NH.4. Strand / Standard: Economics

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

• 4.1. Standard / Gle: Economics and the Individual

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

  • 4.1.6.1. Grade Level Expectation:

    Identify the role of the individual in factor and product markets.

  • 4.1.6.2. Grade Level Expectation:

    Explain how specialization and productivity are related.

  • 4.1.6.3. Grade Level Expectation:

    Recognize the relationship between productivity and wages, and between wages and standard of living.

• 4.2. Standard / Gle: Basic Economic Concepts

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

  • 4.2.6.1. Grade Level Expectation:

    Determine the opportunity cost of decisions, e.g., the purchase of an item or the expenditure of time.

  • 4.2.6.2. Grade Level Expectation:

    Identify the factors of production, e.g., entrepreneurship, human resources, capital resources, and natural resources.

  • 4.2.6.3. Grade Level Expectation:

    Recognize that shortage and surplus affect the price and availability of goods and services, e.g., swimsuits in bad weather, seasonal sales, or fads.

• 4.3. Standard / Gle: Cycles in the Economy

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

  • 4.3.6.1. Grade Level Expectation:

    Describe gross domestic product and its components, e.g., the difference between imports and exports.

  • 4.3.6.2. Grade Level Expectation:

    Recognize the effects of inflation on people under different circumstances, e.g., limited resources including food, fuel or housing.

NH.5. Strand / Standard: Geography

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

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

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

  • 5.1.6.1. Grade Level Expectation:

    Translate mental maps into appropriate graphics to display geographic information and answer geographic questions, e.g., countries through which a person would travel between Cairo and Nairobi.

  • 5.1.6.2. Grade Level Expectation:

    Apply the spatial concepts of location, distance, direction, scale, movement, and region, e.g., the relative and absolute location of the student's community, or the diffusion of the English language to the United States.

  • 5.1.6.3. Grade Level Expectation:

    Utilize maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns, e.g., climate zones, natural resources, or population density.

• 5.2. Standard / Gle: Places and Regions

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

  • 5.2.6.1. Grade Level Expectation:

    Describe the ways in which regions change, e.g., the degradation of the Aral Sea or the westward expansion of the United States.

  • 5.2.6.2. Grade Level Expectation:

    Describe how places and regions preserve culture, e.g., songs or traditions.

• 5.3. Standard / Gle: Physical Systems

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

  • 5.3.6.1. Grade Level Expectation:

    Describe how physical processes shape patterns in the physical environment, e.g., El Nino or erosion.

  • 5.3.6.2. Grade Level Expectation:

    Identify the components of Earth's physical system, e.g., the lithosphere or hydrosphere.

  • 5.3.6.3. Grade Level Expectation:

    Illustrate how physical processes produce changes in ecosystems, e.g., the process of succession after a forest fire or desertification.

  • 5.3.6.4. Grade Level Expectation:

    Explain how human activities influence changes in ecosystems, e.g., the introduction of exotic species.

• 5.4. Standard / Gle: Human Systems

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

  • 5.4.6.1. Grade Level Expectation:

    Recognize the demographic structure of a population and its underlying causes, e.g., birth rate, ethnic composition, or distribution of wealth.

  • 5.4.6.2. Grade Level Expectation:

    Know the types and historical patterns of human migration, e.g., ethnic cleansing, overcoming physical barriers, or famine.

  • 5.4.6.3. Grade Level Expectation:

    Understand the effects of movement on the characteristics of places, e.g., acculturation, assimilation, or movement.

  • 5.4.6.4. Grade Level Expectation:

    Analyze the spatial patterns of settlement, e.g., urbanization along river, agriculture on fertile plains, or nomadic lifestyles in steppes and deserts.

  • 5.4.6.5. Grade Level Expectation:

    Know the functions, sizes, and spatial arrangements of settlement, e.g., urban, suburban and rural.

• 5.5. Standard / Gle: Environment and Society

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

  • 5.5.6.1. Grade Level Expectation:

    Understand the consequences of human modification of the physical environment, e.g., coastal development or forest management.

  • 5.5.6.2. Grade Level Expectation:

    Examine the role of technology in the human modification of the physical environment, e.g., work animals or electrical production.

  • 5.5.6.3. Grade Level Expectation:

    Appreciate how characteristics of different physical environments provide opportunities human activities or place constraints on human activities, e.g., winter sports tourism or annual flood patterns.

  • 5.5.6.4. Grade Level Expectation:

    Assess why people have different viewpoints regarding resource use, e.g., water rationing or recycling.

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

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

• 6.1. Standard / Gle: Political Foundations and Development

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

  • 6.1.6.1. Grade Level Expectation:

    Explain how and why people have developed forms of self-government, e.g., the Mayflower Compact or the Iroquois League.

  • 6.1.6.2. Grade Level Expectation:

    Explain how the foundations of American democracy are rooted in European, Native American and colonial traditions, experiences and institutions.

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

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

  • 6.3.6.1. Grade Level Expectation:

    Examine how the art, music and literature of our nation has been enhanced by groups, e.g., immigrants or abolitionists.

• 6.4. Standard / Gle: Economic Systems & Technology

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

  • 6.4.6.1. Grade Level Expectation:

    Demonstrate an understanding of major developments and changes in American economic productivity, e.g., piece work, interchangeable parts, or the assembly line.

  • 6.4.6.2. Grade Level Expectation:

    Evaluate the importance of technological inventions and inventors and their impact on American life, e.g., household appliances or communication technologies.

  • 6.4.6.3. Grade Level Expectation:

    Demonstrate an understanding of how westward movement led to personal opportunities and a more diverse economy as seen in events, e.g., the Louisiana Purchase or the Homestead Act (1862).

• 6.5. Standard / Gle: Social/Cultural

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

  • 6.5.6.1. Grade Level Expectation:

    Explain the impact ethnic and religious groups have had on the development of the United States, e.g., the Irish or the Mormons.

  • 6.5.6.2. Grade Level Expectation:

    Describe the impact of major national and state events on everyday life, e.g., the Industrial Revolution or the World War II home front.

  • 6.5.6.3. Grade Level Expectation:

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

  • 6.5.6.4. Grade Level Expectation:

    Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese.

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

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

• 7.1. Standard / Gle: Political Foundations and Developments

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

  • 7.1.6.1. Grade Level Expectation:

    Describe different types of political systems created by people, e.g., the tribe, the empire or the nation-state.

  • 7.1.6.2. Grade Level Expectation:

    Explore the use and abuse of power.

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

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

  • 7.2.6.1. Grade Level Expectation:

    Describe the impact of land and water routes on trade, e.g., the Silk Roads, the Atlantic Triangular Trade, or the Suez Canal.

  • 7.2.6.2. Grade Level Expectation:

    Explore the spread and impact of ideas and technology, e.g., the concept of zero, gunpowder or the transistor.

  • 7.2.6.3. Grade Level Expectation:

    Describe major migrations, e.g., the first humans from Africa to the rest of the world, the Huns into China and Europe, or the Bantu across Africa.

  • 7.2.6.4. Grade Level Expectation:

    Examine how military encounters have led to cultural exchange, e.g., Alexander of Macedonia, conquistadors in the New World, or 20th century Japanese imperialism in Asia

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

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

  • 7.3.6.1. Grade Level Expectation:

    Differentiate the spread of world religions, e.g., Judaism, Christianity, or Islam.

  • 7.3.6.2. Grade Level Expectation:

    Explore the development of education and its impact on societies, e.g., medicine in ancient Egypt or ancient Greece.

• 7.4. Standard / Gle: Economic Systems & Technology

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

  • 7.4.6.1. Grade Level Expectation:

    Analyze the impact of the agricultural revolution on humans using examples, e.g., the role of women, specialization of labor, or population density.

  • 7.4.6.2. Grade Level Expectation:

    Understand the tension over land use between settled farmers and nomadic herders using examples, e.g., ancient Mesopotamia, Asian steppe lands, or 20th Century Africa.

  • 7.4.6.3. Grade Level Expectation:

    Analyze the impact of inventions and new technologies on the agricultural system using examples, e.g., the invention of the hoe, irrigation, or genetic engineering of crops.

  • 7.4.6.4. Grade Level Expectation:

    Trace improvements in communication, e.g., the Sumerian development of writing, Chinese printing, or the creation of the Internet.

• 7.5. Standard / Gle: Social/Cultural

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

  • 7.5.6.1. Grade Level Expectation:

    Trace the rise and impact of cities on daily life, e.g., Timbuktu, Rome, or Mexico City.

  • 7.5.6.2. Grade Level Expectation:

    Understand how societies have educated their members, e.g., the oral tradition of elders, apprenticeships, or classroom schooling.

  • 7.5.6.3. Grade Level Expectation:

    Explain the impact of ethnic and religious groups on the development and stability of empires and nation-states, e.g., the Ancient Persia, the Ottoman Empire, or Nigeria.

  • 7.5.6.4. Grade Level Expectation:

    Examine forms of entertainment and leisure time activity, e.g., religious festivals, sporting events, or theatre.

  • 7.5.6.5. Grade Level Expectation:

    Describe the types of families that various societies have created, e.g., the extended, matrilineal, or nuclear.

NV.2.0. Content Standard: Economics

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

• 2.5.2 Strand / Indicator: Measuring Economic Growth

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

• 2.5.4 Strand / Indicator: Measuring Inflation

  Define inflation and deflation and explain how they affect individuals.

• 2.5.6 Strand / Indicator: Measuring Unemployment

  Define employment and unemployment.

• 2.5.8 Strand / Indicator: Measuring Interest

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

NV.3.0. Content Standard: Economics

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

• 3.5.1 Strand / Indicator: Trade Is Beneficial

  Explain why trade must be mutually beneficial.

• 3.5.2 Strand / Indicator: Markets Determine Prices

  Demonstrate an understanding of supply and demand in a market.

• 3.5.3 Strand / Indicator: Prices as Signals

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

NV.4.0. Content Standard: Economics

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

• 4.5.1 Strand / Indicator: Financial Institutions

  Identify financial institutions.

• 4.5.2 Strand / Indicator: Labor Unions

  Provide examples of labor unions.

• 4.5.3 Strand / Indicator: For-profit Business Organizations

  Explain the purposes for establishing for-profit organizations.

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

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

• 4.5.5 Strand / Indicator: Personal Economics

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

NV.5.0. Content Standard: Economics

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

• 5.5.1 Strand / Indicator: Functions of Money

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

• 5.5.4 Strand / Indicator: History of Money

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

• 5.5.5 Strand / Indicator: Personal Economics

  Give examples of purchases made using credit.

NV.6.0. Content Standard: Economics

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

• 6.5.1 Strand / Indicator: Resource Allocation

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

• 6.5.2 Strand / Indicator: Resource Allocation

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

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

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

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

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

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

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

• 6.5.6 Strand / Indicator: Differences in Individual Incomes

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

NV.7.0. Content Standard: Economics

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

• 7.5.1 Strand / Indicator: Investment

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

• 7.5.4 Strand / Indicator: Entrepreneurship

  Describe the characteristics of an entrepreneur.

• 7.5.5 Strand / Indicator: Competition

  Give examples of ways sellers compete.

• 7.5.6 Strand / Indicator: Specialization

  Explain why specialization increases productivity and interdependence.

• 7.5.7 Strand / Indicator: Personal Economics

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

NV.8.0. Content Standard: Economics

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

• 8.5.7 Strand / Indicator: Personal Economics

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

NV.9.0. Content Standard: Economics

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

• 9.5.1 Strand / Indicator: International Trade

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

• 9.5.2 Strand / Indicator: Interdependence

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

• 9.5.4 Strand / Indicator: Exchange Rates

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

NV.1.0. Content Standard: Geography

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

• 1.5.1 Strand / Indicator: Map Use

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

• 1.5.2 Strand / Indicator: Map Section

  Identify the characteristics and purposes of different maps and globes.

• 1.5.3 Strand / Indicator: Geographic Tools and Technologies

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

• 1.5.4 Strand / Indicator: Map Construction

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

• 1.5.5 Strand / Indicator: Map Applications

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

• 1.5.6 Strand / Indicator: Map Analysis

  Answer spatial questions about a map using basic geographic vocabulary.

• 1.5.7 Strand / Indicator: Map Concepts

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

• 1.5.8 Strand / Indicator: Map Locations

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

NV.2.0. Content Standard: Geography

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

• 2.5.1 Strand / Indicator: Characteristics of Places and Regions

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

• 2.5.2 Strand / Indicator: Cultural Identity

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

• 2.5.3 Strand / Indicator: Cultural Perspectives

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

• 2.5.4 Strand / Indicator: Impact of Technology

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

• 2.5.5 Strand / Indicator: History and Region

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

• 2.5.6 Strand / Indicator: Patterns of Change

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

• 2.5.7 Strand / Indicator: Applying Concepts of Regions

  Identify the criteria used to define different types of regions.

NV.3.0. Content Standard: Geography

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

• 3.5.1 Strand / Indicator: Physical Systems

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

• 3.5.2 Strand / Indicator: Natural Hazards

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

• 3.5.3 Strand / Indicator: Characteristics of Ecosystems

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

• 3.5.4 Strand / Indicator: Distribution of Ecosystems

  Describe the biodiversity of different ecosystems on Earth.

• 3.5.5 Strand / Indicator: Analysis of Ecosystems

  Investigate an ecosystem by asking and answering geographic questions.

NV.4.0. Content Standard: Geography

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

• 4.5.1 Strand / Indicator: Demographic Concepts

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

• 4.5.2 Strand / Indicator: Migration and Settlement

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

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

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

• 4.5.4 Strand / Indicator: Patterns of Human Settlement

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

• 4.5.5 Strand / Indicator: Economic Systems and Interdependence

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

• 4.5.6 Strand / Indicator: Analysis of Economic Issues

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

• 4.5.7 Strand / Indicator: Patterns of Human Development

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

• 4.5.8 Strand / Indicator: Human Organizations

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

• 4.5.9 Strand / Indicator: Cooperation and Conflict

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

NV.5.0. Content Standard: Geography

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

• 5.5.1 Strand / Indicator: Changes in the Physical Environment

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

• 5.5.3 Strand / Indicator: Technology and the Physical Environment

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

• 5.5.4 Strand / Indicator: Human Modification

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

• 5.5.6 Strand / Indicator: Earth's Resources

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

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

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

NV.6.0. Content Standard: Geography

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

• 6.5.1 Strand / Indicator: Applying Geography in History

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

• 6.5.2 Strand / Indicator: Applying Geography in Current Events

  Use current events to ask and answer geographic questions.

• 6.5.3 Strand / Indicator: Applying Geography to Contemporary Issues

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

• 6.5.4 Strand / Indicator: Applying Geography to the Future

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

NV.7.0. Content Standard: Geography

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

• 7.5.1 Strand / Indicator: Ask Geographic Questions

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

• 7.5.2 Strand / Indicator: Acquire Geographic Information

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

• 7.5.3 Strand / Indicator: Organize Geographic Information

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

• 7.5.4 Strand / Indicator: Analyze Geographic Information

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

• 7.5.5 Strand / Indicator: Present Geographic Information

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

NV.1.0. Content Standard: Civics

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

• 1.5.1 Strand / Indicator: Rules and Law

  Describe the effects on society of the absence of law.

• 1.5.2 Strand / Indicator: Documents

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

• 1.5.4 Strand / Indicator: Democratic Participation

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

NV.2.0. Content Standard: Civics

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

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

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

• 2.5.2 Strand / Indicator: The Legislative Structure and Process

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

• 2.5.3 Strand / Indicator: Legislative Powers

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

• 2.5.4 Strand / Indicator: The Executive Branch

  Identify the duties of the President.

• 2.5.5 Strand / Indicator: The Judicial Branch

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

• 2.5.6 Strand / Indicator: The Jury System

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

NV.3.0. Content Standard: Civics

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

• Strand / Indicator:

  No indicators of progress at this grade level.

NV.4.0. Content Standard: Civics

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

• 4.5.1 Strand / Indicator: Leaders and Elections

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

• 4.5.2 Strand / Indicator: Political Parties

  Name the two major political parties.

• 4.5.3 Strand / Indicator: Interest Groups

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

• 4.5.4 Strand / Indicator: Formation of Public Opinion

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

NV.5.0. Content Standard: Civics

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

• 5.5.1 Strand / Indicator: Citizenship

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

• 5.5.3 Strand / Indicator: Symbols

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

• 5.5.4 Strand / Indicator: Individual Rights

  Identify the Bill of Rights.

• 5.5.6 Strand / Indicator: Conflict and Resolution

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

NV.6.0. Content Standard: Civics

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

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

  Explain why local governments are created within states.

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

  Name the three branches of state government.

• 6.5.4 Strand / Indicator: Court Systems

  Know that there are different types of courts.

NV.7.0. Content Standard: Civics

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

• 7.5.1 Strand / Indicator: Comparative Political Systems

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

NV.8.0. Content Standard: Civics

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

• 8.5.1 Strand / Indicator: From Individual to the World

  Identify the countries bordering the United States.

• 8.5.2 Strand / Indicator: Foreign Policy

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

NV.1.0. Content Standard: History

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

• 1.5.1 Strand / Indicator: Current Events

  Identify current events from multiple sources.

• 1.5.2 Strand / Indicator: Chronology

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

NV.2.0. Content Standard: History

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

• 2.5.1 Strand / Indicator: Inquiry

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

• 2.5.2 Strand / Indicator: Research and Analysis

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

NV.3.0. Content Standard: History

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

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

  Define hunter-gatherer.

• 3.5.5 Strand / Indicator: Nevada

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

NV.4.0. Content Standard: History

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

• 4.5.1 Strand / Indicator: World

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

NV.5.0. Content Standard: History

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

• 5.5.5 Strand / Indicator: Nevada

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

• 5.5.6 Strand / Indicator: United States and Nevada

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

• 5.5.7 Strand / Indicator: World and United States

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

• 5.5.8 Strand / Indicator: World and United States

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

• 5.5.11 Strand / Indicator: United States

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

NV.6.0. Content Standard: History

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

• 6.5.4 Strand / Indicator: United States

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

• 6.5.5 Strand / Indicator: United States

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

• 6.5.14 Strand / Indicator: United States

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

• 6.5.17 Strand / Indicator: United States and Nevada

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

• 6.5.18 Strand / Indicator: Nevada

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

• 6.5.21 Strand / Indicator: United States

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

• 6.5.22 Strand / Indicator: Nevada

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

NV.7.0. Content Standard: History

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

• 7.5.7 Strand / Indicator: United States

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

• 7.5.9 Strand / Indicator: Nevada and United States

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

• 7.5.11 Strand / Indicator: United States and Nevada

  Describe the significance of Labor Day.

• 7.5.17 Strand / Indicator: World and United States

  Describe the distinction between Veterans Day and Memorial Day.

NV.8.0. Content Standard: History

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

• 8.5.5 Strand / Indicator: United States and Nevada

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

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

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

NV.9.0. Content Standard: History

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

• 9.5.5 Strand / Indicator: World and United States

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

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

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

NV.10.0. Content Standard: History

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

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

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

NE.8.2. Content Standard: World History to 1000 A.D.

• 8.2.1. Indicator / Skill:

  By the end of eighth grade, students will describe human culture in the Paleolithic and Neolithic Eras.

  • 8.2.1.1. Gle / Indicator:

    Describe how archeological discoveries change our knowledge of early peoples.

  • 8.2.1.2. Gle / Indicator:

    Compare the characteristics of Paleolithic and Neolithic societies and the adaptation to physical geography of various areas had on those groups.

  • 8.2.1.3. Gle / Indicator:

    Describe how tool making, use of fire, agricultural revolution, and other technological and social advancements improved life for early people.

• 8.2.2. Indicator / Skill:

  By the end of eighth grade, students will describe the impact of ancient river valley civilizations (Mesopotamia, Egypt, India, and China) on the development of world cultures.

  • 8.2.2.1. Gle / Indicator:

    Describe the geography and history of each civilization.

  • 8.2.2.2. Gle / Indicator:

    Describe the location in time and place.

  • 8.2.2.3. Gle / Indicator:

    Identify social, political, and economic institutions.

  • 8.2.2.4. Gle / Indicator:

    Describe religious traditions and written language.

  • 8.2.2.5. Gle / Indicator:

    Identify significant contributions and legacies.

• 8.2.3. Indicator / Skill:

  By the end of eighth grade, students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations.

  • 8.2.3.1. Gle / Indicator:

    Describe the influence of physical geography, climate, and soils on the Greek economic, social, and political development and the impact on the commerce of the Mediterranean regions.

  • 8.2.3.2. Gle / Indicator:

    Describe the development of Greek democracy.

  • 8.2.3.3. Gle / Indicator:

    Identify and describe the contributions of Greek culture, e.g., mythology and philosophy.

  • 8.2.3.4. Gle / Indicator:

    Describe important Greek military campaigns, e.g., the Persian Wars and conquests by the Macedonians.

  • 8.2.3.5. Gle / Indicator:

    Describe the influence of geography on Roman economic, social, and political development.

  • 8.2.3.6. Gle / Indicator:

    Relate Roman mythology and religion.

  • 8.2.3.7. Gle / Indicator:

    Describe the development of the Roman government.

  • 8.2.3.8. Gle / Indicator:

    Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.

  • 8.2.3.9. Gle / Indicator:

    Describe important Roman military campaigns, e.g., military domination of the Mediterranean and Western Europe.

  • 8.2.3.10. Gle / Indicator:

    Describe the fall of the Republic and the rise of imperial monarchs.

  • 8.2.3.11. Gle / Indicator:

    Describe the impact and spread of Christianity and Judaism.

  • 8.2.3.12. Gle / Indicator:

    Describe, analyze, and evaluate the history of the Byzantine Empire from about 300 BCE to 1000 C.E., e.g., Constantinople, Codification of Roman law, Greek Orthodox churches, and Byzantine art and architecture.

• 8.2.4. Indicator / Skill:

  By the end of eighth grade, students will describe the development and cultural impact of major religions.

  • 8.2.4.1. Gle / Indicator:

    Describe the origins, customs, beliefs, and spread of the major religions

  • 8.2.4.2. Gle / Indicator:

    Identify the theological and cultural differences and similarities among the major religions.

  • 8.2.4.3. Gle / Indicator:

    Describe the effect of religious, political, and economic competition.

  • 8.2.4.4. Gle / Indicator:

    Identify the historical turning points that affected the spread and influence of these religious cultures.

• 8.2.5. Indicator / Skill:

  By the end of eighth grade, students will describe the impact of life in Medieval Europe on later civilizations.

  • 8.2.5.1. Gle / Indicator:

    Describe the structure of feudal society and identify economic, social, and political effects.

  • 8.2.5.2. Gle / Indicator:

    Describe the Age of Charlemagne.

  • 8.2.5.3. Gle / Indicator:

    Describe the impact of Magyars and the Vikings.

  • 8.2.5.4. Gle / Indicator:

    Analyze the influence of Christianity throughout Europe.

• 8.2.6. Indicator / Skill:

  By the end of eighth grade, students will describe the impact of selected civilizations in Asia and Africa on the development of later cultures.

  • 8.2.6.1. Gle / Indicator:

    Describe chronology, location, geography, social structures, forms of government, economy, and religion of each civilization.

  • 8.2.6.2. Gle / Indicator:

    Identify key characteristics of the kingdoms of Kush and (Axum) Aksum in Ethiopia.

  • 8.2.6.3. Gle / Indicator:

    Describe how geography of Africa shaped the various cultures of trading empires in Western Africa.

  • 8.2.6.4. Gle / Indicator:

    Describe the culture and contributions of ancient Arabia.

  • 8.2.6.5. Gle / Indicator:

    Identify cultural characteristics of Japan's feudal system.

  • 8.2.6.6. Gle / Indicator:

    Identify various Chinese dynasties and their legacies to later generations.

  • 8.2.6.7. Gle / Indicator:

    Describe the role of geographic factors in limiting or encouraging the movement of people and ideas.

NE.8.3. Content Standard: Civics and Economics

• 8.3.1. Indicator / Skill:

  By the end of eighth grade, students will explain and compare the structures, functions, and powers of the three branches of government at the national, state, and local levels.

  • 8.3.1.1. Gle / Indicator:

    Explain the election and appointment of officials.

  • 8.3.1.2. Gle / Indicator:

    Describe the division and sharing of powers among and within levels of government.

  • 8.3.1.3. Gle / Indicator:

    Chart the separation and sharing of powers within levels of government.

  • 8.3.1.4. Gle / Indicator:

    Describe the process of amending the United States and Nebraska Constitutions.

  • 8.3.1.5. Gle / Indicator:

    Outline the powers granted to Congress, the President, the Supreme Court, and those reserved to the states.

• 8.3.2. Indicator / Skill:

  By the end of eighth grade, students will compare the election process at the local, state, and national levels of government.

  • 8.3.2.1. Gle / Indicator:

    Explain nomination and promotion of candidates for elective office.

  • 8.3.2.2. Gle / Indicator:

    Describe similarities and differences between the major political parties.

  • 8.3.2.3. Gle / Indicator:

    Describe voter turnout.

  • 8.3.2.4. Gle / Indicator:

    Evaluate the accuracy of campaign advertising.

  • 8.3.2.5. Gle / Indicator:

    Discuss bias and identify how media reports, analysis, and editorials are different.

• 8.3.3. Indicator / Skill:

  By the end of eighth grade, students will compare the policy-making process at the local, state, and national levels of government.

  • 8.3.3.1. Gle / Indicator:

    Chart the basic law-making process within the respective legislative bodies.

  • 8.3.3.2. Gle / Indicator:

    Explain the interaction between the chief executives and the legislative bodies.

  • 8.3.3.3. Gle / Indicator:

    Explain the functions of departments, agencies, and regulatory bodies.

  • 8.3.3.4. Gle / Indicator:

    Describe the roles of political parties at the state and national levels.

  • 8.3.3.5. Gle / Indicator:

    Explain the ways that individuals and cultural, ethnic, and other interest groups can influence government policy makers.

  • 8.3.3.6. Gle / Indicator:

    Describe the impact of the media on public opinion and policy makers.

• 8.3.4. Indicator / Skill:

  By the end of eighth grade, students will distinguish between the judicial systems established by the Nebraska Constitution and United States Constitution.

  • 8.3.4.1. Gle / Indicator:

    Diagram the organization and jurisdiction of Nebraska and United States courts.

  • 8.3.4.2. Gle / Indicator:

    Describe the exercise of the power of judicial review.

  • 8.3.4.3. Gle / Indicator:

    Describe the process of bringing and resolving criminal and civil cases in Nebraska's judicial system.

  • 8.3.4.4. Gle / Indicator:

    Describe the function and process of the juvenile justice system in Nebraska.

• 8.3.5. Indicator / Skill:

  By the end of eighth grade, students will explain the structure and operation of the United States economy and the role of citizens as producers and consumers.

  • 8.3.5.1. Gle / Indicator:

    Define the concepts of scarcity, choice, trade-offs, specialization, entrepreneurship, productivity, inflation, profits, markets, supply and demand, inflation, and unemployment and incentives.

  • 8.3.5.2. Gle / Indicator:

    Analyze the effect of producer and consumer behavior on markets.

  • 8.3.5.3. Gle / Indicator:

    Describe the role of individuals and businesses as consumers, savers, investors, and borrowers.

  • 8.3.5.4. Gle / Indicator:

    Explain how various institutions help individuals and groups accomplish economic goals.

  • 8.3.5.5. Gle / Indicator:

    Describe common forms of credit, savings, investments, purchases, and contractual agreements, e.g., warranties, and guarantees.

  • 8.3.5.6. Gle / Indicator:

    Analyze skills necessary for career opportunities, e.g., individual abilities, skills, and education, and the changing supply and demand for those skills in the economy.

  • 8.3.5.7. Gle / Indicator:

    Describe the development of money, savings, and credit.

• 8.3.6. Indicator / Skill:

  By the end of eighth grade, students will compare the United States economic system to systems in other countries.

  • 8.3.6.1. Gle / Indicator:

    Describe the government's role in the United States economy, e.g., provision of public goods and services, protection of consumer rights, and the promotion of competition.

  • 8.3.6.2. Gle / Indicator:

    Describe the impact of government policies, on individuals and businesses, taxation, and government borrowing

  • 8.3.6.3. Gle / Indicator:

    Explain how the government addresses third-party costs and benefits, e.g., pollution and medical research.

  • 8.3.6.4. Gle / Indicator:

    Explain the differences between traditional command and market economics.

  • 8.3.6.5. Gle / Indicator:

    Analyze the costs and benefits of instituting different degrees of market, command, and traditional characteristics in mixed economic systems.

• 8.3.7. Indicator / Skill:

  By the end of eighth grade, students will summarize the rights and responsibilities of United States citizens.

  • 8.3.7.1. Gle / Indicator:

    Describe ways individuals participate in the political process, e.g., registering and voting, communicating with government officials, participating in political campaigns, and serving on juries and in voluntary appointed positions.

  • 8.3.7.2. Gle / Indicator:

    Identify the way individuals of cultural, ethnic, and other interest groups can influence governments.

  • 8.3.7.3. Gle / Indicator:

    Describe the election process and appointment of officials.

  • 8.3.7.4. Gle / Indicator:

    Describe the impact of the media on public opinion and policy.

  • 8.3.7.5. Gle / Indicator:

    Compare the election process at the local, state, and national levels of government, e.g., nomination and promotion of candidates for elective office similarities and differences between the major political parties; voter turnout; evaluate the accuracy of campaign advertising; and recognize bias and identify how media reports, analysis, and editorials are different.

• 8.3.8. Indicator / Skill:

  By the end of eighth grade, students will describe the purpose and function of the United States Constitution, including the Bill of Rights.

  • 8.3.8.1. Gle / Indicator:

    What are inalienable rights?

  • 8.3.8.2. Gle / Indicator:

    What does 'life, liberty, and the pursuit of happiness,' mean?

  • 8.3.8.3. Gle / Indicator:

    What is the rule of law, justice, and equality under the law?

  • 8.3.8.4. Gle / Indicator:

    Describe the Native American heritage, e.g., Iroquois Five Nations Confederacy, 'Great Binding Law.'

  • 8.3.8.5. Gle / Indicator:

    Explain the British and American heritage, e.g., the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Articles of Confederation.

  • 8.3.8.6. Gle / Indicator:

    Explain the philosophy of government expressed in the Declaration of Independence.

NE.8.4. Content Standard: Skills

• 8.4.1. Indicator / Skill:

  By the end of eighth grade, students will explain the meaning of patriotic slogans and excerpts from notable speeches and documents.

  • 8.4.1.1. Gle / Indicator:

    Explain the statement 'Give me liberty or give me death.'

  • 8.4.1.2. Gle / Indicator:

    Explain the meaning of 'E Pluribus Unum.'

  • 8.4.1.3. Gle / Indicator:

    Discuss the importance of the Gettysburg Address.

  • 8.4.1.4. Gle / Indicator:

    Explain the Preamble to the Constitution.

  • 8.4.1.5. Gle / Indicator:

    Explain the Declaration of Independence.

  • 8.4.1.6. Gle / Indicator:

    Who said '...December 7, 1941, a date which will live in infamy'?

  • 8.4.1.7. Gle / Indicator:

    Explain the statement 'Ask not what your country can do for you ....'

  • 8.4.1.8. Gle / Indicator:

    Who said 'Mr. Gorbachev, tear down this wall!'?

• 8.4.2. Indicator / Skill:

  By the end of eighth grade, students will demonstrate skills for historical analysis.

  • 8.4.2.1. Gle / Indicator:

    Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, and contemporary media, e.g., television, movies, and computer information systems to better understand events and life in United States history to 1877.

  • 8.4.2.2. Gle / Indicator:

    Identify characters, settings, and events from narratives of Nebraska, America, and world history.

  • 8.4.2.3. Gle / Indicator:

    Construct various time lines of American history from pre-Columbian times to 1877, highlighting landmark dates, technological changes, major political and military events, and major historical figures.

  • 8.4.2.4. Gle / Indicator:

    Locate on a United States map major physical features, bodies of water, exploration and trade routes; the states that entered the Union up to 1877; and, identify the states that formed the Confederacy during the Civil War.

  • 8.4.2.5. Gle / Indicator:

    Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems, making generalizations about events and life in United States history since 1877.

  • 8.4.2.6. Gle / Indicator:

    Recognize and explain nationalism, race, religion, and ethnicity have influenced different points of view.

  • 8.4.2.7. Gle / Indicator:

    Distinguish fact from fiction by examining documentary sources.

  • 8.4.2.8. Gle / Indicator:

    Construct various time lines of United States history since 1877, e.g., landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections.

  • 8.4.2.9. Gle / Indicator:

    Locate on a United States map all 50 states, the original 13 states, the states that formed the Confederacy, and states which entered the Union after 1877.

• 8.4.3. Indicator / Skill:

  By the end of eighth grade, students will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events.

  • 8.4.3.1. Gle / Indicator:

    Explain the historical perspectives of people, e.g., Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans; settlers, slaves, and slave holders; Patriots and Tories; Federalists and Anti- Federalists; Confederates and Yankees; Republicans and Democrats; and rural and urban.

  • 8.4.3.2. Gle / Indicator:

    Describe the causes, costs, and benefits of major events in American history up to 1877, e.g., American Revolution, the Constitutional Convention, the Civil War, and Reconstruction.

• 8.4.4. Indicator / Skill:

  By the end of eighth grade, students will evaluate different assessments of the causes, costs, and benefits of major events in recent American history to develop discussion, debate, and persuasive writing skills.

• 8.4.5. Indicator / Skill:

  By the end of eighth grade, students will interpret economic and political issues as expressed in various visuals.

• 8.4.6. Indicator / Skill:

  By the end of eighth grade, students will improve their skills in historical research and geographical analysis.

  • 8.4.6.1. Gle / Indicator:

    Identify analyze, and interpret primary sources and secondary sources to make generalizations about events and life in world history up to 1000 A.D.

  • 8.4.6.2. Gle / Indicator:

    Identify, analyze, and interpret global population distribution in the Middle Ages.

  • 8.4.6.3. Gle / Indicator:

    Identify and compare contemporary national political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. to 1000 A.D.

  • 8.4.6.4. Gle / Indicator:

    Identify and compare the distribution of major religious culture in the contemporary world with the origin and spread of Judaism, Christianity, Islam, Hinduism, and Buddhism up to 1000 A.D.

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

• 2.1. Benchmark:

  Students will describe the purpose of government and how the powers of government are acquired, maintained and used.

• 2.2. Benchmark:

  Students will identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government).

• 2.3. Benchmark:

  Students will identify the significance of tribal sovereignty and Montana tribal governments' relationship to local, state and federal governments.

• 2.4. Benchmark:

  Students will analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security.

• 2.5. Benchmark:

  Students will identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule).

• 2.6. Benchmark:

  Students will explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements).

• 2.7. Benchmark:

  Students will explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements.

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

• 3.1. Benchmark:

  Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.

• 3.2. Benchmark:

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

• 3.3. Benchmark:

  Students will analyze diverse land use and explain the historical and contemporary effects of this use on the environment, with an emphasis on Montana.

• 3.4. Benchmark:

  Students will explain how movement patterns throughout the world (e.g., people, ideas, diseases, products, food) lead to interdependence and/or conflict.

• 3.5. Benchmark:

  Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

• 3.6. Benchmark:

  Students will describe and distinguish between the environmental effects on the earth of short-term physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation).

• 3.7. Benchmark:

  Students will describe major changes in a local area that have been caused by human beings (e.g., a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment.

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

• 4.1. Benchmark:

  Students will interpret the past using a variety of sources (e.g., biographies, documents, diaries, eyewitnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.

• 4.2. Benchmark:

  Students will describe how history can be organized and analyzed using various criteria to group people and events (e.g., chronology, geography, cause and effect, change, conflict, issues).

• 4.3. Benchmark:

  Students will use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interviews, comparative accounts, research) to make informed decisions as responsible citizens.

• 4.4. Benchmark:

  Students will identify significant events and people and important democratic values (e.g., freedom, equality, privacy) in the major eras/civilizations of Montana, American Indian, United States, and world history.

• 4.5. Benchmark:

  Students will identify major scientific discoveries and technological innovations and describe their social and economic effects on society.

• 4.6. Benchmark:

  Students will explain how and why events (e.g., American Revolution, Battle of the Little Big Horn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians.

• 4.7. Benchmark:

  Students will summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States.

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

• 5.1. Benchmark:

  Students will identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services).

• 5.2. Benchmark:

  Students will apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns.

• 5.3. Benchmark:

  Students will compare and contrast the difference between private and public goods and services.

• 5.4. Benchmark:

  Students will analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment).

• 5.5. Benchmark:

  Students will explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individuals and groups (e.g., businesses, financial institutions, and governments).

• 5.6. Benchmark:

  Students will analyze the influences of technological advancements (e.g., machinery, internet, genetics) on household, state, national and global economies.

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

• 6.1. Benchmark:

  Students will compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.

• 6.2. Benchmark:

  Students will explain and give examples of how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, spirituality) contributes to the development and transmission of culture.

• 6.3. Benchmark:

  Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.

• 6.4. Benchmark:

  Students will compare and illustrate the unique characteristics of American Indian tribes and other cultural groups in Montana.

• 6.5. Benchmark:

  Students will explain the cultural contributions of, and tensions between, racial and ethnic groups in Montana, the United States, and the world.

• 6.6. Benchmark:

  Students will identify and describe the stratification of individuals within social groups (e.g., status, social class, haves and have nots).

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

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

• PC.1.A. Concept: Gle / Benchmark:

  Principles of constitutional democracy in the United States

  • PC.1.A(1). Gle / Proficiency:

    Identify important principles in the Declaration of Independence, such as inalienable rights and government by consent of the governed (DOK 2; SS1 1.6)

  • PC.1.A(2). Gle / Proficiency: Identify important principles in the Constitution including

    limited government (DOK 1; SS1 1.1)

  • PC.1.A(2). Gle / Proficiency: Identify important principles in the Constitution including

    rule of law (DOK 1; SS1 1.1)

  • PC.1.A(2). Gle / Proficiency: Identify important principles in the Constitution including

    majority rule (DOK 1; SS1 1.1)

  • PC.1.A(2). Gle / Proficiency: Identify important principles in the Constitution including

    minority rights (DOK 1; SS1 1.1)

  • PC.1.A(2). Gle / Proficiency: Identify important principles in the Constitution including

    separation of powers (DOK 1; SS1 1.1)

  • PC.1.A(2). Gle / Proficiency: Identify important principles in the Constitution including

    checks and balances (DOK 1; SS1 1.1)

  • PC.1.A(3). Gle / Proficiency:

    Identify important principles in the Bill of Rights, such as basic rights and freedoms (for rights listed, see Amendments 1-8; for rights not listed, see Amendment 9) (DOK 1; SS1 1.1)

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

Knowledge of principles and processes of governance systems

• GS.2.C. Concept: Gle / Benchmark:

  Processes of governmental systems

  • GS.2.C.a. Gle / Proficiency:

    Distinguish between powers and functions of local, state and national government (DOK 2; SS2 1.1)

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

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

• MH.3a.A. Concept: Gle / Benchmark:

  Understand the migrations of people from many regions to North America

  • MH.3a.A.a. Gle / Proficiency:

    Summarize the viability and diversity of Native American cultures before Europeans came (DOK 2; SS3 1.1)

• MH.3a.C. Concept: Gle / Benchmark:

  Discovery, Exploration and Settlement of the United States

  • MH.3a.C.a. Gle / Proficiency:

    Outline the discovery, exploration and early settlement of America (DOK 2; SS3 1.8)

• MH.3a.D. Concept: Gle / Benchmark:

  Perspectives on The American Revolution

  • MH.3a.D.a. Gle / Proficiency:

    Explain the American Revolution, including the perspectives of patriots and loyalists and factors that explain why the American colonists were successful (DOK 3; SS3 3.6)

• MH.3a.F. Concept: Gle / Benchmark:

  Westward Expansion and settlement in the US

  • MH.3a.F(1) Gle / Proficiency: Investigate the causes and consequences of Westward Expansion, including

    Texas and the Mexican War (DOK 2; SS3 1.6)

  • MH.3a.F(1) Gle / Proficiency: Investigate the causes and consequences of Westward Expansion, including

    Oregon Territory (DOK 2; SS3 1.6)

  • MH.3a.F(1) Gle / Proficiency: Investigate the causes and consequences of Westward Expansion, including

    California Gold Rush (DOK 2; SS3 1.6)

  • MH.3a.F(2) Gle / Proficiency: Examine cultural interactions among these groups from colonial times to Civil War

    Native American (DOK 2; SS3 1.9, 1.6)

  • MH.3a.F(2) Gle / Proficiency: Examine cultural interactions among these groups from colonial times to Civil War

    Immigrants from Europe (DOK 2; SS3 1.9, 1.6)

  • MH.3a.F(2) Gle / Proficiency: Examine cultural interactions among these groups from colonial times to Civil War

    Africans brought to America (DOK 2; SS3 1.9, 1.6)

• MH.3a.I. Concept: Gle / Benchmark:

  Understanding the causes and consequences of the Civil War

  • MH.3a.I.a. Gle / Proficiency:

    Identify political, economical and social causes and consequences of the Civil War and Reconstruction (DOK 2; SS3 1.6, 3.1)

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

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

• EC.4.A. Concept: Gle / Benchmark:

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

  • EC.4.A.a. Gle / Proficiency: Apply the following economic concepts

    scarcity (DOK 2; SS4 1.1)

  • EC.4.A.b. Gle / Proficiency: Apply the following economic concepts

    supply and demand (DOK 2; SS4 1.1)

  • EC.4.A.c. Gle / Proficiency: Apply the following economic concepts

    trade-offs (opportunity cost) (DOK 2; SS4 1.1)

• EC.4.E. Concept: Gle / Benchmark:

  The role of technology in changing the US from an agricultural economy to an industrial economy

  • EC.4.E.a. Gle / Proficiency:

    Identify the role of technology in our economy and how our economy has changed from an agricultural economy to an industrial economy (DOK 2; SS4 1.6)

• EC.4.F. Concept: Gle / Benchmark:

  Interpreting the past, explaining the present and predicting the future of economic decisions

  • EC.4.F.a. Gle / Proficiency:

    Interpret the past, explain the present and predict future consequences of economic decisions (DOK 3; SS4 3.8)

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

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

• EG.5.A. Concept: Gle / Benchmark:

  Reading and constructing maps

  • EG.5.A(1). Gle / Proficiency:

    Use geographic research sources to acquire information and answer questions (DOK 2; SS5 1.10, 1.4, 1.5)

  • EG.5.A(2). Gle / Proficiency:

    Construct maps (DOK 2; SS5 1.8)

• EG.5.B. Concept: Gle / Benchmark:

  Understanding the concept of location to make predictions and solve problems

  • EG.5.B(1). Gle / Proficiency:

    Locate cities of Missouri and the United States (DOK 1; SS5 1.4, 1.5)

  • EG.5.B(2). Gle / Proficiency:

    Locate states and major topographic features of the United States (DOK 1; SS5 1.4, 1.5)

  • EG.5.B(3). Gle / Proficiency:

    Locate and describe real places, using absolute and relative location (DOK 2; SS5 1.4, 1.5, 1.10)

• EG.5.C. Concept: Gle / Benchmark:

  Understanding the concept of place

  • EG.5.C(1). Gle / Proficiency:

    Identify physical characteristics, such as climate, topography, relationship to water and ecosystems (DOK 1; SS5 1.1)

  • EG.5.C(2). Gle / Proficiency:

    Identify human characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system (DOK 1; SS5 1.1)

• EG.5.F. Concept: Gle / Benchmark:

  Understanding relationships between and among regions

  • EG.5.F.a. Gle / Proficiency:

    Identify different kinds of regions in the United States (DOK 1; SS5 1.1)

• EG.5.H. Concept: Gle / Benchmark:

  Human Systems

  • EG.5.H.a. Gle / Proficiency:

    Identify major patterns of population distribution, demographics and migrations in the United States (DOK 2; SS5 1.1)

• EG.5.J. Concept: Gle / Benchmark:

  Using geography to interpret, explain and plan for the future

  • EG.5.J.a. Gle / Proficiency:

    Use geography to interpret the past, explain the present and plan for the future (e.g., physical processes that continue to reshape the earth) (DOK 3; SS5 1.6, 3.2)

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

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

• RI.6.E. Concept: Gle / Benchmark:

  Group membership

  • RI.6.E.a. Gle / Proficiency:

    Identify how a person becomes a member of a group or institution and what factors influence inclusion or exclusion from a group (DOK 2; SS6 1.9)

• RI.6.I. Concept: Gle / Benchmark:

  Changing ideas, concepts and traditions Identify how ideas, concepts and traditions have changed over time in the United States Describe how ideas, concepts and traditions have changed over time Analyze how ideas, concepts, and traditions have changed over time (e.g., women's role in society)

  • RI.6.I.a. Gle / Proficiency:

    Identify how ideas, concepts and traditions have changed over time in the United States (DOK 2; SS6 1.9)

MI.U2. Strand / Standard Category: U.S. History and Geography (USHG) Era 2 - Colonization and Settlement (1585-1763)

• U2.1. Standard: European Struggle for Control of North America

  Compare the regional settlement patterns and describe significant developments in Southern, New England, and the mid-Atlantic colonies.

  • 5-U2.1.1. Grade Level Expectation: Describe significant developments in the Southern colonies, including

    • 5-U2.1.1a. Expectation:

      Patterns of settlement and control including the impact of geography (landforms and climate) on settlement.

    • 5-U2.1.1b. Expectation:

      Establishment of Jamestown.

    • 5-U2.1.1c. Expectation:

      Development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).

    • 5-U2.1.1d. Expectation:

      Relationships with American Indians (e.g., Powhatan).

    • 5-U2.1.1e. Expectation:

      Development of colonial representative assemblies (House of Burgesses).

    • 5-U2.1.1f. Expectation:

      Development of slavery.

  • 5-U2.1.2. Grade Level Expectation: Describe significant developments in the New England colonies, including

    • 5-U2.1.2a. Expectation:

      Patterns of settlement and control including the impact of geography (landforms and climate) on settlement.

    • 5-U2.1.2b. Expectation:

      Relations with American Indians (e.g., Pequot/King Phillip's War).

    • 5-U2.1.2c. Expectation:

      Growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.

    • 5-U2.1.2d. Expectation:

      The development of government including establishment of town meetings, development of colonial legislatures and growth of royal government.

    • 5-U2.1.2e. Expectation:

      Religious tensions in Massachusetts that led to the establishment of other colonies in New England. (C, E)

  • 5-U2.1.3. Grade Level Expectation: Describe significant developments in the Middle Colonies, including

    • 5-U2.1.3a. Expectation:

      Patterns of settlement and control including the impact of geography (landforms and climate) on settlement.

    • 5-U2.1.3b. Expectation:

      The growth of Middle Colonies economies (e.g., breadbasket).

    • 5-U2.1.3c. Expectation:

      The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle Colonies.

    • 5-U2.1.3d. Expectation:

      Immigration patterns leading to ethnic diversity in the Middle Colonies. (C, E)

  • 5-U2.1.4. Grade Level Expectation:

    Compare the regional settlement patterns of the Southern colonies, New England, and the Middle Colonies.

• U2.2. Standard: European Slave Trade and Slavery in Colonial America

  Analyze the development of the slave system in the Americas and its impact upon the life of Africans.

  • 5-U2.2.1. Grade Level Expectation: Describe Triangular Trade including

    • 5-U2.2.1a. Expectation:

      The trade routes.

    • 5-U2.2.1b. Expectation:

      The people and goods that were traded.

    • 5-U2.2.1c. Expectation:

      The Middle Passage. (E)

    • 5-U2.2.1d. Expectation:

      Its impact on life in Africa.

  • 5-U2.2.2. Grade Level Expectation:

    Describe the life of enslaved Africans and free Africans in the American colonies.

  • 5-U2.2.3. Grade Level Expectation:

    Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.

• U2.3. Standard: Life in Colonial America

  Distinguish among and explain the reasons for regional differences in colonial America.

  • 5-U2.3.1. Grade Level Expectation:

    Locate the New England, Middle, and Southern colonies on a map.

  • 5-U2.3.2. Grade Level Expectation:

    Describe the daily life of people living in the New England, Middle, and Southern colonies.

  • 5-U2.3.3. Grade Level Expectation:

    Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians).

  • 5-U2.3.4. Grade Level Expectation:

    Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants). (E)

  • 5-U2.3.5. Grade Level Expectation:

    Make generalizations about the reasons for regional differences in colonial America.

MI.U3. Strand / Standard Category: U.S. History and Geography (USHG) Era 3 - Revolution and the New Nation (1754-1800)

• U3.1. Standard: Causes of the American Revolution

  Identify the major political, economic, and ideological reasons for the American Revolution.

  • 5-U3.1.1. Grade Level Expectation:

    Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy. (E)

  • 5-U3.1.2. Grade Level Expectation:

    Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

  • 5-U3.1.3. Grade Level Expectation:

    Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).

  • 5-U3.1.4. Grade Level Expectation:

    Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation). (C)

  • 5-U3.1.5. Grade Level Expectation:

    Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so. (C)

  • 5-U3.1.6. Grade Level Expectation:

    Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.

  • 5-U3.1.7. Grade Level Expectation:

    Describe how colonial experiences with self-government (e.g., Mayflower Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes of government such as protecting individual rights and promoting the common good, natural rights, limited government, representative government) influenced the decision to declare independence. (C)

  • 5-U3.1.8. Grade Level Expectation:

    Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.

• U3.2. Standard: The American Revolution and Its Consequences

  Explain the multi-faceted nature of the American Revolution and its consequences.

  • 5-U3.2.1. Grade Level Expectation:

    Describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives. (E)

  • 5-U3.2.2. Grade Level Expectation:

    Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.

  • 5-U3.2.3. Grade Level Expectation:

    Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war.

  • 5-U3.2.4. Grade Level Expectation:

    Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries). (C)

• U3.3. Standard: Creating New Government(s) and a New Constitution

  Explain some of the challenges faced by the new nation under the Articles of Confederation, and analyze the development of the Constitution as a new plan for governing.

  • 5-U3.3.1. Grade Level Expectation:

    Describe the powers of the national government and state governments under the Articles of Confederation. (C)

  • 5-U3.3.2. Grade Level Expectation:

    Give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money). (C)

  • 5-U3.3.3. Grade Level Expectation:

    Explain why the Constitutional Convention was convened and why the Constitution was written.(C)

  • 5-U3.3.4. Grade Level Expectation:

    Describe the issues over representation and slavery the Framers faced at the Constitutional Convention and how they were addressed in the Constitution (Great Compromise, Three-Fifths Compromise). (C)

  • 5-U3.3.5. Grade Level Expectation:

    Give reasons why the Framers wanted to limit the power of government (e.g., fear of a strong executive, representative government, importance of individual rights). (C)

  • 5-U3.3.6. Grade Level Expectation:

    Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers). (C)

  • 5-U3.3.7. Grade Level Expectation:

    Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification. (C)

  • 5-U3.3.8. Grade Level Expectation:

    Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.

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

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

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

  • 5-P3.1.1. Grade Level Expectation:

    Identify contemporary public issues related to the United States Constitution and their related factual, definitional, and ethical questions.

  • 5-P3.1.2. Grade Level Expectation:

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

  • 5-P3.1.3. Grade Level Expectation:

    Give examples of how conflicts over core democratic values lead people to differ on contemporary constitutional issues in the United States.

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

  Communicate a reasoned position on a public issue.

  • 5-P3.3.1. Grade Level Expectation:

    Compose a short essay expressing a position on a contemporary public policy issue related to the Constitution and justify the position with a reasoned argument.

• P4.2. Standard:

  Citizen Involvement

  • 5-P4.2.1. Grade Level Expectation:

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

  • 5-P4.2.2. Grade Level Expectation:

    Participate in projects to help or inform others.

MD.2.0. Strand / Topic / Standard: Peoples of the Nation and World

Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the world through both a multicultural and historic perspective.

• 2.A. Topic / Indicator:

  Elements of culture

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

    Describe the various cultures of colonial societies and how the environment influenced them

    • 2.A.1.a. Objective:

      Describe how environment and location influenced the cultures and lifestyle

    • 2.A.1.b. Objective:

      Define the social, political, and religious components of the early colonies

    • 2.A.1.c. Objective:

      Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements

• 2.B. Topic / Indicator:

  Cultural diffusion

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

    Analyze how native societies were influenced by the diverse cultures of the explorers and settlers

    • 2.B.1.a. Objective:

      Compare perspectives of Native American, Africans, and the European explorers

    • 2.B.1.b. Objective:

      Describe how cultures changed as a result of Native American, African, and European interaction

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

    Analyze how increased diversity in the colonies resulted from immigration, settlement patterns and economic development

    • 2.B.2.a. Objective:

      Analyze how the influx of immigrants led to economic growth and cultural diversity

    • 2.B.2.b. Objective:

      Provide examples of how the interactions of various groups resulted in the borrowing and sharing of traditions and technology

• 2.C. Topic / Indicator:

  Conflict and compromise

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

    Analyze factors that affected relationships in the colonial period

    • 2.C.1.a. Objective:

      Analyze how conflict affected relationships among individuals and groups, such as early settlers and Native Americans, free and enslaved people

    • 2.C.1.b. Objective:

      Provide the examples of conflicts and compromises among differing groups of people during the Constitutional Convention

MD.3.0. Strand / Topic / Standard: Geography

Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

• 3.A. Topic / Indicator:

  Using geographic tools

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

    Use geographic tools to locate places and describe human and physical characteristics in Colonial America

    • 3.A.1.a. Objective:

      Use map elements to interpret and construct a variety of maps

    • 3.A.1.b. Objective:

      Use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements

    • 3.A.1.c. Objective:

      Use photographs, maps, and drawings to describe geographic characteristics

    • 3.A.1.d. Objective:

      Compare geographic locations and geographic characteristics of colonial settlements, such as, Jamestown, Plymouth, Boston, Philadelphia, Charleston, and New York City

• 3.B. Topic / Indicator:

  Geographic characteristics of places and regions

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

    Examine the similarities and differences of regions in Colonial America

    • 3.B.1.a. Objective: Compare the natural/physical and human characteristics of the three colonial regions

      New England; Middle; Southern

    • 3.B.1.b. Objective:

      Describe how geographic characteristics of a place or region changed from early settlements through the colonial period

    • 3.B.1.c. Objective:

      Explain how geographic characteristics affect how people live and work, and the population distribution of a place or region

• 3.C. Topic / Indicator:

  Movement of people, goods and ideas

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

    Describe and analyze population growth, migration and settlement patterns in Colonial America

    • 3.C.1.a. Objective:

      Explain how geographic characteristics influenced settlement patterns in Colonial America

    • 3.C.1.b. Objective:

      Analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States

    • 3.C.1.c. Objective:

      Explain the importance of shipping and trading to the economic development of the colonies, such as triangular trade

• 3.D. Topic / Indicator:

  Modifying and adapting to the environment

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

    Explain why and how people adapt to and modify the natural environment and the impact of those modifications

    • 3.D.1.a. Objective:

      Compare ways Native American societies used the natural environment for food, clothing, and shelter

    • 3.D.1.b. Objective:

      Describe ways that colonists in the New England, middle and southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming

    • 3.D.1.c. Objective:

      Explain how colonists adapted to and modified their environments and how these modifications sometimes created environmental problems

MD.4.0. Strand / Topic / Standard: Economics

Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

• 4.A. Topic / Indicator:

  Scarcity and economic decision-making

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

    Explain that people made choices because resources were limited relative to economic wants for goods and services in Colonial America

    • 4.A.1.a. Objective:

      Identify the opportunity cost of economic decisions, such as whether or not to buy products on which British taxes were imposed

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

    Analyze how limited economic resources were used to satisfy economic wants in Colonial America

    • 4.A.2.a. Objective:

      Describe how limited resources and unlimited economic wants caused colonists to choose certain goods and services

    • 4.A.2.b. Objective:

      Describe how available resources affected specialization and trade

    • 4.A.2.c. Objective:

      Analyze how changing from a British colony to an independent nation affected economic resources, production, and economic wants

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

    Analyze how technological changes affected production and consumption in Colonial America

    • 4.A.3.a. Objective:

      Explain how the development of new products and new technologies affected the way people lived

    • 4.A.3.b. Objective:

      Examine how technology has changed production such as wheat/grist mills

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

    Analyze the consequences of specialized work on interdependence, trade, and economic growth

    • 4.A.4.a. Objective:

      Analyze examples of regional specialization and how it contributed to economic growth through the colonies

    • 4.A.4.b. Objective:

      Explain specialization and interdependence using the triangular trade routes

• 4.B. Topic / Indicator:

  Economic systems and the role of government in the economy

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

    Describe the types of economic systems in Colonial America

    • 4.B.1.a. Objective:

      Identify examples of tradition, such as the economic roles of men and women

    • 4.B.1.b. Objective:

      Describe examples of command decisions, such as the imposition of the Stamp Act and the Tea Act

    • 4.B.1.c. Objective:

      Analyze a market economy and give examples of how the colonial economy exhibited these characteristics such as private ownership and consumer choice

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

    Describe the role of British government on the colonial economy

    • 4.B.2.a. Objective:

      Explain how colonists were forced to change their purchasing habits based on the scarcity of goods imposed by taxes

    • 4.B.2.b. Objective:

      Evaluate the trade-offs of British protectionism

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

    Describe the role of money and barter in the colonial trade

    • 4.B.3.a. Objective:

      Compare the benefits of a money economy to a barter economy

MD.5.0. Strand / Topic / Standard: History

Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.

• 5.A. Topic / Indicator:

  Individuals and societies change over time

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

    Analyze the chronology and significance of key historical events during the age of European exploration

    • 5.A.1.a. Objective:

      Describe the origin, destination and goals of the North American explorers

    • 5.A.1.b. Objective:

      Evaluate the results of the interactions between European explorers and native peoples

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

    Analyze the chronology and the significance of key historical events leading to early settlements in Colonial America

    • 5.A.2.a. Objective:

      Describe the major settlements in Roanoke, St. Augustine and Jamestown

    • 5.A.2.b. Objective:

      Analyze how key historical events impacted Native American societies

• 5.B. Topic / Indicator:

  Emergence, expansion and changes in nations and empires

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

    Analyze the growth and development of Colonial America

    • 5.B.2.a. Objective:

      Describe the religious, political and economic motives of individuals who migrated to North America and the difficulties they encountered

    • 5.B.2.b. Objective:

      Compare the political, economic and social lives of people in New England, middle and the southern colonies

    • 5.B.2.c. Objective:

      Analyze the different roles and viewpoints of individuals and groups, such as women, men, free and enslaved Africans, and Native Americans during the revolutionary period

• 5.C. Topic / Indicator:

  Conflict between ideas and institutions

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

    Analyze the causes of the American Revolution

    • 5.C.1.a. Objective:

      Identify and sequence key events between the French and Indian war and the American Revolution

    • 5.C.1.b. Objective:

      Examine the viewpoints of patriots and loyalists regarding British colonial policy after the seven years' war

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

    Analyze the effects of the American Revolution

    • 5.C.2.a. Objective:

      Analyze how the revolution altered colonial and national governments

    • 5.C.2.b. Objective:

      Describe individual freedoms that resulted from the formation of an independent nation

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

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

• 6.A. Topic / Indicator:

  Read to learn and construct meaning about social studies

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

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

    • 6.A.1.a. Objective:

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

    • 6.A.1.b. Objective:

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

    • 6.A.1.c. Objective:

      Use context clues to understand new social studies vocabulary

    • 6.A.1.d. Objective:

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

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

    Use strategies to prepare for reading (before reading)

    • 6.A.2.a. Objective:

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

    • 6.A.2.b. Objective:

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

    • 6.A.2.c. Objective:

      Set a purpose for reading the text

    • 6.A.2.d. Objective:

      Ask questions and make predictions about the text

    • 6.A.2.e. Objective:

      Make connections to the text using prior knowledge and experiences

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

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

    • 6.A.3.a. Objective:

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

    • 6.A.3.b. Objective:

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

    • 6.A.3.c. Objective:

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

    • 6.A.3.d. Objective:

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

    • 6.A.3.e. Objective:

      Make, confirm, or adjust predictions about the text

    • 6.A.3.f. Objective:

      Periodically summarize or paraphrase important ideas while reading

    • 6.A.3.g. Objective:

      Visualize what was read for deeper meaning

    • 6.A.3.h. Objective:

      Explain personal connections to the ideas or information in the text

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

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

    • 6.A.4.a. Objective:

      Identify and explain what is directly stated in the text

    • 6.A.4.b. Objective:

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

    • 6.A.4.c. Objective:

      Determine and explain the author's purpose

    • 6.A.4.d. Objective:

      Distinguish between facts and opinions

    • 6.A.4.e. Objective:

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

    • 6.A.4.f. Objective:

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

    • 6.A.4.g. Objective:

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

    • 6.A.4.h. Objective:

      Connect the text to prior knowledge or personal experiences

    • 6.A.4.i. Objective:

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

• 6.B. Topic / Indicator:

  Write to learn and communicate social studies understandings

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

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

    • 6.B.1.a. Objective:

      Identify key ideas

    • 6.B.1.b. Objective:

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

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

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

    • 6.B.2.a. Objective:

      Identify form, audience, topic, and purpose before writing

    • 6.B.2.b. Objective:

      Organize facts and/or data to support a topic

    • 6.B.2.c. Objective:

      Provide introduction, body, and conclusion

    • 6.B.2.d. Objective:

      Cite sources of information

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

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

    • 6.B.3.a. Objective:

      Identify form audience, topic and purpose

    • 6.B.3.b. Objective:

      State a clear opinion or position

    • 6.B.3.c. Objective:

      Support the opinion or position with facts and/or data

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

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

    • 6.B.4.a. Objective:

      Address the topic

    • 6.B.4.b. Objective:

      Provide accurate information

    • 6.B.4.c. Objective:

      Support topic with appropriate details

    • 6.B.4.d. Objective:

      Incorporate social studies knowledge

• 6.C. Topic / Indicator:

  Ask social studies questions

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

    Identify a topic that requires further study

    • 6.C.1.a. Objective:

      Identify prior knowledge about the topic

    • 6.C.1.b. Objective:

      Pose questions the about the topic

    • 6.C.1.c. Objective:

      Formulate research questions

    • 6.C.1.d. Objective:

      Develop a plan for how to answer questions about the topic

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

    Identify a problem/situation that requires further study

    • 6.C.2.a. Objective:

      Define the problem/situation

    • 6.C.2.b. Objective:

      Identify prior knowledge about the problem/situation

    • 6.C.2.c. Objective:

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

    • 6.C.2.d. Objective:

      Pose questions that elicit higher order thinking responses

    • 6.C.2.e. Objective:

      Formulate simple research questions

    • 6.C.2.f. Objective:

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

• 6.D. Topic / Indicator:

  Acquire social studies information

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

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

    • 6.D.1.a. Objective:

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

    • 6.D.1.b. Objective:

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

    • 6.D.1.c. Objective:

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

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

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

    • 6.D.2.a. Objective:

      Gather data

    • 6.D.2.b. Objective:

      Make and record observations

    • 6.D.2.c. Objective:

      Design and conduct surveys and oral histories

• 6.E. Topic / Indicator:

  Organize social studies information

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

    Organize information from non-print sources

    • 6.E.1.a. Objective:

      Prioritize information gathered according to importance and relevance

    • 6.E.1.b. Objective:

      Distinguish factual from fictional information

    • 6.E.1.c. Objective:

      Find relationships between gathered information

    • 6.E.1.d. Objective:

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

    • 6.E.1.e. Objective:

      Categorize information obtained from surveys and field work

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

    Organize information from print sources

    • 6.E.2.a. Objective:

      Prioritize information gathered according to importance and relevance

    • 6.E.2.b. Objective:

      Distinguish factual from fictional information

    • 6.E.2.c. Objective:

      Find relationships between gathered information

    • 6.E.2.d. Objective:

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

• 6.F. Topic / Indicator:

  Analyze social studies information

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

    Interpret information from primary and secondary sources

    • 6.F.1.a. Objective:

      Interpret information in maps, charts and graphs

    • 6.F.1.b. Objective:

      Interpret information from field studies and surveys

    • 6.F.1.c. Objective:

      Analyze a document to determine point of view

    • 6.F.1.d. Objective:

      Analyze the perspective of the author

    • 6.F.1.e. Objective:

      Identify the bias and prejudice

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

    Evaluate information from a variety of sources

    • 6.F.2.a. Objective:

      Compare information from a variety of sources

    • 6.F.2.b. Objective:

      Compare information to prior knowledge

    • 6.F.2.c. Objective:

      Determine the reliability of the document

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

    Synthesize information from a variety of sources

    • 6.F.3.a. Objective:

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

• 6.G. Topic / Indicator:

  Answer social studies questions

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

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

    • 6.G.1.a. Objective:

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

    • 6.G.1.b. Objective:

      Engage in civic participation and public discourse

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

    Use historic contexts to answer questions

    • 6.G.2.a. Objective:

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

    • 6.G.2.b. Objective:

      Explain why historic interpretations vary and are subject to change

    • 6.G.2.c. Objective:

      Construct a sound historical interpretation

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

    Use current events/issues to answer questions

    • 6.G.3.a. Objective:

      Summarize the main points of an issue explaining different viewpoints

    • 6.G.3.b. Objective:

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

    • 6.G.3.c. Objective:

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

    • 6.G.3.d. Objective:

      Propose and justify solutions to social studies problems

ME.B. Content Standard: Civics and Government

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

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

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

  • B.1.a. Grade Level Example:

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

  • B.1.b. Grade Level Example:

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

  • B.1.c. Grade Level Example:

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

  • B.1.d. Grade Level Example:

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

  • B.1.e. Grade Level Example:

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

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

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

  • B.2.a. Grade Level Example:

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

  • B.2.b. Grade Level Example:

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

  • B.2.c. Grade Level Example:

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

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

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

  • B.3.a. Grade Level Example:

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

  • B.3.b. Grade Level Example:

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

ME.C. Content Standard: Economics

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

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

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

  • C.1.a. Grade Level Example:

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

  • C.1.b. Grade Level Example:

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

  • C.1.c. Grade Level Example:

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

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

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

  • C.2.a. Grade Level Example:

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

  • C.2.b. Grade Level Example:

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

ME.D. Content Standard: Geography

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

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

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

  • D.1.a. Grade Level Example:

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

  • D.1.b. Grade Level Example:

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

  • D.1.c. Grade Level Example:

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

  • D.1.d. Grade Level Example:

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

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

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

  • D.2.a. Grade Level Example:

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

  • D.2.b. Grade Level Example:

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

ME.E. Content Standard: History

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

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

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

  • E.1.a. Grade Level Example:

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

  • E.1.b. Grade Level Example:

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

  • E.1.c. Grade Level Example:

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

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

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

  • E.2.a. Grade Level Example:

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

  • E.2.b. Grade Level Example:

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

LA.C-M. Content Standard: Civics

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

• C-1A-M1. Benchmark / Gle: Structure and Purposes of Government

  explaining major ideas about why governments are necessary and evaluating competing positions on the purposes government should serve. (1, 2, 4, 5)

• C-1A-M2. Benchmark / Gle: Structure and Purposes of Government

  describing the essential characteristics of various systems of government. (1, 3, 4, 5)

• C-1A-M3. Benchmark / Gle: Structure and Purposes of Government

  explaining how the powers of the government are distributed, shared, and limited by the United States and Louisiana constitutions. (1, 3, 5)

• C-1A-M4. Benchmark / Gle: Structure and Purposes of Government

  explaining the purposes of state constitutions and describing the relationship of state constitutions to the federal constitution. (1, 3, 5)

• C-1A-M5. Benchmark / Gle: Structure and Purposes of Government

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

• C-1A-M6. Benchmark / Gle: Structure and Purposes of Government

  identifying government leaders and representatives at the local, state, and national levels and explaining their powers and the limits on their powers. (1, 3, 5)

• C-1A-M7. Benchmark / Gle: Structure and Purposes of Government

  explaining the importance of law in the American constitutional system and applying criteria to evaluate rules and laws. (1, 2, 3, 4, 5)

• C-1A-M8. Benchmark / Gle: Structure and Purposes of Government

  explaining how public policy is formed, debated, and carried out at local, state, and national levels. (1, 3, 4, 5)

• C-1A-M9. Benchmark / Gle: Structure and Purposes of Government

  explaining the necessity of taxes and describing the purposes for which tax revenues are used. (1, 3, 4, 5)

• C-1A-M10. Benchmark / Gle: Structure and Purposes of Government

  identifying and evaluating different types of taxes. (1, 3, 4, 5)

• C-1B-M1. Benchmark / Gle: Foundations of the American Political System

  explaining the essential ideas and historical origins of American constitutional government. (1, 4, 5)

• C-1B-M2. Benchmark / Gle: Foundations of the American Political System

  identifying and describing the historical experiences and the geographic, social, and economic factors that have helped to shape American political culture. (1, 3, 4, 5)

• C-1B-M3. Benchmark / Gle: Foundations of the American Political System

  explaining the meaning and importance of basic principles of American constitutional democracy as reflected in core documents. (1, 3, 4, 5)

• C-1B-M4. Benchmark / Gle: Foundations of the American Political System

  analyzing the ways in which political and social conflict can be peacefully resolved. (1, 2, 4, 5)

• C-1B-M5. Benchmark / Gle: Foundations of the American Political System

  analyzing democratic processes used to institute change. (1, 2, 5)

• C-1B-M6. Benchmark / Gle: Foundations of the American Political System

  analyzing the importance of political parties, campaigns, and elections in the American political system. (1, 2, 3, 4, 5)

• C-1C-M1. Benchmark / Gle: International Relationships

  describing how the world is organized politically and explaining the means by which nation-states interact. (1, 3, 4)

• C-1C-M2. Benchmark / Gle: International Relationships

  explaining the formation, implementation, and impact of United States foreign policy. (1, 3, 5)

• C-1C-M3. Benchmark / Gle: International Relationships

  identifying types of foreign policy issues, using current and historical examples. (1, 2, 3, 4, 5)

• C-1D-M1. Benchmark / Gle: Roles of the Citizen

  explaining the meaning of citizenship and the requirements for citizenship and naturalization in the United States. (1, 5)

• C-1D-M2. Benchmark / Gle: Roles of the Citizen

  identifying the rights and responsibilities of citizens and explaining their importance to the individual and to society. (1, 4, 5)

• C-1D-M3. Benchmark / Gle: Roles of the Citizen

  discussing issues involving the rights and responsibilities of individuals in American society. (1, 2, 4, 5)

• C-1D-M4. Benchmark / Gle: Roles of the Citizen

  describing the many ways by which citizens can organize, monitor, and help to shape politics and government at local, state, and national levels. (1, 2, 3, 4, 5)

• C-1D-M5. Benchmark / Gle: Roles of the Citizen

  communicating the importance of knowledge to competent and responsible political participation and leadership. (1, 4, 5)

• GLE-M-17. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Compare aspects of American colonial government (e.g., local, colonial governors, role of the British parliament and Crown) to present-day U.S. local, state, and national government (C-1A-M5)

LA.E-M. Content Standard: Economics

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

• E-1A-M1. Benchmark / Gle: Fundamental Economic Concepts

  describing how the scarcity of resources necessitates decision making at both personal and societal levels. (1, 2, 4, 5)

• E-1A-M2. Benchmark / Gle: Fundamental Economic Concepts

  analyzing consequences of economic decisions in terms of additional benefits and additional costs. (1, 2, 4)

• E-1A-M3. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the consequences and opportunity cost of economic decisions. (1, 2, 3, 4)

• E-1A-M4. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the role of specialization in the economic process. (1, 2, 4)

• E-1A-M5. Benchmark / Gle: Fundamental Economic Concepts

  giving examples of how skills and knowledge increase productivity and career opportunities. (1, 3, 4, 5)

• E-1A-M6. Benchmark / Gle: Fundamental Economic Concepts

  describing the essential differences in the production and allocation of goods and services in traditional, command, and market systems. (1, 3, 4)

• E-1A-M7. Benchmark / Gle: Fundamental Economic Concepts

  describing the various institutions, such as business firms and government agencies, that make up economic systems. (1, 4)

• E-1A-M8. Benchmark / Gle: Fundamental Economic Concepts

  differentiating among various forms of exchange and money. (1, 3, 4)

• E-1A-M9. Benchmark / Gle: Fundamental Economic Concepts

  using economic concepts to help explain historic and contemporary events and developments. (1, 2, 3, 4)

• E-1B-M1. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining the role of supply and demand in a competitive market system. (1, 3, 4)

• E-1B-M2. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining the factors that affect the production and distribution of goods and services. (1, 4)

• E-1B-M3. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining the difference between private and public goods and services. (1, 4, 5)

• E-1B-M4. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying the costs and benefits of government policies on competitive markets. (1, 3, 4, 5)

• E-1B-M5. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying different types of taxes and user fees and predicting their consequences. (1, 3, 4, 5)

• E-1B-M6. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  determining the reasons for trade between nations, identifying costs and benefits, and recognizing the worldwide interdependence that results. (1, 4)

• E-1B-M7. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  describing historical and economic factors that have contributed to the development and growth of the national, state, and local economies. (1, 3, 4, 5)

• E-1C-M1. Benchmark / Gle: The Economy as a Whole

  explaining the meaning of economic indicators that help to describe economies. (1, 3)

• E-1C-M2. Benchmark / Gle: The Economy as a Whole

  describing the influences of inflation, unemployment, and underemployment on different groups of people. (1, 4, 5)

• GLE-M-18. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe economic activities within and among American Indian cultures prior to contact with Europeans (E-1A-M9)

• GLE-M-19. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Use economic concepts (e.g., supply and demand, scarcity, interdependence) to identify the economic motivations for European exploration and settlement in the Americas (E-1A-M9)

LA.H-M. Content Standard: History

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

• H-1A-M1. Benchmark / Gle: Historical Thinking Skills

  describing chronological relationships and patterns. (1, 3, 4)

• H-1A-M2. Benchmark / Gle: Historical Thinking Skills

  demonstrating historical perspective through the political, social, and economic context in which an event or idea occurred. (1, 2, 3, 4)

• H-1A-M3. Benchmark / Gle: Historical Thinking Skills

  analyzing the impact that specific individuals, ideas, events, and decisions had on the course of history. (1, 2, 3, 4)

• H-1A-M4. Benchmark / Gle: Historical Thinking Skills

  analyzing historical data using primary and secondary sources. (1, 2, 3, 4)

• H-1A-M5. Benchmark / Gle: Historical Thinking Skills

  identifying issues and problems from the past and evaluating alternative courses of action. (1, 2, 3, 4)

• H-1A-M6. Benchmark / Gle: Historical Thinking Skills

  conducting research in efforts to answer historical questions. (1, 2, 3, 4)

• H-1B-M1. Benchmark / Gle: United States History

  Era 1: Three Worlds Meet (Beginnings to 1620): identifying and describing characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450. (1, 3, 4)

• H-1B-M2. Benchmark / Gle: United States History

  Era 1: Three Worlds Meet (Beginnings to 1620): explaining the cultural, ecological, and economic results of early European exploration and colonization. (1, 3, 4)

• H-1B-M3. Benchmark / Gle: United States History

  Era 2: Colonization and Settlement (1565-1763): describing the interactions among Native Americans, early Europeans, and Africans in the Americas. (1, 3, 4)

• H-1B-M4. Benchmark / Gle: United States History

  Era 2: Colonization and Settlement (1565-1763): tracing the emergence of religious freedom and changing political institutions in the English colonies. (1, 3, 4)

• H-1B-M5. Benchmark / Gle: United States History

  Era 2: Colonization and Settlement (1565-1763): analyzing the impact of European cultural, political, and economic ideas and institutions on life in the Americas. (1, 2, 3, 4)

• H-1B-M6. Benchmark / Gle: United States History

  Era 3: Revolution and the New Nation (1754-1820s): explaining the causes and course of the American Revolution and the reasons for the American victory. (1, 3, 4)

• H-1B-M7. Benchmark / Gle: United States History

  Era 3: Revolution and the New Nation (1754-1820s): explaining the impact of the American Revolution on the politics, society, and economy of the new nation. (1, 3, 4)

• H-1B-M8. Benchmark / Gle: United States History

  Era 3: Revolution and the New Nation (1754-1820s): relating the institutions and practices of government established during and after the American Revolution to the foundation of the American political system. (1, 3, 4)

• H-1B-M9. Benchmark / Gle: United States History

  Era 4: Expansion and Reform (1801-1861): describing the territorial expansion of the United States and analyzing the effects on relations with Native Americans and external powers. (1, 3, 4, 5)

• H-1B-M10. Benchmark / Gle: United States History

  Era 4: Expansion and Reform (1801-1861): analyzing the changes and regional tensions created by Jacksonian democracy, the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement. (1, 2, 3, 4)

• H-1B-M11. Benchmark / Gle: United States History

  Era 4: Expansion and Reform (1801-1861): explaining and giving examples of the reform movements that occurred during the antebellum period and evaluating their impact on American society. (1, 2, 3, 4, 5)

• H-1B-M12. Benchmark / Gle: United States History

  Era 5: Civil War and Reconstruction (1850-1877): describing the causes and course of the Civil War and examining the impact of the war on the American people. (1, 3, 4)

• H-1B-M13. Benchmark / Gle: United States History

  Era 5: Civil War and Reconstruction (1850-1877): comparing and evaluating various reconstruction plans of the post-Civil War era. (1, 2, 3, 4)

• H-1B-M14. Benchmark / Gle: United States History

  Era 6: The Development of the Industrial United States (1870-1900): describing the impact of industrialization in the United States. (1, 3, 4)

• H-1B-M15. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): describing the significant economic, political, social, and cultural changes that have occurred in the United States during the 20th century. (1, 3, 4)

• H-1B-M16. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): identifying the causes and consequences of major world conflicts involving the United States. (1, 3, 4)

• H-1B-M17. Benchmark / Gle: United States History

  Era 8: The Great Depression and World War II (1929-1945): describing the impact of the Great Depression and World War II on American society. (1, 3, 4)

• H-1B-M18. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): discussing significant developments and issues in contemporary United States history. (1, 2, 3, 4, 5)

• H-1C-M1. Benchmark / Gle: World History

  Era 1: The Beginnings of Society: describing the earliest human communities. (1, 3, 4)

• H-1C-M2. Benchmark / Gle: World History

  Era 1: The Beginnings of Society: explaining the emergence of agricultural societies around the world. (1, 3, 4)

• H-1C-M3. Benchmark / Gle: World History

  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): identifying the major characteristics of early civilizations in Mesopotamia, Egypt, and the Indus valley. (1, 3, 4)

• H-1C-M4. Benchmark / Gle: World History

  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): tracing the development and expansion of agricultural societies and the emergence of new states. (1, 3, 4)

• H-1C-M5. Benchmark / Gle: World History

  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): analyzing the political, social, and cultural consequences of population movements and militarization in Europe and Asia. (1, 2, 3, 4)

• H-1C-M6. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): discussing and giving examples of technological and cultural innovation and change. (1, 3, 4)

• H-1C-M7. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): describing the classical civilizations and examining their interactions and influences. (1, 3, 4)

• H-1C-M8. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): describing and comparing the emergence of major religions and large-scale empires in the Mediterranean basin, China, and India. (1, 3, 4)

• H-1C-M9. Benchmark / Gle: World History

  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): tracing the expansion of major religions and cultural traditions and examining the impact on civilizations in Europe, Asia, and Africa. (1, 3, 4)

• H-1C-M10. Benchmark / Gle: World History

  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): analyzing the political, social, and cultural developments and changes that resulted from the rise and fall of empires and kingdoms in Europe, Asia, Africa, and the Americas. (1, 2, 3, 4)

• H-1C-M11. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): analyzing the cultural and economic impact of the interregional system of communication and trade that developed among the peoples of Europe, Asia, and Africa. (1, 2, 3, 4)

• H-1C-M12. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): explaining the developments and events that led to the political, social, cultural, and economic transformation of Europe. (1, 3, 4)

• H-1C-M13. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): describing the development and expansion of complex societies and empires in the Americas. (1, 3, 4)

• H-1C-M14. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): explaining the political, cultural, and economic developments and trends of major world regions that resulted in the transformation of societies in the 15th through the mid-18th centuries. (1, 3, 4)

• H-1C-M15. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): determining and discussing the impact of the political, agricultural, and industrial revolutions on societies around the world. (1, 3, 4)

• H-1C-M16. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): describing the transformation of world societies that occurred during an era of global trade and Western domination. (1, 3, 4)

• H-1C-M17. Benchmark / Gle: World History

  Era 8: A Half-Century of Crisis and Achievement (1900-1945): identifying the causes and worldwide consequences of major 20th century conflicts. (1, 3, 4)

• H-1C-M18. Benchmark / Gle: World History

  Era 9: The 20th Century Since 1945 (1945 to the Present): identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world. (1, 3, 4, 5)

• H-1D-M1. Benchmark / Gle: Louisiana History

  describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana. (1, 3, 4)

• H-1D-M2. Benchmark / Gle: Louisiana History

  tracing the development of the various governments that have been established in Louisiana throughout its history. (1, 3, 4, 5)

• H-1D-M3. Benchmark / Gle: Louisiana History

  identifying and discussing the major conflicts in Louisiana's past. (1, 2, 3, 4)

• H-1D-M4. Benchmark / Gle: Louisiana History

  locating and describing Louisiana's geographic features and examining their impact on people past and present. (1, 3, 4)

• H-1D-M5. Benchmark / Gle: Louisiana History

  tracing the development and growth of Louisiana's economy throughout history. (1, 3, 4)

• H-1D-M6. Benchmark / Gle: Louisiana History

  examining folklore and describing how cultural elements have shaped our state and local heritage. (1, 3, 4)

• GLE-M-20. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Construct a timeline of key events in American history (beginnings to 1763) (H-1A-M1)

• GLE-M-21. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Demonstrate an understanding of relative and absolute chronology by interpreting data presented in a timeline (H-1A-M1)

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

  Historical Thinking Skills: Identify different points of view about key events in early American history (H-1A-M2)

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

  Historical Thinking Skills: Identify the causes, effects, or impact of a given event in early American history (H-1A-M3)

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

  Historical Thinking Skills: Use both a primary and secondary source to describe key events or issues in early American history (H-1A-M4)

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

  Historical Thinking Skills: Identify historical issues or problems in early America and explain how they were addressed (H-1A-M5)

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

  Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to early American history (H-1A-M6)

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

  United States History: Identify and describe indigenous cultures and groups that existed in the Americas at the beginning of European exploration (H-1B-M1)

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

  United States History: Describe the trade that connected the Americas, Western Europe, and Western Africa prior to 1620, including the origins of the West Africa-European trade connection (H-1B-M1)

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

  United States History: Compare and contrast Africans, Europeans, and Native Americans converging in the Western Hemisphere after 1492 (H-1B-M1)

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

  United States History: Explain that cultures change through cultural diffusion, invention, and innovation (H-1B-M2)

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

  United States History: Describe major early explorations and explorers and their reasons for exploration (H-1B-M2)

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

  United States History: Describe the Spanish conquests in the Americas including the impact on the Aztecs, Incas, and other indigenous peoples (H-1B-M2)

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

  United States History: Explain the course and consequences of the Columbian Exchange, including its cultural, ecological, and economic impact on Europe, the Americas, and West Africa (H-1B-M2)

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

  United States History: Describe the arrival of Africans in the European colonies in the seventeenth century and the increase in the importation of slaves in the eighteenth century (H-1B-M3)

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

  United States History: Explain the societal impact of the immersion of Africans in the Americas (H-1B-M3)

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

  United States History: Identify instances of both cooperation and conflict between Indians and European settlers (H-1B-M3)

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

  United States History: Describe and compare the various religious groups in colonial America and the role of religion in colonial communities (H-1B-M4)

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

  United States History: Describe the political, social, and economic organization and structure of the thirteen British colonies that became the United States (H-1B-M5)

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

  United States History: Describe reflections of European culture, politics, and institutions in American life (H-1B-M5)

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

  United States History: Explain why some colonists felt loyal to England due to their cultural, political, and economic ties to their homeland (H-1B-M5)

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

  World History: Describe the origins, characteristics, and expansion of ancient American empires (e.g., Inca, Maya) and complex societies in the Americas (e.g., Aztec) (H-1C-M13)