6.G. Standard Statement:

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

6.5.6.A. Standard Statement:

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

6.5.6.B. Standard Statement:

Explain the concept of labor productivity.

6.5.6.C. Standard Statement:

Compare the number of employees at different businesses.

6.5.6.D. Standard Statement:

Explain how profits and losses serve as incentives.

6.5.6.E. Standard Statement:

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

6.5.6.F. Standard Statement:

Identify entrepreneurs in Pennsylvania. (Historical, Contemporary)

6.5.6.G. Standard Statement:

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

6.5.6.H. Standard Statement:

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

7.1.6.A. Standard Statement:

Describe geographic tools and their uses.

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

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

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

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

• 7.1.6.A.3. Standard Descriptor:

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

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

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

7.1.6.B. Standard Statement:

Describe and locate places and regions.

• 7.1.6.B.1. Standard Descriptor:

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

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

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

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

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

• 7.1.6.B.4. Standard Descriptor:

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

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

  Dependence and interdependence; Access and movement.

7.2.6.A. Standard Statement:

Describe the physical characteristics of places and regions.

• 7.2.6.A.1. Standard Descriptor:

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

• 7.2.6.A.2. Standard Descriptor:

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

• 7.2.6.A.3. Standard Descriptor:

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

7.2.6.B. Standard Statement:

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

• 7.2.6.B.1. Standard Descriptor:

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

• 7.2.6.B.2. Standard Descriptor:

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

• 7.2.6.B.3. Standard Descriptor:

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

• 7.2.6.B.4. Standard Descriptor:

  Plate tectonics and Hydrologic cycle.

7.3.6.A. Standard Statement:

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

• 7.3.6.A.1. Standard Descriptor:

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

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

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

7.3.6.B. Standard Statement:

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

• 7.3.6.B.1. Standard Descriptor:

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

• 7.3.6.B.2. Standard Descriptor:

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

7.3.6.C. Standard Statement:

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

• 7.3.6.C.1. Standard Descriptor:

  Current and past settlement patterns in the local area.

• 7.3.6.C.2. Standard Descriptor:

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

7.3.6.D. Standard Statement:

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

• 7.3.6.D.1. Standard Descriptor:

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

• 7.3.6.D.2. Standard Descriptor:

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

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

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

7.3.6.E. Standard Statement:

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

• 7.3.6.E.1. Standard Descriptor:

  Spatial pattern of political units in Pennsylvania.

• 7.3.6.E.2. Standard Descriptor:

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

7.4.6.A. Standard Statement:

Describe the impacts of physical systems on people.

• 7.4.6.A.1. Standard Descriptor:

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

• 7.4.6.A.2. Standard Descriptor:

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

7.4.6.B. Standard Statement:

Describe the impacts of people on physical systems.

• 7.4.6.B.1. Standard Descriptor:

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

• 7.4.6.B.2. Standard Descriptor:

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

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

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

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

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

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

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

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

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

8.2.6.A. Standard Statement:

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

• 8.2.6.A.1. Standard Descriptor:

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

• 8.2.6.A.2. Standard Descriptor:

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

• 8.2.6.A.3. Standard Descriptor:

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

• 8.2.6.A.4. Standard Descriptor:

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

• 8.2.6.A.5. Standard Descriptor:

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

8.2.6.B. Standard Statement:

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

• 8.2.6.B.1. Standard Descriptor:

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

• 8.2.6.B.2. Standard Descriptor:

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

8.2.6.C. Standard Statement:

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

• 8.2.6.C.1. Standard Descriptor:

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

• 8.2.6.C.2. Standard Descriptor:

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

• 8.2.6.C.3. Standard Descriptor:

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

• 8.2.6.C.4. Standard Descriptor:

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

• 8.2.6.C.5. Standard Descriptor:

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

• 8.2.6.C.6. Standard Descriptor:

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

• 8.2.6.C.7. Standard Descriptor:

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

• 8.2.6.C.8. Standard Descriptor:

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

8.2.6.D. Standard Statement:

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

• 8.2.6.D.1. Standard Descriptor:

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

• 8.2.6.D.2. Standard Descriptor:

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

• 8.2.6.D.3. Standard Descriptor:

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

• 8.2.6.D.4. Standard Descriptor:

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

• 8.2.6.D.5. Standard Descriptor:

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

8.3.6.A. Standard Statement:

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

• 8.3.6.A.1. Standard Descriptor:

  Native Americans, Africans and Europeans.

• 8.3.6.A.2. Standard Descriptor:

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

• 8.3.6.A.3. Standard Descriptor:

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

• 8.3.6.A.4. Standard Descriptor:

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

• 8.3.6.A.5. Standard Descriptor:

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

8.3.6.B. Standard Statement:

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

• 8.3.6.B.1. Standard Descriptor:

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

• 8.3.6.B.2. Standard Descriptor:

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

• 8.3.6.B.3. Standard Descriptor:

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

8.3.6.C. Standard Statement:

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

• 8.3.6.C.1. Standard Descriptor:

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

• 8.3.6.C.2. Standard Descriptor:

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

• 8.3.6.C.3. Standard Descriptor:

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

• 8.3.6.C.4. Standard Descriptor:

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

• 8.3.6.C.5. Standard Descriptor:

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

• 8.3.6.C.6. Standard Descriptor:

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

• 8.3.6.C.7. Standard Descriptor:

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

• 8.3.6.C.8. Standard Descriptor:

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

8.3.6.D. Standard Statement:

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

• 8.3.6.D.1. Standard Descriptor:

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

• 8.3.6.D.2. Standard Descriptor:

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

• 8.3.6.D.3. Standard Descriptor:

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

• 8.3.6.D.4. Standard Descriptor:

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

• 8.3.6.D.5. Standard Descriptor:

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

8.4.6.A. Standard Statement:

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

• 8.4.6.A.1. Standard Descriptor:

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

• 8.4.6.A.2. Standard Descriptor:

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

• 8.4.6.A.3. Standard Descriptor:

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

• 8.4.6.A.4. Standard Descriptor:

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

8.4.6.B. Standard Statement:

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

• 8.4.6.B.1. Standard Descriptor:

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

• 8.4.6.B.2. Standard Descriptor:

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

• 8.4.6.B.3. Standard Descriptor:

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

• 8.4.6.B.4. Standard Descriptor:

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

8.4.6.C. Standard Statement:

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

• 8.4.6.C.1. Standard Descriptor:

  Africa (e.g., Apartheid).

• 8.4.6.C.2. Standard Descriptor:

  Americas (e.g., European conquest).

• 8.4.6.C.3. Standard Descriptor:

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

• 8.4.6.C.4. Standard Descriptor:

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

8.4.6.D. Standard Statement:

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

• 8.4.6.D.1. Standard Descriptor:

  Africa (e.g., imperialism).

• 8.4.6.D.2. Standard Descriptor:

  Americas (e.g., European diseases).

• 8.4.6.D.3. Standard Descriptor:

  Asia (e.g., trade routes).

• 8.4.6.D.4. Standard Descriptor:

  Europe (e.g., Counter reformation).

2.1. Strand / Standard:

Examine the reasons for, the problems faced in, and the results of key expeditions of Portugal, Spain, France, the Netherlands, and England (e.g., Columbus, Ponce de Leon, Magellan, Coronado, Cortes, Hudson, Raleigh, and La Salle) and the competition for control of North America.

2.2. Strand / Standard:

Identify the impact of the encounter between Native Americans and Europeans.

3.1. Strand / Standard:

Describe early European settlements in colonial America (e.g., Jamestown, Plymouth Plantations, Massachusetts Bay, and New Amsterdam), and identify reasons people came to the Americas (e.g., economic opportunity, slavery, escape from religious persecution, military adventure, and release from prison).

3.2. Strand / Standard:

Describe the similarities and differences (e.g., social, agricultural, and economic) in the New England, the mid-Atlantic, and the southern colonies, and compare and contrast life in the colonies in the eighteenth century from various perspectives (e.g., large landowners, farmers, artisans, women, slaves, and indentured servants).

3.3. Strand / Standard:

Relate the contributions of important individuals and groups (e.g., John Smith, John Rolfe, Puritans, Pilgrims, Peter Stuyvesant, Roger Williams, Anne Hutchinson, Lord Baltimore, Quakers, William Penn, and James Oglethorpe).

4.1. Strand / Standard:

Describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown).

4.2. Strand / Standard:

Give examples that show how scarcity and choice govern economic decisions (e.g., Boston Tea Party and boycott).

4.3. Strand / Standard:

Identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., 'all men are created equal' and 'life, liberty and the pursuit of happiness').

4.4. Strand / Standard:

Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).

5.1. Strand / Standard:

Explain the purposes of government.

5.2. Strand / Standard:

Identify and interpret the basic ideals expressed in and the reasons for writing the United States Constitution (e.g., weaknesses of the Articles of Confederation and Shays' Rebellion, and the goals listed in the Preamble), and outline the major provisions of the Constitution, including the federal system and the three branches of government.

5.3. Strand / Standard:

Describe the struggles involved in writing the United States Constitution (e.g., the interests of large states and small states, and the major compromises over representation in Congress), its ratification (e.g., Federalists vs. Antifederalists), and the addition of the Bill of Rights; and explain the rights and responsibilities of citizens.

5.4. Strand / Standard:

Describe the relationship between taxation and government services.

6.1. Strand / Standard:

Describe and sequence the territorial exploration, expansion, and settlement of the United States, including the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.

6.2. Strand / Standard:

Explain the impact of Andrew Jackson's presidency (e.g., the role of the common man in politics and the significance of Jackson's Indian policy).

6.3. Strand / Standard:

Relate some of the major influences on westward expansion (e.g., the Monroe Doctrine, canals and river systems, railroads, economic incentives, Manifest Destiny, and the frontier spirit) to the distribution and movement of people, goods, and services.

6.4. Strand / Standard:

Identify the ways manufacturing and inventions (e.g., cotton gin, McCormick reaper, and steam power) created an Industrial Revolution in the United States.

6.5. Strand / Standard:

Examine the abolitionist and women's suffrage movements and their leaders (e.g., Frederick Douglass, William Lloyd Garrison, John Brown, Sojourner Truth, Harriet Tubman, Harriet Beecher Stowe, Elizabeth Cady Stanton, and Susan B. Anthony).

7.1. Strand / Standard:

Identify, evaluate and draw conclusions from different kinds of maps, graphs, charts, diagrams, and other sources and representations, such as aerial and shuttle photographs, satellite-produced images, the geographic information system (GIS), encyclopedias, almanacs, dictionaries, atlases, and computer-based technologies; and construct and use maps of locales, regions, continents, and the world that demonstrate an understanding of mental mapping, relative location, direction, latitude, longitude, key, legend, map symbols, scale, size, shape, and landforms.

7.2. Strand / Standard:

Evaluate how the physical environment affects humans and how humans modify their physical environment.

7.3. Strand / Standard:

Analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps, and primary documents).

7.4. Strand / Standard:

Interpret geographic information to explain how society changed as the population of the United States moved west, including where Native Americans lived and how they made their living.

7.5. Strand / Standard:

Compare and contrast how different cultures adapt to, modify, and have an impact on their physical environment (e.g., the use of natural resources, farming techniques or other land use, recycling, housing, clothing, and physical environmental constraints and hazards).

5.2.1. Benchmark: Symbols

Explain the significance of America's symbols (e.g., Pledge of Allegiance, Statue of Liberty, Liberty Bell, American flag, Star Spangled Banner)

5.2.2. Benchmark: Concepts of Time

Use chronological order and sequence to describe cause-and-effect relationships of U.S. historical events (e.g., how Columbian Exchange impacted local people)

5.2.4. Benchmark: People and Events

Explain the significance of scientists, inventors, and historical figures (e.g., Christopher Columbus, Juan Ponce De Leon, Benjamin Franklin, George Washington, Paul Revere, Benjamin Rush, David Rittenhouse, Thomas Paine)

5.2.5. Benchmark: Exploration and Migration

Describe the migration patterns of people from Asia to the Americas during the Ice Age (e.g., regional patterns, migration and settlement of the first Americans in the Western Hemisphere)

5.2.6. Benchmark: Exploration and Migration

Explain how regional Native American groups influenced U.S. history (e.g., historical events, development of the U. S.)

5.2.7. Benchmark: Exploration and Migration

Explain reasons for early exploration (e.g., search for Northwest passage, ''gold, glory, and God,'' riches, trade)

5.2.8. Benchmark: Colonization

Explain reasons for early colonization (e.g., religious freedom, economic opportunity)

5.2.9. Benchmark: Colonization

Explain how conflicts and cooperation between the Native Americans and Europeans (e.g., French and Indian Wars, trade) influenced colonial events

5.2.10. Benchmark: Colonization

Describe the daily lives of people from different social groups (e.g., large landowners, farmers, artisans, women, slaves) in colonial America

5.2.11. Benchmark: Colonization

Identify the reasons (e.g., Boston Tea Party, the Stamp Act, English Laws) for conflict between England and the American colonies and the key people (e.g., George Washington, King George III, John Adams, Paul Revere) involved

5.2.12 Benchmark: Colonization

Analyze the events and consequences of the Revolutionary War (e.g., Lexington, Concord, Bunker Hill, Benedict Arnold, Valley Forge)

5.3.1. Benchmark: Personal Finances

Describe how various non-economic factors (e.g., culture, values, interests) can influence economic behaviors and decision making

5.3.2. Benchmark: Early U.S. Economics

Explain the relationships between scarcity and resources (e.g., home building materials, food, clothing, hunting)

5.3.3. Benchmark: Early U.S. Economics

Describe the concept of competition and its relationship to price (e.g., market based economy)

5.3.4. Benchmark: Early U.S. Economics

Describe the basic concepts of imports, exports, and international trade

5.4.1. Benchmark: Citizenship

Identify the roles, rights, and responsibilities of U.S. citizens in a democratic society (e.g., the responsibility to pay taxes, the responsibility to sit on a jury)

5.4.2. Benchmark: Government Systems

Identify the duties of the executive, judicial, and legislative branches of the Federal government (e.g., checks and balances)

5.4.3. Benchmark: Government Systems

Identify the purpose and importance behind documents leading up to the writing of the United States Constitution and the Bill of Rights (e.g., Magna Carta, English common law, English Bill of Rights, Declaration of Independence, Articl

5.4.4. Benchmark: Government Systems

Explain why the United States government is necessary (e.g., government helps secure people's lives, liberty, and property through law and military protection; groups can accomplish things collectively that individuals cannot)

5.5.1. Benchmark: Human Geography

Explain the impact of climate, geography, and available resources on the daily lives of Native Americans (e.g., dwellings, clothes, food and crops, technology, tools, cultural traditions)

5.5.2. Benchmark: Human Geography

Explain the impact of geography on western exploration and westward migration in the early nineteenth century (e.g., Northwest passage, colonization, Appalachian Mountains)

5.5.3. Benchmark: Human Geography

Explain how human activity (e.g., settlement patterns, migration) affects the physical environment (e.g., soil uses, economy, pollution, use of energy sources)

5.6.1. Benchmark: Culture

Identify examples of conflict (e.g., slavery, war, gender roles) and cooperation (e.g., settlements) that occurred among cultures (e.g., gender, ethnic groups, religious groups, immigrant groups, socio-economic status)

5.6.2. Benchmark: Culture

Explain the cultural differences (e.g., traditions, celebrations, food) in the regions of the United States today

2.01. Competency Goal / Objective:

Analyze major documents that formed the foundations of the American idea of constitutional government.

2.02. Competency Goal / Objective:

Describe the similarities and differences among the local, state, and national levels of government in the United States and explain their legislative, executive, and judicial functions.

2.03. Competency Goal / Objective:

Recognize how the United States government has changed over time.

2.04. Competency Goal / Objective:

Compare and contrast the government of the United States with the governments of Canada, Mexico, and selected countries of Central America.

2.05. Competency Goal / Objective:

Assess the role of political parties in society.

2.06. Competency Goal / Objective:

Explain the role of public education in the United States.

2.07. Competency Goal / Objective:

Compare and contrast the educational structure of the United States to those of Canada, Mexico, and selected countries of Central America.

2.08. Competency Goal / Objective:

Describe the different types of families and compare and contrast the role the family plays in the societal structures of the United States, Canada, Mexico, and selected countries of Central America.

3.01. Competency Goal / Objective:

Locate and describe people of diverse ethnic and religious cultures, past and present, in the United States.

3.02. Competency Goal / Objective:

Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States.

3.03. Competency Goal / Objective:

Identify examples of cultural interaction within and among the regions of the United States.

3.04. Competency Goal / Objective:

Hypothesize how the differences and similarities among people have produced diverse American cultures.

3.05. Competency Goal / Objective:

Describe the religious and ethnic impact of settlement on different regions of the United States.

3.06. Competency Goal / Objective:

Compare and contrast the roles various religious and ethnic groups have played in the development of the United States with those of Canada, Mexico, and selected countries of Central America.

3.07. Competency Goal / Objective:

Describe art, music, and craft forms in the United States and compare them to various art forms in Canada, Mexico, and selected countries of Central America.

4.01. Competency Goal / Objective:

Define the role of an historian and explain the importance of studying history.

4.02. Competency Goal / Objective:

Explain when, where, why, and how groups of people settled in different regions of the United States.

4.03. Competency Goal / Objective:

Describe the contributions of people of diverse cultures throughout the history of the United States.

4.04. Competency Goal / Objective:

Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights.

4.05. Competency Goal / Objective:

Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism.

4.06. Competency Goal / Objective:

Evaluate the effectiveness of civil rights and social movements throughout United States' history that reflect the struggle for equality and constitutional rights for all citizens.

4.07. Competency Goal / Objective:

Compare and contrast changes in rural and urban settlement patterns in the United States, Canada, Mexico, and selected countries of Central America.

4.08. Competency Goal / Objective:

Trace the development of the United States as a world leader and analyze the impact of its relationships with Canada, Mexico, and selected countries of Central America.

5.01. Competency Goal / Objective:

Categorize economic resources found in the United States and neighboring countries as human, natural, or capital and assess their long-term availability.

5.02. Competency Goal / Objective:

Analyze the economic effects of the unequal distribution of natural resources on the United States and its neighbors.

5.03. Competency Goal / Objective:

Assess economic institutions in terms of how well they enable people to meet their needs.

5.04. Competency Goal / Objective:

Describe the ways in which the economies of the United States and its neighbors are interdependent and assess the impact of increasing international economic interdependence.

5.05. Competency Goal / Objective:

Evaluate the influence of discoveries, inventions, and innovations on economic interdependence.

5.06. Competency Goal / Objective:

Examine the different economic systems such as traditional, command, and market developed in selected countries of North America and assess their effectiveness in meeting basic needs.

5.07. Competency Goal / Objective:

Describe the ways the United States and its neighbors specialize in economic activities, and relate these to increased production and consumption.

5.08. Competency Goal / Objective:

Cite examples of surplus and scarcity in the American market and explain the economic effects.

6.01. Competency Goal / Objective:

Explore the meaning of technology as it encompasses discoveries from the first primitive tools to today's personal computer.

6.02. Competency Goal / Objective:

Relate how certain technological discoveries have changed the course of history and reflect on the broader social and environmental changes that can occur from the discovery of such technologies.

6.03. Competency Goal / Objective:

Forecast how technology can be managed to have the greatest number of people enjoy the benefits.

6.04. Competency Goal / Objective:

Determine how citizens in the United States and the other countries of North America can preserve fundamental values and beliefs in a world that is rapidly becoming more technologically oriented.

6.05. Competency Goal / Objective:

Compare and contrast the changes that technology has brought to the United States to its impact in Canada, Mexico, and Central America.

6.06. Competency Goal / Objective:

Predict future trends in technology management that will benefit the greatest number of people.

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.

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.

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.

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.

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.

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.

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).

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.

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.