NY.2. Strand / Standard: World History

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

• 2.1. Strand / Performance Indicator:

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

  • 2.1.1. Performance Indicator:

    Students know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

  • 2.1.2. Performance Indicator:

    Students know some important historic events and developments of past civilizations.

  • 2.1.3. Performance Indicator:

    Students interpret and analyze documents and artifacts related to significant developments and events in world history.

• 2.2. Strand / Performance Indicator:

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

  • 2.2.1. Performance Indicator:

    Students develop timelines by placing important events and developments in world history in their correct chronological order.

  • 2.2.2. Performance Indicator:

    Students measure time periods by years, decades, centuries, and millennia.

  • 2.2.3. Performance Indicator:

    Students study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

• 2.3. Strand / Performance Indicator:

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

  • 2.3.1. Performance Indicator:

    Students investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history.

  • 2.3.2. Performance Indicator:

    Students interpret and analyze documents and artifacts related to significant developments and events in world history.

  • 2.3.3. Performance Indicator: Students classify historic information according to the type of activity or practice

    social/cultural, political, economic, geographic, scientific, technological, and historic.

• 2.4. Strand / Performance Indicator:

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

  • 2.4.1. Performance Indicator:

    Students explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed (Taken from National Standards for World History).

  • 2.4.2. Performance Indicator:

    Students analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians.

  • 2.4.3. Performance Indicator:

    Students view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents.

  • 2.4.4. Performance Indicator:

    Students investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.

NY.3. Strand / Standard: Geography

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

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

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

  • 3.1.1. Performance Indicator:

    Students map information about people, places, and environments.

  • 3.1.2. Performance Indicator:

    Students understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994).

  • 3.1.3. Performance Indicator:

    Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.

  • 3.1.4. Performance Indicator:

    Students describe the relationships between people and environments and the connections between people and places.

• 3.2. Strand / Performance Indicator: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994

  Geography for Life).

  • 3.2.1. Performance Indicator:

    Students formulate geographic questions and define geographic issues and problems.

  • 3.2.2. Performance Indicator:

    Students use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems (Adapted from National Geography Standards, 1994).

  • 3.2.3. Performance Indicator:

    Students present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models.

  • 3.2.4. Performance Indicator:

    Students interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

NY.4. Strand / Standard: Economics

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

• 4.1. Strand / Performance Indicator:

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

  • 4.1.1. Performance Indicator:

    Students explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.

  • 4.1.2. Performance Indicator:

    Students define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems.

  • 4.1.3. Performance Indicator:

    Students understand how scarcity requires people and nations to make choices which involve costs and future considerations.

  • 4.1.4. Performance Indicator:

    Students understand how people in the United States and throughout the world are both producers and consumers of goods and services.

  • 4.1.5. Performance Indicator:

    Students investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems.

  • 4.1.6. Performance Indicator:

    Students describe how traditional, command, market, and mixed economies answer the three fundamental economic questions.

  • 4.1.7. Performance Indicator:

    Students explain how nations throughout the world have joined with one another to promote economic development and growth.

• 4.2. Strand / Performance Indicator:

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

  • 4.2.1. Performance Indicator:

    Students identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources.

  • 4.2.2. Performance Indicator:

    Students organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data.

  • 4.2.3. Performance Indicator:

    Students evaluate economic data by differentiating fact from opinion and identifying frames of reference.

  • 4.2.4. Performance Indicator:

    Students develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions.

  • 4.2.5. Performance Indicator:

    Students present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions.

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

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

• 5.1. Strand / Performance Indicator:

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

  • 5.1.1. Performance Indicator:

    Students analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs.

  • 5.1.2. Performance Indicator:

    Students consider the nature and evolution of constitutional democracies.

  • 5.1.3. Performance Indicator:

    Students explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens.

  • 5.1.4. Performance Indicator:

    Students analyze the sources of a nation's values as embodied in its constitution, statutes, and important court cases.

• 5.2. Strand / Performance Indicator:

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

  • 5.2.1. Performance Indicator:

    Students understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices.

  • 5.2.2. Performance Indicator:

    Students understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution.

  • 5.2.3. Performance Indicator:

    Students compare and contrast the development and evolution of the constitutions of the United States and New York State.

  • 5.2.4. Performance Indicator:

    Students define federalism and describe the powers granted the national and state governments by the United States Constitution.

  • 5.2.5. Performance Indicator:

    Students value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.

  • 5.2.6. Performance Indicator:

    Students understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority.

• 5.3. Strand / Performance Indicator:

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

  • 5.3.1. Performance Indicator:

    Students explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time.

  • 5.3.2. Performance Indicator:

    Students understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities.

  • 5.3.3. Performance Indicator:

    Students discuss the role of an informed citizen in today's changing world.

  • 5.3.4. Performance Indicator:

    Students explain how Americans are citizens of their states and of the United States.

• 5.4. Strand / Performance Indicator:

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

  • 5.4.1. Performance Indicator:

    Students respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint.

  • 5.4.2. Performance Indicator:

    Students explain the role that civility plays in promoting effective citizenship in preserving democracy.

  • 5.4.3. Performance Indicator:

    Students participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.

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.

• 2.8.1 Strand / Indicator: Measuring Economic Growth

  Explain gross domestic product (GDP) and how it is used to describe a country's economic output. (H 1.8.1)

• 2.8.2 Strand / Indicator: Measuring Economic Growth

  Given data on population and GDP for several countries, determine their per capita GDP, and compare with the United States. (G 4.81; H 2.8.3)

• 2.8.4 Strand / Indicator: Measuring Inflation

  Use the consumer price index (CPI) to compare the buying power of the U.S. dollar in one year with its buying power in another year.

• 2.8.6 Strand / Indicator: Measuring Unemployment

  Identify the unemployment rate as the percentage of people in the labor force who are not working, but who are actively pursuing work.

• 2.8.7 Strand / Indicator: Measuring Unemployment

  Distinguish between a high rate and a low rate of unemployment for the U.S. economy over time. (H 8.8.6)

• 2.8.8 Strand / Indicator: Measuring Interest

  Explain why riskier loans command higher interest rates than safer loans.

• 2.8.9 Strand / Indicator: Measuring Interest

  Distinguish between high and low interest rates for the U.S. economy over time.

• 2.8.10 Strand / Indicator: Personal Economics

  Identify career fields that are experiencing growth and career fields that are experiencing decline. (E 6.8.2)

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.

• 3.8.1 Strand / Indicator: Trade Is Beneficial

  Give examples of markets in which people benefit from trade. (H 6.8.12)

• 3.8.2 Strand / Indicator: Markets Determine Prices

  Explain how supply and demand function to determine market prices. (H 2.8.3)

• 3.8.3 Strand / Indicator: Prices as Signals

  Explain why buyers demand less yet sellers supply more when prices go up.

• 3.8.4 Strand / Indicator: Prices as Signals

  Explain why buyers demand more yet sellers supply less when prices go down.

• 3.8.6 Strand / Indicator: Personal Economics

  Identify instances in which people might pay interest or receive interest.

• 3.8.7 Strand / Indicator: Personal Economics

  Explain the factors that should be considered when making individual purchasing decisions, given changes in prices.

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.

• 4.8.1 Strand / Indicator: Financial Institutions

  Explain the purposes and functions of financial institutions (such as to channel funds from savers to borrowers).

• 4.8.2 Strand / Indicator: Labor Unions

  Explain the purposes and functions of labor unions (such as collective bargaining). (H 7.8.11)

• 4.8.3 Strand / Indicator: For-profit Business Organizations

  Explain the advantages and disadvantages of each of the three primary forms of business organizations: sole proprietorship, partnership, and corporation. (E 10.8.4)

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

  Explain why not-for-profit organizations are tax exempt.

• 4.8.5 Strand / Indicator: Personal Economics

  Compare the rewards and risks of saving and borrowing money with several types of financial institutions.

• 4.8.6 Strand / Indicator: Personal Economics

  Investigate careers associated with financial institutions, labor unions, for-profit business organizations, and not-for-profit organizations.

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.

• 5.8.1 Strand / Indicator: Functions of Money

  Illustrate how prices stated in money terms help people compare the value of products.

• 5.8.4 Strand / Indicator: History of Money

  Describe the transition from the use of commodities as money to the use of modern forms of money. (G 4.8.4)

• 5.8.5 Strand / Indicator: Personal Economics

  Identify pros and cons of paying with cash versus using credit. (E 10.8.4)

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.

• 6.8.1 Strand / Indicator: Resource Allocation

  Explain ways in which households, schools, or community groups allocate resources. (G 4.8.5)

• 6.8.2 Strand / Indicator: Resource Allocation

  Explain how consumer and producer reactions to price changes affect resource allocation.

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

  Explain how the current utilization of a productive resource affects the availability of that resource in the future. (G 5.8.6; H 7.8.7)

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

  Explain the circular flow of economic activity.

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

  Identify factors that can affect an individual's likelihood of being unemployed. (H 7.8.11)

• 6.8.6 Strand / Indicator: Differences in Individual Incomes

  Explain that the wage individual's earn is affected by their productivity and by the market value of the goods or services they produce

• 6.8.7 Strand / Indicator: Personal Economics

  Identify a career path of interest and explain how the associated earnings are affected by the market.

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.

• 7.8.1 Strand / Indicator: Investment

  Explain how investment improves standards of living by increasing productivity. (H 6.8.1; H 10.8.1)

• 7.8.4 Strand / Indicator: Entrepreneurship

  Describe the advantages and disadvantages of being an entrepreneur. (E 10.8.4)

• 7.8.5 Strand / Indicator: Competition

  Illustrate how competition among sellers decreases prices, while competition among buyers increases prices. (H 6.8.12)

• 7.8.6 Strand / Indicator: Specialization

  Give examples of how specialization is facilitated by trade.

• 7.8.7 Strand / Indicator: Personal Economics

  Give examples of ways investment can improve students' performance in school, sports, etc.

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.

• 8.8.1 Strand / Indicator: Public Goods

  Give examples of the kinds of goods and services that government provides. (C 6.8.1)

• 8.8.2 Strand / Indicator: Externalities

  Give examples of activities that benefit participants, yet harm nonparticipants.

• 8.8.3 Strand / Indicator: Redistributing Income

  Identify methods by which government redistributes income. (C 2.5.3; H 8.8.6)

• 8.8.4 Strand / Indicator: Property Rights

  Give examples of ways government protects property. (C 1.5.1)

• 8.8.7 Strand / Indicator: Personal Economics

  Describe how paying sales, property, and income taxes affect the amount of money an individual has available for spending.

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.

• 9.8.1 Strand / Indicator: International Trade

  Explain how governments use tariffs or quotas to restrict trade. (C 2.8.3; G 4.8.6)

• 9.8.2 Strand / Indicator: Interdependence

  Describe how economic interdependence among countries affects standards of living in those countries. (C 8.8.1; G 4.5.5; G 4.8.7)

• 9.8.4 Strand / Indicator: Exchange Rates

  Compute prices of U.S. products in terms of other countries' currencies. (G 4.8.7)

• 9.8.5 Strand / Indicator: Personal Economics

  Identify goods that would not be readily available in U.S. stores if there were no international trade.

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.

• 1.8.1 Strand / Indicator: Map Use

  Use map elements including scale, latitude and longitude, and projection, to identify and locate physical and human features in the United States and the world. (H 2.8.3; H 4.8.1; H 4.8.2; H 6.8.17)

• 1.8.2 Strand / Indicator: Map Section

  Compare and contrast the characteristics and purposes of several types of maps, map projections, and other geographic representations. (H 2.8.3)

• 1.8.3 Strand / Indicator: Geographic Tools and Technologies

  Use maps, graphic representations, aerial photo-graphs, satellite images, and computer resources to compare Earth's physical and human features. (H 2.8.3)

• 1.8.4 Strand / Indicator: Map Construction

  Construct maps and charts to display information about human and physical features. (H 1.8.2)

• 1.8.5 Strand / Indicator: Map Applications

  Compare and contrast maps of similar areas for purpose, accuracy, content, and design.

• 1.8.6 Strand / Indicator: Map Analysis

  Make and defend a spatial decision using basic geographic vocabulary and concepts. (H 1.12.2)

• 1.8.7 Strand / Indicator: Map Concepts

  Recognize that countries may be grouped into both physical and political regions, such as Latin America, Oceania, East Asia, Indian subcontinent, and Europe. (H 2.8.3: H 3.8.3)

• 1.8.8 Strand / Indicator: Map Locations

  Identify prominent countries relative to region or continent and locate major cities of the world such as Beijing, Bombay (Mumbai), Buenos Aires, Cairo, Jakarta, London, Montreal, Moscow, Mexico City, Paris, Sydney, and Tokyo. (H 2.8.3; H 3.8.3)

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.

• 2.8.1 Strand / Indicator: Characteristics of Places and Regions

  Describe the relationship between physical and human features, such as landforms and political boundaries. (H 2.8.3; H 3.8.2)

• 2.8.2 Strand / Indicator: Cultural Identity

  Explain how places, regions, and belief systems are important to the expression of cultural identity. (E 3.8.3; E 8.8.3; H3.8.3; H 3.8.5; H 5.8.9; H 6.8.14; H 6.8.17; H 6.8.18, H 6.8.19)

• 2.8.3 Strand / Indicator: Cultural Perspectives

  Compare how cultural characteristics affect different points of view with regard to places and regions. (C 4.8.3; E 3.8.3; H 3.8.2; H 3.8.3)

• 2.8.4 Strand / Indicator: Impact of Technology

  Describe ways in which technology affects how cultural groups use places and regions. (H 6.8.1; H 6.8.14)

• 2.8.5 Strand / Indicator: History and Region

  Evaluate the role regions have played in historical events. (H 3.8.3; H 5.8.10; H 5.8.17; H 6.8.21; H 7.8.5; H 7.8.14; H 9.8.1)

• 2.8.6 Strand / Indicator: Patterns of Change

  Describe how and why regions change over time. (H 3.8.3; H 7.8.14; H 9.8.1)

• 2.8.7 Strand / Indicator: Applying Concepts of Regions

  Illustrate the relationship between the physical and cultural characteristics of a region. (H 3.8.3; H 3.8.5; H 5.8.5; H 5.8.6; H 5.8.10; H 6.8.19)

NV.3.0. Content Standard: Geography

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

• 3.8.1 Strand / Indicator: Physical Systems

  Explain how the physical processes within each of the four basic systems influence the Earth's surface.

• 3.8.2 Strand / Indicator: Natural Hazards

  Explain how natural hazards alter Earth's environments, such as avalanches, wildfires, and drought.

• 3.8.3 Strand / Indicator: Characteristics of Ecosystems

  Describe the interdependence among soil, climate, plant life, and animal life within different ecosystems.

• 3.8.4 Strand / Indicator: Distribution of Ecosystems

  Compare and contrast the biodiversity and productivity of different ecosystems on Earth.

• 3.8.5 Strand / Indicator: Analysis of Ecosystems

  Formulate a hypothesis about the changing nature of an ecosystem and use appropriate research skills to draw conclusions.

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.

• 4.8.1 Strand / Indicator: Demographic Concepts

  Describe the characteristics of developing and developed countries using key demographic concepts. (Ec 2.8.1; Ec 2.8.2; H 9.8.6; H 10.8.3)

• 4.8.2 Strand / Indicator: Migration and Settlement

  Describe the reasons for human migration and settlement and explain the effects on places and cultures. (H 3.8.1; H 3.8.2; H 3.8.3; H 4.8.3; H 5.8.7; H 6.8.19; H 9.8.6; H 10.8.3)

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

  Describe how a historical event was affected by the movement of people, goods, and ideas. (H 5.8.7; H 5.8.11; H 6.8.17; H 6.8.19; H 7.8.5;H 9.8.12)

• 4.8.4 Strand / Indicator: Patterns of Human Settlement

  Identify the different patterns of migration and settlement in developing and developed countries. (H 3.8.2; H 5.8.11; H 9.8.6; H 10.8.3)

• 4.8.5 Strand / Indicator: Economic Systems and Interdependence

  Explain how the physical and human geography of regions influences their economic activities. (C 8.8.2; Ec 6.8.1; H3.8.3; H 5.8.7; H 5.8.11; H 5.8.12; H 6.8.1; H 7.8.5; H 9.8.6; H 10.8.3)

• 4.8.6 Strand / Indicator: Analysis of Economic Issues

  Identify a regional or international economic issue and explain it from a spatial perspective. (H 6.5.21; H 10.5.3; Ec 9.5.1; Ec 9.5.2; Ec 9.5.4)

• 4.8.7 Strand / Indicator: Patterns of Human Development

  Compare the elements of economic development and quality of life between developing and developed countries. (Ec 2.8.1;Ec 2.8.2; Ec 5.8.4; Ec 7.8.1; Ec 9.8.2; Ec 9.8.4; H 10.8.3)

• 4.8.8 Strand / Indicator: Human Organizations

  Compare and contrast changes in cultural, political, and economic organizations over time. (C 4.8.2; C 4.8.3; C 7.8.1; C 7.8.2; Ec 2.8.9; Ec 2.8.10; H 3.8.2; H 3.8.3; H 5.8.12; H 7.8.14; H 9.8.6; H 9.8.12; H 10.8.3; H 10.8.7)

• 4.8.9 Strand / Indicator: Cooperation and Conflict

  Compare how cooperation and conflict among people contribute to political, economic, and cultural divisions on Earth's surface. (C 7.8.1; Ec 9.8.2; H 6.8.21; H 7.8.14; H 9.8.3; H 9.8.9; H 9.8.12; H 10.8.3)

• 4.8.10 Strand / Indicator: International Alliances and Organizations

  Identify trans-regional alliances and international organizations that influence cooperation and conflict among countries. (C 8.8.4; H 9.8.3; H 9.8.9; H 9.8.12; H 10.8.3; H 10.8.4)

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.

• 5.8.1 Strand / Indicator: Changes in the Physical Environment

  Describe and predict the regional or global impact of changes in the physical environment. (H 9.8.8)

• 5.8.2 Strand / Indicator: Constraints of the Physical Environment

  Compare and contrast the opportunities and constraints that the physical environment places on human activity. (H 3.8.1; H 3.8.2; H 3.8.3; H 3.8.5; H 4.8.1; H 4.8.2; H 6.8.1; H 7.8.7; H 8.8.6)

• 5.8.3 Strand / Indicator: Technology and the Physical Environment

  Evaluate the role of technology in the human modification of the physical environment. (C 4.8.6; H 3.8.2; H 4.8.2; H 6.8.1; H 7.8.5; H 7.8.7; H 8.8.2; H 8.8.6; H 9.8.7; H 9.8.8)

• 5.8.4 Strand / Indicator: Human Modification

  Describe the changes that result from human modification of the physical environment. (C 4.8.6; H 3.8.2; H 4.8.2; H 6.8.1; H 7.8.5; H 7.8.7; H 8.8.2; H 8.8.6; H 9.8.7; H 9.8.8)

• 5.8.5 Strand / Indicator: Effects of Natural Hazards on Human Systems

  Research a specific natural hazard and document its effects on human systems.

• 5.8.6 Strand / Indicator: Earth's Resources

  Identify and locate examples of renewable and nonrenewable natural resources. (Ec 6.8.3; H 9.9.8; H 10.8.3; H 10.8.4)

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

  Select a resource and evaluate different viewpoints regarding its use. (C 4.8.6; Ec 6.8.1; H 7.8.3)

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.

• 6.8.1 Strand / Indicator: Applying Geography in History

  Explain how different characteristics of people, places, and resources have affected events and conditions in the past. (H 3.8.2; H 3.8.2; H 4.8.1; H 4.8.2; H 5.8.5; H 5.8.6; H 5.8.8; H 5.8.9; H 5.8.1; H 6.8.21; H 6.8.22; H 7.8.5)

• 6.8.2 Strand / Indicator: Applying Geography in Current Events

  Explain how the physical geography of a place or region can influence current events.

• 6.8.3 Strand / Indicator: Applying Geography to Contemporary Issues

  Examine a contemporary issue using geographic knowledge, skills, and perspectives. (C 4.8.6)

• 6.8.4 Strand / Indicator: Applying Geography to the Future

  Describe several future outcomes of a geographic issue and defend one possible solution. (C 4.8.6)

NV.7.0. Content Standard: Geography

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

• 7.8.1 Strand / Indicator: Ask Geographic Questions

  Identify and define geographic problems and issues by asking geographic questions.

• 7.8.2 Strand / Indicator: Acquire Geographic Information

  Use a variety of research skills, including field work and computer resources, to collect geographic information. (E 11.8.2)

• 7.8.3 Strand / Indicator: Organize Geographic Information

  Create and prepare various forms of maps, graphs, diagrams, tables, or charts to organize geographic information. (E 11.8.5; H 4.8.4)

• 7.8.4 Strand / Indicator: Analyze Geographic Information

  Evaluate and analyze information obtained from a variety of geographic sources. (E 11.8.2; H 4.8.1)

• 7.8.5 Strand / Indicator: Present Geographic Information

  Make generalizations by developing and presenting combinations of geographic information to answer geographic questions. (E 10.8.2)

NV.1.0. Content Standard: Civics

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

• 1.8.1 Strand / Indicator: Rules and Law

  Explain the difference between the rule of law and the rule of man (such as divine right of monarchs, dictatorships). (H 6.12.7; H 8.8.1)

• 1.8.2 Strand / Indicator: Documents

  Describe the significance of the Declaration of Independence and the U.S. Constitution as foundations of U.S. democracy. (H 6.8.4; H 6.8.7; H 6.8.8)

• 1.8.4 Strand / Indicator: Democratic Participation

  Explain popular sovereignty and the need for citizen involvement at all levels of U.S. government. (H 6.8.3)

• 1.8.5 Strand / Indicator: The U.S. Constitution and Amendments

  Describe how the U.S. Constitution serves as a device for preserving national principles and as a vehicle for change, including knowledge of the formal process of amending the U.S. Constitution. (H 6.8.7; H 6.8.8)

NV.2.0. Content Standard: Civics

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

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

  Explain the functions of the three branches of government (executive, legislative, and judicial) as found in the U.S. Constitution. (H 6.8.7)

• 2.8.2 Strand / Indicator: The Legislative Structure and Process

  Explain the historic compromises that created a two-house Congress and identify the responsibilities of each. (H 6.8.7)

• 2.8.3 Strand / Indicator: Legislative Powers

  Discuss enumerated and implied powers of the U.S. Congress. (Ec 8.8.1; H 6.8.7)

• 2.8.4 Strand / Indicator: The Executive Branch

  Describe the duties of the President, such as presenting a budget proposal. (Ec 8.8.1; H 6.8.7)

• 2.8.5 Strand / Indicator: The Judicial Branch

  List the ways the Supreme Court determines policy, including: judicial review, interpreting laws, overruling or revising its previous decisions. (H 6.8.7)

• 2.8.6 Strand / Indicator: The Jury System

  Describe the trial process, including the selection and responsibilities of jurors. (H 6.8.7)

• 2.8.7 Strand / Indicator: Checks and Balances

  Explain the system of checks and balances in the design of the U.S. Constitution. (H 6.8.7)

NV.3.0. Content Standard: Civics

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

• 3.8.1 Strand / Indicator: Division of Powers

  Give examples of governmental powers (such as the power to tax, declare war, and issue drivers' licenses) that are distributed between the state and national governments. (Ec 8.8.1)

• 3.8.2 Strand / Indicator: Federalism

  'Define 'federalism.'

• 3.8.3 Strand / Indicator: Constitutional Supremacy

  Explain how the supremacy clause of the U.S. Constitution defines the relationship between state and national governments.

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.

• 4.8.1 Strand / Indicator: Leaders and Elections

  Describe the election process.

• 4.8.2 Strand / Indicator: Political Parties

  Provide examples of how political parties changed. (H 6.8.13)

• 4.8.3 Strand / Indicator: Interest Groups

  Identify the impact of interest groups on the political process. (G 4.8.8)

• 4.8.4 Strand / Indicator: Formation of Public Opinion

  Identify the influence of the media in forming public opinion. (E 4.8.1; E 4.8.2; E 11.8.2; H 10.8.5)

• 4.8.5 Strand / Indicator: Propaganda

  Identify propaganda and persuasion in political advertising and literature. (E 4.8.4)

• 4.8.6 Strand / Indicator: Public Policy

  Provide examples of contemporary public issues that may require public solutions. (G 5.8.3; G 5.8.4; G 5.8.7; G 6.8.3)

NV.5.0. Content Standard: Civics

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

• 5.8.1 Strand / Indicator: Citizenship

  Identify the rights, privileges, and responsibilities associated with U.S. citizenship, including voting, holding office, jury duty, or military, community, or public service. (H 7.8.1; H 7.8.13)

• 5.8.3 Strand / Indicator: Symbols

  Explain the significance of mottoes and symbols including: E Pluribus Unum, National Anthem, Flag, Statue of Liberty, Great Seal, Oath of office, Pledge of Allegiance.

• 5.8.4 Strand / Indicator: Individual Rights

  Explain the necessity of the Bill of Rights for a democratic society. (H 6.8.7)

• 5.8.6 Strand / Indicator: Conflict and Resolution

  Identify examples of conflict resolution that respect individual rights at school and in the community, within the United States. (H 9.8.8; S 18.8.4)

NV.6.0. Content Standard: Civics

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

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

  Compare the organization and purpose of state, local, and tribal government. (Ec 8.8.1)

• 6.8.5 Strand / Indicator: Court Systems

  Describe the juvenile, civil, and criminal court systems.

NV.7.0. Content Standard: Civics

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

• 7.8.1 Strand / Indicator: Comparative Political Systems

  Define the world's major political systems, including: monarchy, totalitarian dictatorship, presidential system, communism. (H 8.8.1; H 9.8.12)

• 7.8.2 Strand / Indicator: Comparative Economic Systems

  Define the world's major economic systems, including: capitalism, mixed economy, socialism, command economy. (H 6.8.12; S 16.8.5)

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.

• 8.8.1 Strand / Indicator: From Individual to the World

  Identify nations that play a significant role in U.S. foreign policy.

• 8.8.2 Strand / Indicator: Foreign Policy

  Define foreign policy and describe ways nations interact diplomatically, including: treaties, trade, humanitarian aid, military intervention.

• 8.8.3 Strand / Indicator: International Organizations

  Describe the purpose of the United Nations. (H 8.8.7)

• 8.8.4 Strand / Indicator: International Organizations

  List and describe non-governmental international organizations, such as the World Bank, Amnesty International, and the International Red Cross. (G 4.8.10)

NV.1.0. Content Standard: History

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

• 1.8.1 Strand / Indicator: Current Events

  Describe how a current event is presented by multiple sources. (E 10.8.4; E 11.8.2)

• 1.8.2 Strand / Indicator: Chronology

  Create a tiered time line. (E 2.8.4; E 3.8.1; G 1.8.4)

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.

• 2.8.1 Strand / Indicator: Inquiry

  Frame historical questions that examine multiple viewpoints. (E 11.8.1; E 11.8.2)

• 2.8.2 Strand / Indicator: Research and Analysis

  Evaluate sources of historical information based on: bias; credibility; cultural context; reliability; time period. (E 4.8.4; E 8.8.1; E 11.8.2)

• 2.8.3 Strand / Indicator: Informational Tools

  Read and use informational tools, including: charts; diagrams; graphs; maps; political cartoons; photographs; tables. (E 2.8.4; E 11.8.2; E 11.8.5; G 1.8.1; G 1.8.2; G 1.8.3; G 1.8.4; G 1.8.7; G 1.8.8)

NV.3.0. Content Standard: History

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

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

  Explain the characteristics and environments of hunter-gatherer.

• 3.8.2 Strand / Indicator: World

  Identify significant characteristics of early agricultural societies, including: farming; domestication of animals. (G 4.8.5; G 5.8.2; G 5.8.4; G 6.8.1)

• 3.8.3 Strand / Indicator: World

  Locate ancient and classical civilizations in time and place, including: China; Egypt; Greece; India; Mesopotamia; Rome. (G 2.8.5; G 2.8.8; G 6.8.1)

• 3.8.4 Strand / Indicator: World

  Describe achievements made by ancient and classical civilizations, including: the Americas; China ; Egypt; Greece; India; Mesopotamia; Rome.

• 3.8.5 Strand / Indicator: Nevada

  Describe the lifestyles of Nevada's Desert Archaic people. (G 5.8.2)

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.

• 4.8.1 Strand / Indicator: World

  Describe the Viking exploration of North America. (G 5.8.2; G 6.8.1; G 7.8.3; G 7.8.4)

• 4.8.2 Strand / Indicator: World

  Describe contributions of and locate the Mayan, Aztec, and Incan civilizations. (G 1.8.1; G 5.8.2; G 5.8.4; G 6.8.1)

• 4.8.3 Strand / Indicator: World

  Describe the origin, traditions, customs, and spread of western and eastern world religions, including: Buddhism; Christianity; Hinduism; Islam; Judaism.

• 4.8.4 Strand / Indicator: World

  Identify the characteristics of European feudalism.

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.

• 5.8.1 Strand / Indicator: World

  Define the Renaissance in terms of science and fine arts.

• 5.8.5 Strand / Indicator: Nevada

  Describe the lifestyles of Nevada's Native American cultures, including: Northern Paiute; Southern Paiute; Washoe; Western Shoshone. (G 2.8.7; G 6.8.1)

• 5.8.6 Strand / Indicator: United States and Nevada

  Describe Native North American cultural regions, such as: Southwest; Southeast; Northeast; Northwest; California; Great Basin; Plains; Plateau; Arctic; Sub-Arctic. (G 2.8.7; G 6.8.1)

• 5.8.7 Strand / Indicator: World and United States

  Describe motivations for Scandinavian and European explorations, including: all-water routes to Asia; trade; religion. (G 4.8.2; G 4.8.3; G 4.8.5)

• 5.8.8 Strand / Indicator: World and United States

  Explain interactions among Native Americans, Europeans, and Africans. (G 2.8.3; G 6.8.1)

• 5.8.9 Strand / Indicator: World and United States

  Compare the lifestyles of Native Americans with those of the colonists. (G 2.8.2; G 6.8.1)

• 5.8.10 Strand / Indicator: World and United States

  Explain where and why colonies were established in the Americas by European nations and how those colonies were governed.

• 5.8.11 Strand / Indicator: United States

  Describe lifestyles in the New England, Middle, and Southern colonies. (G 4.8.3; G 4.8.4; G 4.8.5; G6.8.1)

• 5.8.12 Strand / Indicator: World and United States

  Describe the African slave trade. (G 4.8.5; G 4.8.6; G 4.8.8)

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.

• 6.8.1 Strand / Indicator: World and United States

  Describe major inventions of the Industrial Revolution, including: steam engine; textile machines. (Ec 7.8.1; Ec 7.8.4; Ec 7.8.5; G 2.8.4; G 4.8.5; G 5.8.2; G 5.8.3; G 5.8.4)

• 6.8.3 Strand / Indicator: United States

  Describe the effect of laws and taxes enacted by the British on the American colonies, including: Stamp Act; Intolerable Acts; Quartering Act. (C 1.8.4; Ec 8.8.3)

• 6.8.4 Strand / Indicator: United States

  Explain the major ideas expressed in the Declaration of Independence, including: Equality; Right to change government; Life, liberty, and the pursuit of happiness. (C1.8.2; C1.8.4)

• 6.8.5 Strand / Indicator: United States

  Describe key people and events of the American Revolution, including: King George III; George Washington; Lexington and Concord; Battle of Saratoga; Valley Forge.

• 6.8.6 Strand / Indicator: United States

  Identify the Articles of Confederation.

• 6.8.7 Strand / Indicator: United States

  Explain why the Constitution was written. (C 1.8.2; C 1.8.5; C 2.8.1; C 2.8.2; C 2.8.3; C 2.8.4; C 2.8.5; C 2.8.6; C 2.8.7)

• 6.8.8 Strand / Indicator: United States

  Identify the principles of the Bill of Rights. (C 1.8.5; C 2.8.6; C 5.8.4)

• 6.8.12 Strand / Indicator: World and United States

  Define capitalism and free market economy. (C 7.8.2; Ec 3.8.1; Ec3.8.2; Ec 3.8.3; Ec 3.8.4; Ec6.8.2 Ec 6.8.6; Ec 7.8.5;Ec 9.8.5)

• 6.8.13 Strand / Indicator: United States

  Describe the early development of the United States government, including: Washington's cabinet; Marbury v. Madison; political parties. (C 3.8.3; C 4.8.2)

• 6.8.14 Strand / Indicator: United States

  Describe contributing factors in the development of a national identity, such as: the cotton gin; Erie Canal; the factory system; immigration and nativism; Monroe Doctrine; railroads; telegraph; War of 1812. (G 2.8.4)

• 6.8.15 Strand / Indicator: United States

  Identify key people and events in the social reform movements of antebellum United States, including: Dorothea Dix; Horace Mann; Sojourner Truth; Seneca Falls Declaration.

• 6.8.16 Strand / Indicator: United States

  Recognize the development of an emerging United States culture, including contributions from: literature; language development; poetry; music.

• 6.8.17 Strand / Indicator: United States and Nevada

  Describe Manifest Destiny and the expansion of the United States, including: Lewis and Clark and the Louisiana Purchase; Trail of Tears; the Battle of the Alamo; Treaty of Guadalupe-Hidalgo; Oregon and California Trails; Spanish Trail, Santa Fe Trail, Central Overland Trail, Mormon Trail; Donner Party; California Gold Rush. (G 1.8.1; G 2.8.5; G 4.8.3; G 6.8.1)

• 6.8.18 Strand / Indicator: Nevada

  Describe the contributions of the explorers and settlers in pre-territorial Nevada and their influences on the future, including: Kit Carson; John C. Fremont; James Beckwourth; Peter Skene Ogden; Joseph Walker; Jedediah Smith.

• 6.8.19 Strand / Indicator: Nevada

  Describe the Mormon influence on the political and economic development of pre-territorial Nevada. (G 2.8.2; G 2.8.3; G 2.8.7; G 4.8.2; G 4.8.3)

• 6.8.20 Strand / Indicator: United States

  Define abolition and identify the key people and events of the movement, including: Frederick Douglass; Harriet Tubman; Underground Railroad; Sojourner Truth.

• 6.8.21 Strand / Indicator: United States

  Identify the causes, key people, events, and outcome of the Civil War, including: states' rights and slavery; President Lincoln; Emancipation Proclamation; Vicksburg and Gettysburg; Gettysburg Address; Generals Grant and Lee. (G 2.8.5; G 4.8.6; G 4.8.9; G 6.8.1)

• 6.8.22 Strand / Indicator: Nevada

  Explain the events that led to Nevada statehood, including: Comstock Lode; Election of 1864. (G 6.8.1)

NV.7.0. Content Standard: History

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

• 7.8.1 Strand / Indicator: United States

  Identify the 13th, 14th, and 15th Amendments to the Constitution. (C 5.8.1)

• 7.8.2 Strand / Indicator: United States

  Identify the Black Codes and Jim Crow Laws.

• 7.8.3 Strand / Indicator: United States

  Discuss and analyze the interactions between settlers and Native Americans during the westward expansion, including: Ghost Dance/ Wounded Knee; Little Big Horn. (G 5.8.7)

• 7.8.4 Strand / Indicator: Nevada

  Describe the contributions of Sarah Winnemucca Hopkins to Native Americans in Nevada and the United States.

• 7.8.5 Strand / Indicator: United States and Nevada

  Describe the western frontier, including: communication (Pony Express, telegraph); farming and water issues; mining; ranching; transportation. (G 2.8.5; G 4.8.3; G 4.8.5; G4.8.6; G 5.8.3; G 5.8.4; G 6.8.1)

• 7.8.7 Strand / Indicator: United States

  Describe effects of industrialization and new technologies on the transformation of the United States, including: steel industry; mass production; mechanized assembly line; communication. (G 5.8.2; G 5.8.3; G 5.8.4)

• 7.8.8 Strand / Indicator: United States

  Identify American industrialists and their contributions, including: Andrew Carnegie; Henry Ford; John D. Rockefeller. (Ec 7.8.4)

• 7.8.9 Strand / Indicator: Nevada and United States

  Identify immigrant and native groups involved in mining, ranching, railroads, and commerce in Nevada and the United States.

• 7.8.11 Strand / Indicator: United States and Nevada

  Describe the goals and accomplishments of labor unions in Nevada and the United States. (Ec 4.8.2; Ec 6.8.5)

• 7.8.13 Strand / Indicator: United States

  Describe the women's suffrage movement and the 19th Amendment. (C 5.8.1)

• 7.8.14 Strand / Indicator: World and United States

  Describe United States expansion, including: Alaska; Hawaii; Panama Canal; Spanish-American War. (G 1.8.1; G 2.8.5; G 2.8.6; G 4.8.8; G 4.8.9)

• 7.8.17 Strand / Indicator: World and United States

  Identify causes, outcome, and consequences of World War I, including: Sarajevo; alliances and nationalism; weapons and tactics; Treaty of Versailles.

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.

• 8.8.1 Strand / Indicator: World

  Define totalitarianism. (C 1.8.1; C 7.8.1)

• 8.8.2 Strand / Indicator: World and United States

  Identify scientific and technological advancements and their impacts, including: airplane; radio; automobile; household appliances. (G 5.8.3; G 5.8.4)

• 8.8.4 Strand / Indicator: United States

  Explain how literature, music, and visual arts were a reflection of the time. (E 3.8.3)

• 8.8.5 Strand / Indicator: United States and Nevada

  Describe the causes and effects of the Great Depression and the New Deal on life in the United States and Nevada, including: stock market crash; family life; Hoover Dam; government programs.

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

  Identify causes, effects, and outcome of World War II, including: legacy of WWI; Pearl Harbor; Allies; Axis powers and leaders; atomic bomb; United Nations. (Ec 2.8.1; Ec 2.8.6; Ec 2.8.7; Ec 6.8.5;Ec 6.8.6; Ec 8.8.1; Ec 8.8.3; G 4.8.6; G 5.8.2; G 5.8.3; G 5.8.4)

• 8.8.7 Strand / Indicator: World and United States

  Identify key elements of the Holocaust, including: 'Aryan supremacy'; Kristallnacht; 'Final Solution'; concentration and death camps. (C 8.8.3)

• 8.8.8 Strand / Indicator: United States and Nevada

  Identify the effects of WWII on the home front in the United States and Nevada, including: end of the Great Depression; internment camps; rationing; propaganda; 'Rosie the Riveter.'

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.

• 9.8.1 Strand / Indicator: World and United States

  Identify the Cold War, including: Marshall Plan; Berlin Blockade; NATO. (C 8.8.1; C 8.8.2; G 2.8.5; G 2.8.6; G 4.8.6; G 4.8.7; G 4.8.8; G 4.8.9; G 4.8.10)

• 9.8.2 Strand / Indicator: United States

  Identify the effects of the Cold War on the United States, including: arms race and nuclear testing; McCarthyism; space race; Cuban Missile Crisis. (C 8.8.1; C 8.8.2; C 8.8.3)

• 9.8.3 Strand / Indicator: World and United States

  Explain why the United Nations was involved in the Korean War and the outcome of its involvement. (G 4.8.9; G 4.8.10)

• 9.8.5 Strand / Indicator: World and United States

  Discuss how science and technology changed life in the United States after WWII, including: television; electronics and computers; medical advances.

• 9.8.6 Strand / Indicator: United States

  Summarize the changes in the United States' demographics. (G 4.8.1; G 4.8.2; G 4.8.4; G 4.8.5;G 4.8.6; G 4.8.8)

• 9.8.7 Strand / Indicator: Nevada

  Describe the impact of the United States military and atomic testing in Nevada. (G 5.8.3; G 5.8.4)

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

  Identify the major issues, events, and people of the modern Civil Rights movement in the United States and Nevada, including: Rosa Parks; Martin Luther King, Jr.; Brown v. Board of Education; voting rights; integration; Grant Sawyer; Cesar Chavez. (C 5.8.6)

• 9.8.9 Strand / Indicator: World and United States

  Identify the causes and effects of the Vietnam war, including: Tet Offensive; Gulf of Tonkin Resolution; anti-war movement; draft and lottery; POWs and MIAs. (G 4.8.9; G 4.8.10)

• 9.8.10 Strand / Indicator: United States

  Identify the significance to United States political culture of the following: Watergate; Iranian hostage crisis; Iran-contra Affair.

• 9.8.11 Strand / Indicator: World and United States

  Identify key people and events that contributed to the end of the Cold War, including: recognition of China, detente; disarmament; Strategic Defense Initiative (SDI).

• 9.8.12 Strand / Indicator: United States and World

  Describe the significance of the breakup of the USSR, including: fall of the Berlin Wall. (C 7.8.1; G 4.8.8; G 4.8.10)

• 9.8.13 Strand / Indicator: Nevada

  Describe the effects of tourism and gaming on Nevada. (G 2.8.4)

• 9.8.14 Strand / Indicator: United States

  Identify examples of arts, music, literature, and the media in United States society. (E 3.8.3)

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.

• 10.8.1 Strand / Indicator: World and United States

  Describe scientific and technological developments, including: personal computers; Internet; satellites; medical advances. (Ec 7.8.1)

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

  Describe major world, national, and local issues, including: ethnic and religious conflicts; environmental issues; gaming; health issues; water and resource allocation. (G 2.8.4; G 4.8.1; G 4.8.2; G 4.8.8;G 4.8.10; G 5.8.6)

• 10.8.4 Strand / Indicator: World and United States

  Identify the causes and effects of the Persian Gulf War. (G 4.8.6; G 4.8.10)

• 10.8.5 Strand / Indicator: United States

  Identify the role of the media in the changing political climate.

• 10.8.6 Strand / Indicator: World and United States

  Identify how literature, music, and the visual arts are a reflection of the time. (E 3.8.3)

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 responsibilities that governments and citizens need to accept to become effective in a constitutional democracy (DOK 2; SS1 1.6)

  • PC.1.A(2). Gle / Proficiency: Define the following

    limited government (DOK 1; SS1 1.1)

  • PC.1.A(2). Gle / Proficiency: Define the following

    rule of law (DOK 1; SS1 1.1)

  • PC.1.A(2). Gle / Proficiency: Define the following

    majority rule (DOK 1; SS1 1.1)

  • PC.1.A(2). Gle / Proficiency: Define the following

    minority rights (DOK 1; SS1 1.1)

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

Knowledge of continuity and change in the history the world

• MH.3b.A. Concept: Gle / Benchmark:

  Culture of early river valley civilizations

  • MH.3b.A.a. Gle / Proficiency: Examine river civilizations including

    Ancient Egypt in North Africa (pyramids and mathematics) (DOK 2; SS3 1.9)

  • MH.3b.A.b. Gle / Proficiency: Examine river civilizations including

    India (religions and culture) (DOK 2; SS3 1.9)

  • MH.3b.A.c. Gle / Proficiency: Examine river civilizations including

    Mesopotamia (beginnings of civilization) (DOK 2; SS3 1.9)

  • MH.3b.A.d. Gle / Proficiency: Examine river civilizations including

    China (technological advances) (DOK 2; SS3 1.9)

• MH.3b.B. Concept: Gle / Benchmark:

  Contributions of Greek and Roman civilizations

  • MH.3b.B.a. Gle / Proficiency: Distinguish between Greek civilization and the Roman Empire regarding

    origins of democracy (DOK 2; SS3 1.9)

  • MH.3b.B.b. Gle / Proficiency: Distinguish between Greek civilization and the Roman Empire regarding

    rule of law (DOK 2; SS3 1.9)

  • MH.3b.B.c. Gle / Proficiency: Distinguish between Greek civilization and the Roman Empire regarding

    governmental structures (DOK 2; SS3 1.9)

• MH.3b.C. Concept: Gle / Benchmark:

  Institutions and events of European civilization during the Middle Ages

  • MH.3b.C.a. Gle / Proficiency: Investigate Europe in the Middle Ages, including

    rise of kingdoms (DOK 2; SS3 1.1)

  • MH.3b.C.b. Gle / Proficiency: Investigate Europe in the Middle Ages, including

    Feudalism (DOK 2; SS3 1.1)

  • MH.3b.C.c. Gle / Proficiency: Investigate Europe in the Middle Ages, including

    The Crusades (DOK 2; SS3 1.1)

• MH.3b.D. Concept: Gle / Benchmark:

  Japanese institutions and culture

  • MH.3b.D.a. Gle / Proficiency: Investigate Feudal Japan, including

    rise of war lords (DOK 2; SS3 1.10, 1.9)

  • MH.3b.D.b. Gle / Proficiency: Investigate Feudal Japan, including

    art (DOK 2; SS3 1.10, 1.9)

• MH.3b.E. Concept: Gle / Benchmark:

  Native Latin American cultures

  • MH.3b.E.a. Gle / Proficiency:

    Examine and compare the Mayan, Aztec and Incan cultures (DOK 2; SS3 1.9)

• MH.3b.F. Concept: Gle / Benchmark:

  Cultural features of the historic African Empires

  • MH.3b.F.a. Gle / Proficiency: Investigate African Empires, including

    agriculture, arts, gold production and the trans-Saharan caravan trade (DOK 2; SS3 1.9, 1.6)

  • MH.3b.F.b. Gle / Proficiency: Investigate African Empires, including

    spread of Islam into Africa (DOK 2; SS3 1.9, 1.6)

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

    specialization of regions, nations and individuals (trade) (DOK 2; SS4 1.1)

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

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

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

    income, wealth and sources of wealth (DOK 2; SS4 1.1)

• EC.4.B. Concept: Gle / Benchmark:

  Understanding the consequences of personal and public economic decisions

  • EC.4.B.a. Gle / Proficiency:

    Identify the consequences of personal and public economic decisions (DOK 2; SS4 1.1)

• 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 and process information to answer questions and solve problems (DOK 3; SS5 1.10, 3.2, 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 major cities and nations of the world (DOK 1; SS5 1.4, 1.5)

  • EG.5.B(2). Gle / Proficiency:

    Locate the world's continents, oceans and major topographic features (DOK 1; SS5 1.4, 1.5)

  • EG.5.B(3). Gle / Proficiency:

    Locate and describe geographic 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:

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

  • EG.5.C(2). Gle / Proficiency:

    Describe 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.E. Concept: Gle / Benchmark:

  Understanding relationships between and among places

  • EG.5.E.a. Gle / Proficiency:

    Describe trade patterns, explaining how supply and demand influence movement of goods and services, human, natural and capital resources (DOK 2; SS5 1.6)

• EG.5.F. Concept: Gle / Benchmark:

  Understanding relationships between and among regions

  • EG.5.F.a. Gle / Proficiency:

    Compare regions and predict how human life in one region in the world would differ from that in another (DOK 2; SS5 1.6, 3.2)

• EG.5.H. Concept: Gle / Benchmark:

  Human Systems

  • EG.5.H.a. Gle / Proficiency:

    Describe major patterns of population distribution, demographics and migrations in the world and the impact of these patterns on cultures and community life (DOK 2; SS5 1.6)

• EG.5.I. Concept: Gle / Benchmark:

  Human-environment interactions

  • EG.5.I(1). Gle / Proficiency:

    Identify world-wide patterns of resource distribution (DOK 1; SS5 1.1)

  • EG.5.I(2). Gle / Proficiency:

    Identify how technology and culture influence resource use (DOK 2; SS5 1.1)

  • EG.5.I(3). Gle / Proficiency:

    Identify environmental consequences of how people use resources (DOK 2; SS5 1.1)

  • EG.5.I(4). Gle / Proficiency:

    Identify the effect of natural forces upon human activities (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 (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.D. Concept: Gle / Benchmark:

  Knowledge of how needs of individuals are met

  • RI.6.D.a. Gle / Proficiency:

    Evaluate how the needs of individuals are met by families, friends, groups and organizations, such as governments, businesses, schools, religious institutions and charities in other cultures (DOK 4; SS6 1.6)

• RI.6.F. Concept: Gle / Benchmark:

  Effects of actions, cultural, traditions and institutions

  • RI.6.F.a. Gle / Proficiency:

    Describe how cultural traditions, human actions and institutions affect people's behavior (DOK 2; SS6 1.6)

• RI.6.H. Concept: Gle / Benchmark:

  Effect of personal and group experiences on perceptions

  • RI.6.H.a. Gle / Proficiency:

    Identify how personal and group experiences influence people's perceptions and judgments of events (DOK 2; SS6 1.6, 3.5)

• 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:

    Describe how ideas, concepts and traditions have changed over time (DOK 2; SS6 1.9)

MI.W1. Strand / Standard Category: Western Hemisphere Studies - World History and Geography (WHG) Era 1 - The Beginnings of Human Society

Beginnings to 4000 B.C.E./B.C.: Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.

• W1.1. Standard: Peopling of the Earth

  Describe the spread of people in the Western Hemisphere in Era 1.

  • 6-W1.1.1. Grade Level Expectation:

    Describe the early migrations of people among Earth's continents (including the Berringa Land Bridge).

  • 6-W1.1.2. Grade Level Expectation:

    Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire).

• W1.2. Standard: Agricultural Revolution

  Describe the Agricultural Revolution and explain why it is a turning point in history.

  • 6-W1.2.1. Grade Level Expectation:

    Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals).

  • 6-W1.2.2. Grade Level Expectation:

    Describe the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growing season).

  • 6-W1.2.3. Grade Level Expectation:

    Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements).

MI.W2. Strand / Standard Category: Western Hemisphere Studies - World History and Geography (WHG) Era 2 - Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to1000 B.C.E./B.C.

Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread.

• W2.1. Standard: Early Civilizations and Early Pastoral Societies

  Describe the characteristics of early Western Hemisphere civilizations and pastoral societies.

  • 6-W2.1.1. Grade Level Expectation:

    Explain how the environment favored hunter gatherer, pastoral, and small scale agricultural ways of life in different parts of the Western Hemisphere.

  • 6-W2.1.2. Grade Level Expectation:

    Describe how the invention of agriculture led to the emergence of agrarian civilizations (seasonal harvests, specialized crops, cultivation, and development of villages and towns).

  • 6-W2.1.3. Grade Level Expectation:

    Use multiple sources of evidence to describe how the culture of early peoples of North America reflected the geography and natural resources available (e.g., Inuit of the Arctic, Kwakiutl of the Northwest Coast; Anasazi and Apache of the Southwest).

  • 6-W2.1.4. Grade Level Expectation:

    Use evidence to identify defining characteristics of early civilizations and early pastoral nomads (government, language, religion, social structure, technology, and division of labor).

MI.W3. Strand / Standard Category: Western Hemisphere Studies - World History and Geography (WHG) Era 3 - Classical Traditions Major Empires, 1000 B.C.E./B.C. to 300 C.E./A.D.

Analyze the civilizations and empires that emerged during this era, noting their political, economic, and social systems, and their changing interactions with the environment. Analyze the innovations and social, political, and economic changes that occurred through the emergence of agrarian societies of Mesoamerica and Andean South America and the subsequent urbanization and trading economies that occurred in the region.

• W3.1. Standard: Classical Traditions and Major Empires in the Western Hemisphere

  Describe empires and agrarian civilizations in Mesoamerica and South America.

  • 6-W3.1.1. Grade Level Expectation:

    Analyze the role of environment in the development of early empires, referencing both useful environmental features and those that presented obstacles.

  • 6-W3.1.2. Grade Level Expectation:

    Explain the role of economics in shaping the development of early civilizations (trade routes and their significance - Inca Road, supply and demand for products).

  • 6-W3.1.3. Grade Level Expectation:

    Describe similarities and difference among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.

  • 6-W3.1.4. Grade Level Expectation:

    Describe the regional struggles and changes in governmental systems among the Mayan, Aztec, and Incan Empires.

  • 6-W3.1.5. Grade Level Expectation:

    Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).

MI.G1. Strand / Standard Category: Western Hemisphere Studies - Geography - The World in Spatial Terms

Geographical Habits of Mind: Describe the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.

• G1.1. Standard: Spatial Thinking

  Use maps and other geographic tools to acquire and process information from a spatial perspective.

  • 6-G1.1.1. Grade Level Expectation:

    Describe how geographers use mapping to represent places and natural and human phenomena in the world.

  • 6-G1.1.2. Grade Level Expectation:

    Draw a sketch map from memory of the Western Hemisphere showing the major regions (Canada, United States, Mexico, Central America, South America, and Caribbean).

• G1.2. Standard: Geographical Inquiry and Analysis

  Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context.

  • 6-G1.2.1. Grade Level Expectation:

    Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere.

  • 6-G1.2.2. Grade Level Expectation:

    Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology.

  • 6-G1.2.3. Grade Level Expectation:

    Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.

  • 6-G1.2.4. Grade Level Expectation:

    Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions.

  • 6-G1.2.5. Grade Level Expectation:

    Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western Hemisphere to answer geographic questions.

  • 6-G1.2.6. Grade Level Expectation:

    Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere.

• G1.3. Standard: Geographical Understanding

  Use geographic themes, knowledge about processes and concepts to study the Earth.

  • 6-G1.3.1. Grade Level Expectation:

    Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.

  • 6-G1.3.2. Grade Level Expectation:

    Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

  • 6-G1.3.3. Grade Level Expectation:

    Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

MI.G2. Strand / Standard Category: Western Hemisphere Studies - Geography - Places and Regions

Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions.

• G2.1. Standard: Physical Characteristics of Place

  Describe the physical characteristics of places.

  • 6-G2.1.1. Grade Level Expectation:

    Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study.

  • 6-G2.1.2. Grade Level Expectation:

    Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web.

• G2.2. Standard: Human Characteristics of Place

  Describe the human characteristics of places.

  • 6-G2.2.1. Grade Level Expectation:

    Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

  • 6-G2.2.2. Grade Level Expectation:

    Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel).

  • 6-G2.2.3. Grade Level Expectation:

    Analyze how culture and experience influence people's perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups - Africans, South Asians, Europeans - and the differing contemporary points of view about the region displayed by islanders and tourists).

MI.G3. Strand / Standard Category: Western Hemisphere Studies - Geography - Physical Systems

Describe the physical processes that shape the Earth's surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. Identify and analyze the patterns and characteristics of the major ecosystems on Earth.

• G3.1. Standard: Physical Processes

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

  • 6-G3.1.1. Grade Level Expectation:

    Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns. (e.g., compare and contrast Buenos Aires and La Paz; Mexico City and Guatemala City; Edmonton and Toronto).

• G3.2. Standard: Ecosystems

  Describe the characteristics and spatial distribution of ecosystems on the Earth's surface.

  • 6-G3.2.1. Grade Level Expectation:

    Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., South America's location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon).

  • 6-G3.2.2. Grade Level Expectation:

    Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones).

MI.G4. Strand / Standard Category: Western Hemisphere Studies - Geography - Human Systems

Explain that human activities may be seen on Earth's surface.

• G4.1. Standard: Cultural Mosaic

  Describe the characteristics, distribution and complexity of Earth's cultural mosaic.

  • 6-G4.1.1. Grade Level Expectation:

    Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration).

• G4.2. Standard: Technology Patterns and Networks

  Describe how technology creates patterns and networks that connect people, products, and ideas.

  • 6-G4.2.1. Grade Level Expectation:

    List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the Internet; transport of people and perishable products; and the spread of individuals' ideas as voice and image messages on electronic networks such as the Internet).

• G4.3. Standard: Patterns of Human Settlement

  Describe patterns, processes, and functions of human settlement.

  • 6-G4.3.1. Grade Level Expectation: Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing

    the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland).

  • 6-G4.3.2. Grade Level Expectation:

    Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities - modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America).

• G4.4. Standard: Forces of Cooperation and Conflict

  Explain how forces of conflict and cooperation among people influence the division of the Earth's surface and its resources.

  • 6-G4.4.1. Grade Level Expectation:

    Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).

  • 6-G4.4.2. Grade Level Expectation:

    Describe the cultural clash of First Peoples, French and English in Canada long ago, and the establishment of Nunavut in 1999.

MI.G5. Strand / Standard Category: Western Hemisphere Studies - Geography - Environment and Society

Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth's natural resources, and by Earth's physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems.

• G5.1. Standard: Humans and the Environment

  Describe how human actions modify the environment.

  • 6-G5.1.1. Grade Level Expectation:

    Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).

  • 6-G5.1.2. Grade Level Expectation:

    Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining the Kentucky and West Virginia).

  • 6-G5.1.3. Grade Level Expectation:

    Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region).

• G5.2. Standard: Physical and Human Systems

  Describe how physical and human systems shape patterns on the Earth's surface.

  • 6-G5.2.1. Grade Level Expectation:

    Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).

MI.G6. Strand / Standard Category: Western Hemisphere Studies - Geography - Global Issues Past and Present

Throughout the school year the students are introduced to topics that address global issues that integrate time and place. Included are capstone projects that entail the investigation of historical and contemporary global issues that have significance for the student and are clearly linked to the world outside the classroom. The topics and issues are developed as capstone projects within units and at the end of the course. Regular experiences with those topics and issues are necessary during each grade in order to build the background students will require to complete in-depth capstone projects. (H1.4.3, G1.2.6) (H1.4.3, G1.2.6)

• G6.1. Standard: Global Topic Investigation and Issue Analysis

  Capstone projects require the student to use geography, history, economics, and government to inquire about major contemporary and historical issues and events linked to the world outside the classroom. The core disciplines are used to interpret the past and plan for the future. During the school year the students will complete at least three capstone projects.

  • 6-G6.1.1. Grade Level Expectation:

    Contemporary Investigations - Conduct research on contemporary global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

    • 6-G6.1.1a. Expectation: Contemporary Investigation Topics

      Global Climate Change-Investigate the impact of global climate change and describe the significance for human/environment relationships.

    • 6-G6.1.1b. Expectation: Contemporary Investigation Topics

      Globalization-Investigate the significance of globalization and describe its impact on international economic and political relationships.

    • 6-G6.1.1c. Expectation: Contemporary Investigation Topics

      Migration-Investigate issues arising from international movement of people and the economic, political, and cultural consequences.

    • 6-G6.1.1d. Expectation: Contemporary Investigation Topics

      Human-Environmental Interactions-Investigate how policies from the past and their implementation have had positive or negative consequences for the environment in the future.

    • 6-G6.1.1e. Expectation: Contemporary Investigation Topics

      Natural Disasters-Investigate the significance of natural disasters and describe the effects on human and physical systems, and the economy, and the responsibilities of government.

  • 6-G6.1.2. Grade Level Expectation:

    Investigations Designed for Ancient World History Eras - Conduct research on global topics and issues, compose persuasive essays, and develop a plan for action. (H1.4.3, G1.2.6, See P3 and P4)

    • 6-G6.1.2a. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography

      WHG Era 1: Population Growth and Resources - Investigate how population growth affects resource availability.

    • 6-G6.1.2b. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography

      WHG Era 1: Migration - Investigate the significance of migrations of peoples and the resulting benefits and challenges.

    • 6-G6.1.2c. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography

      WHG Era 2: Sustainable Agriculture - Investigate the significance of sustainable agriculture and its role in helping societies produce enough food for people.

    • 6-G6.1.2d. Expectation: Contemporary Investigation Topics-Related to Content in World History and Contemporary Geography

      WHG Era 3: Development - Investigate economic effects on development in a region and its ecosystems and societies.

MI.C1. Strand / Standard Category: Western Hemisphere Studies - Civics and Government - Purposes of Government

Analyze how people identify, organize, and accomplish the purposes of government.

• C1.1. Standard: Nature of Civic Life, Politics, and Government

  Describe Civic Life, Politics, and Government and explain their relationships.

  • 6-C1.1.1. Grade Level Expectation:

    Analyze competing ideas about the purposes government should serve in a democracy and in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic security, molding the character of citizens, or promoting a particular religion).

MI.C3. Strand / Standard Category: Western Hemisphere Studies - Civics and Government - Structure Functions of Government

Describe the major activities of government, including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national security.

• C3.6. Standard: Characteristics of Nation-States

  Describe the characteristics of nation-states and how they may interact.

  • 6-C3.6.1. Grade Level Expectation:

    Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact.

  • 6-C3.6.2. Grade Level Expectation:

    Compare and contrast a military dictatorship such as Cuba, a presidential system of representative democracy such as the United States, and a parliamentary system of representative democracy such as Canada.

MI.C4. Strand / Standard Category: Western Hemisphere Studies - Civics and Government - Relationship of United States to Other Nations and World Affairs

Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force, and threat of force.

• C4.3. Standard: Conflict and Cooperation Between and Among Nations

  Explain the various ways that nations interact both positively and negatively.

  • 6-C4.3.1. Grade Level Expectation:

    Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).

  • 6-C4.3.2. Grade Level Expectation:

    Explain the challenges to governments and the cooperation needed to address international issues in the Western Hemisphere (e.g., migration and human rights).

  • 6-C4.3.3. Grade Level Expectation:

    Give examples of how countries work together for mutual benefits through international organizations (e.g. North American Free Trade Agreement (NAFTA), Organization of American States (OAS), United Nations (UN)).

MI.E1. Strand / Standard Category: Western Hemisphere Studies - Economics - The Market Economy

Describe the market economy in terms of the relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy.

• E1.1. Standard: Individual, Business, and Government Choices

  Describe how individuals, businesses and government make economic decisions when confronting scarcity in the market economy.

  • 6-E1.1.1. Grade Level Expectation:

    Explain how incentives vary in different economic systems (e.g. acquiring money, profit, goods, wanting to avoid loss in position in society, job placement).

MI.E2. Strand / Standard Category: Western Hemisphere Studies - Economics - The National Economy

Use economic concepts, terminology, and data to identify and describe how a national economy functions and to study the role of government as a provider of goods and services within a national economy.

• E2.3. Standard: Role of Government

  Describe how national governments make decisions that affect the national economy

  • 6-E2.3.1. Grade Level Expectation:

    Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources.

MI.E3. Strand / Standard Category: Western Hemisphere Studies - Economics - International Economy

Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.

• E3.1. Standard: Economic Interdependence

  Describe patterns and networks of economic interdependence, including trade.

  • 6-E3.1.1. Grade Level Expectation:

    Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

  • 6-E3.1.2. Grade Level Expectation:

    Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

  • 6-E3.1.3. Grade Level Expectation:

    Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, international companies).

• E3.3. Standard: Economic Systems

  Describe how societies organize to allocate resources to produce and distribute goods and services.

  • 6-E3.3.1. Grade Level Expectation: Explain and compare how economic systems (traditional, command, and market) answer four basic questions

    What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., compare United States and Cuba, or Venezuela and Jamaica.)

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

• P3.1. Standard:

  Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement

  • 6-P3.1.1. Grade Level Expectation:

    Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.

    • 6-P3.1.1a. Expectation:

      Identify public policy issues related to global topics and issues studied.

    • 6-P3.1.1b. Expectation:

      Clearly state the issue as a question of public policy orally or in written form.

    • 6-P3.1.1c. Expectation:

      Use inquiry methods to acquire content knowledge and appropriate data about the issue.

    • 6-P3.1.1d. Expectation:

      Identify the causes and consequences and analyze the impact, both positive and negative.

    • 6-P3.1.1e. Expectation:

      Share and discuss findings of research and issue analysis in group discussions and debates.

    • 6-P3.1.1f. Expectation:

      Compose a persuasive essay justifying the position with a reasoned argument.

    • 6-P3.1.1g. Expectation:

      Develop an action plan to address or inform others about the issue at the local to global scales.

• P4.2. Standard:

  Citizen Involvement

  • 6-P4.2.1. Grade Level Expectation:

    Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

  • 6-P4.2.2. Grade Level Expectation:

    Engage in activities intended to contribute to solving a national or international problem studied.

  • 6-P4.2.3. Grade Level Expectation:

    Participate in projects to help or inform others (e.g., service learning projects).

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 characteristics that historians use to organize people into cultures

    • 2.A.1.a. Objective:

      Describe how location and environment influenced early world cultures

    • 2.A.1.b. Objective:

      Describe and compare elements of culture such as art, music, religion, government, social structure, education, values, beliefs and customs, from civilizations in early world history

    • 2.A.1.c. Objective:

      Describe the social, political, and religious character of societies in early world history

• 2.B. Topic / Indicator:

  Cultural diffusion

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

    Explain how cultural diffusion influenced the development of cultures

    • 2.B.1.a. Objective:

      Identify cultural groups within a region in early world history

    • 2.B.1.b. Objective:

      Describe factors that resulted in cultural diffusion, such as trade, conflict and migration

    • 2.B.1.c. Objective:

      Describe interactions that promoted or failed to promote relationships between groups, civilizations, empires, and nations

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

    Analyze how increased diversity in early world history resulted from immigration, settlement patterns and economic development

    • 2.B.2.a. Objective:

      Examine the practices and beliefs of world religions and philosophies including monotheism and polytheism

    • 2.B.2.b. Objective:

      Describe the impact of various religions on a civilization, such as its effect on political, economic and social systems

• 2.C. Topic / Indicator:

  Conflict and compromise

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

    Analyze factors that affected relationships in early world history

    • 2.C.1.a. Objective:

      Examine the causes and effects of social, economic, and political conflict such as the Crusades

    • 2.C.1.b. Objective:

      Describe the impact of trade and migration on the exchange of ideas and beliefs

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 the human and physical characteristics in early world history

    • 3.A.1.a. Objective: Use maps to compare geographic locations of civilizations from world history to

      Mesopotamia; Africa including Egypt, Nubia/Kush and sub-Saharan Africa; Indus River Valley; Northern China; Greeks and Romans; Mesoamerican, such as the Incas, Mayans and Aztecs

    • 3.A.1.b. Objective:

      Use photographs and thematic maps, to identify and describe physical and human characteristics of early civilizations

• 3.B. Topic / Indicator:

  Geographic characteristics of places and regions

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

    Examine how physical and human characteristics shape the identity of places and regions and influence the development of civilizations in world history

    • 3.B.1.a. Objective:

      Identify and describe physical characteristics that influenced human settlement

    • 3.B.1.b. Objective:

      Explain how physical characteristics of a place influenced human activities, such as agriculture, transportation, art and architecture and economic activity in the ancient world

    • 3.B.1.c. Objective:

      Explain how human perceptions of and interactions with the environment changed over time in due to technologies, such as road building, dam construction, and agricultural improvements

• 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 early world history

    • 3.C.1.a. Objective:

      Identify reasons why people migrate, such as economic opportunity, climate, and political reasons

    • 3.C.1.b. Objective:

      Explain how the development of transportation and communication networks influenced the movement of people, goods and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam

    • 3.C.1.c. Objective:

      Describe how economic systems and cultural diffusion help to shape patterns of human settlement and interaction

• 3.D. Topic / Indicator:

  Modifying and adapting to the environment

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

    Analyze why and how people modify their natural environment and the impact of those modifications

    • 3.D.1.a. Objective:

      Describe ways people modified their environment to meet their needs, such as cultivating lands, building roads, dams, and aqueducts

    • 3.D.1.b. Objective:

      Analyze how people in early world history perceived and reacted to environmental concerns, such as flooding, drought, and depletion of natural resources and evaluate the consequences of those actions

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 relative to economic wants to goods and services in the context of early world history

    • 4.A.1.a. Objective:

      Identify opportunity cost of economic decisions made by individuals and groups such as the decision to engage in trade

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

    Analyze how scarce economic resources were used to satisfy economic wants in early world history

    • 4.A.2.a. Objective:

      Identify ways people have used resources to meet economic wants such as domesticating agriculture

    • 4.A.2.b. Objective:

      Describe how available resources affected specialization and trade

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

    Analyze how technological changes affected consumption and production in early world history

    • 4.A.3.a. Objective:

      Give examples of how technology changed consumption and provided greater access to goods and services

    • 4.A.3.b. Objective:

      Examine why technology has changed production such as the development of the printing press

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

    Examine how specialization, interdependence and trade affected the production of goods and services in early world history

    • 4.A.4.a. Objective:

      Analyze examples of regional specialization that resulted from economic resources, such as silk production, bronze casting and terraced farming

    • 4.A.4.b. Objective:

      Describe the effects of agricultural surplus and job specialization on the emergence of early towns and cities in various parts of the world

    • 4.A.4.c. Objective:

      Identify African and Eurasian trade routes to explain how surplus goods and regional specialization resulted in economic interdependence

• 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 early world societies

    • 4.B.1.a. Objective:

      Describe how various early world societies answer the basic question of what, how, and for whom to produce

    • 4.B.1.b. Objective:

      Describe examples of tradition in economies such as the economic roles of men and women in tribal societies

    • 4.B.1.c. Objective:

      Describe examples of command in economies, such as the feudal system

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

    Describe the transition from feudalism and the manor system to the development of early towns

    • 4.B.2.a. Objective:

      Explain how the growth and management of towns, guilds, and the banking system were affected by technology and agriculture

    • 4.B.2.b. Objective:

      Analyze how the guild system addressed changes in the economy, such as dictating price and production

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

    Describe the importance of medium of exchange in early world history

    • 4.B.3.a. Objective:

      Explain how societies used mediums of exchange to facilitate trade and help their economies grow

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 how the rise of the earliest communities led to the emergence of agricultural societies

    • 5.A.1.a. Objective:

      Describe characteristics and innovations of hunting and gathering societies, such as nomadic lifestyles, inventors of tools, adaptation to animal migration and vegetation cycles and the shift from food gathering to food-producing activities

    • 5.A.1.b. Objective:

      Explain how and why towns and cities grew from early human settlements, including the need for security and government

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

    Examine the emergence, growth and decline of empires in the Americas

    • 5.A.2.a. Objective:

      Describe and trace the development of political and social structures of the Incas, Mayans and Aztecs

• 5.B. Topic / Indicator:

  Emergence, expansion and changes in nations and empires

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

    Analyze how civilizations emerged in the river valley areas

    • 5.B.1.a. Objective:

      Describe the characteristics of a civilization, such as social hierarchy, government, writing system, specialization in an area of trade and the establishment of cities

    • 5.B.1.b. Objective:

      Compare major cultural, political and economic achievements of river valley civilizations, such as the Tigris and Euphrates river valley, the Huang river valley, the Indus river valley and the Nile river valley including Egypt, Nubia and Kush

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

    Analyze the emergence and enduring influence of Aegean civilizations

    • 5.B.2.a. Objective:

      Describe the major cultural achievements of the Greek civilization, such as art, science, political systems, and philosophy across time

    • 5.B.2.b. Objective:

      Explain the emergence, rise and decline of the Greek city-states

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

    Analyze the emergence, expansion and decline of the Roman Empire

    • 5.B.3.a. Objective:

      Describe the major achievements of the Roman Era, such as legal, artistic, architectural, technological, and literary

    • 5.B.3.b. Objective:

      Explain the transition from roman republic to Roman Empire including the social structure, significance of citizenship and the development of political institutions

    • 5.B.3.c. Objective:

      Summarize the factors that led to the decline of the Roman Empire

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

    Compare the dynasties and empires in ancient China

    • 5.B.4.a. Objective:

      Describe the causes and consequences of the unification of China under early imperial dynasties, such as the Shang, Zhou, Qin, Han and Tang

    • 5.B.4.b. Objective:

      Explain the major traditions, customs and beliefs of Confucianism and Taoism in the context of early Chinese imperial dynasties

    • 5.B.4.c. Objective:

      Analyze China's cultural, political and economic influence on Japan, Korea, and countries in Southeast Asia

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

    Analyze the emergence, growth and decline of African empires

    • 5.B.5.a. Objective:

      Describe the contributions of major African monarchies, cities, and trade networks, such as Ghana, Mali and Songhai

    • 5.B.5.b. Objective:

      Analyze the cultural and economic impact of African regional and worldwide trade routes

    • 5.B.5.c. Objective:

      Summarize the factors that led to the decline of the African empires

• 5.C. Topic / Indicator:

  Conflict between ideas and institutions

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

    Analyze the effect of interactions between civilizations in early world history

    • 5.C.1.a. Objective:

      Describe how interactions promoted or failed to promote development, such as the Fertile Crescent Empire, Greek city-states, and Latin Empires

    • 5.C.1.b. Objective:

      Analyze the causes of the rise and fall, expansion and contraction of political entities and nation-states

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

    Analyze the major traditions, customs, and beliefs of Hinduism and Buddhism and their expansion throughout Asia

    • 5.C.2.a. Objective:

      Describe the major traditions, customs and beliefs of Buddhism

    • 5.C.2.b. Objective:

      Explain the major traditions, customs and beliefs of Hinduism and its political and social impact on India

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

    Analyze the emergence and expansion of Islamic civilization

    • 5.C.3.a. Objective:

      Analyze the major traditions, customs, and beliefs of Islam

    • 5.C.3.b. Objective:

      Describe causes and consequences of the expansion of Islam into other regions, such as southwest Asia, Southeast Asia, North Africa, Europe and India

  • 5.C.4. Indicator / Proficiency Level:

    Analyze the changes in the European society during the middle ages

    • 5.C.4.a. Objective:

      Analyze the major traditions, customs, and beliefs of Christianity

    • 5.C.4.b. Objective:

      Explain the origins and consequences of the Black Death during the 14th century, such as a population decrease, a decline in trade, the elimination of the social order and the decline of religious power

    • 5.C.4.c. Objective:

      Analyze the characteristics of the development and decline of feudalism and the emergence of monarchies

    • 5.C.4.d. Objective:

      Describe the causes, consequences and cultural diffusion that resulted from the Crusades, such as the increase in Mediterranean trade and the exchange of knowledge and ideas

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:

    Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, 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, 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/statistics to support a topic

    • 6.B.2.c. Objective:

      Provide introduction, body, and conclusion

    • 6.B.2.d. Objective:

      Cite sources when paraphrasing, summarizing, and quoting

    • 6.B.2.e. Objective:

      Enhance text with graphics, such as charts, maps, and diagrams

  • 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:

      Modify or refute a position when appropriate

    • 6.B.3.d. Objective:

      Provide reasons and cite reliable supporting evidence

    • 6.B.3.e. Objective:

      Demonstrate understandings of social studies knowledge

  • 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:

      Integrate social studies concepts and skills

• 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 situation/issue that requires further study

    • 6.C.2.a. Objective:

      Define the situation/issue

    • 6.C.2.b. Objective:

      Identify prior knowledge about the situation/issue

    • 6.C.2.c. Objective:

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

    • 6.C.2.d. Objective:

      Pose questions that elicit higher order thinking responses

    • 6.C.2.e. Objective:

      Formulate research questions

    • 6.C.2.f. Objective:

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

• 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 journals, periodicals, government documents, timelines, databases, reference works, 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, multimedia, interviews, and oral histories

    • 6.D.1.d. Objective:

      Access and process information that is factual and reliable from readings, investigations, and/or oral communications

  • 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 among gathered information

    • 6.E.1.d. Objective:

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

    • 6.E.1.e. Objective:

      Summarize 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:

      Determine the bias and reliability of a source

    • 6.E.2.c. Objective:

      Find relationships among 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 to determine if the document or topic is historically significant

    • 6.F.1.e. Objective:

      Identify 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.2.d. Objective:

      Compare ideas, models, systems, and perspectives

  • 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.F.3.b. Objective:

      Reconstruct the arguments of issues or events

    • 6.F.3.c. Objective:

      Assess the costs and benefits of alternatives

    • 6.F.3.d. Objective:

      Modify understandings of social studies concepts and trend

    • 6.F.3.e. Objective:

      Verify or change prior understandings based on new information

• 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.1.c. Objective:

      Use effective speaking techniques to deliver narrative, persuasive, and research presentations

  • 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.2.d. Objective:

      Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions

  • 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

    • 6.G.3.e. Objective:

      Use media resources to deliberate and advocate issues and policy

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 constitutional government in Maine and the United States as well as examples of other forms of government in the world.

  • B.1.a. Grade Level Example:

    Explain that the study of government includes the structures and functions of government and the political and civic activity of citizens.

  • B.1.b. Grade Level Example:

    Analyze examples of democratic ideals and constitutional principles that include the rule of law, legitimate power, and common good.

  • B.1.c. Grade Level Example:

    Describe the structures and processes of United States government and government of the State of Maine and how these are framed by the United States Constitution, the Maine Constitution, and other primary sources.

  • B.1.d. Grade Level Example:

    Explain the concepts of federalism and checks and balances and the role these concepts play in the governments of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources.

  • B.1.e. Grade Level Example:

    Compare how laws are made in Maine and at the federal level in the United States.

  • B.1.f. Grade Level Example:

    Compare the structures and processes of United States government with examples of other forms of government.

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

  Students understand constitutional and legal rights, civic duties and responsibilities, and roles of citizens in a constitutional democracy.

  • B.2.a. Grade Level Example:

    Explain the constitutional and legal status of ''citizen'' and provide examples of rights, duties, and responsibilities of citizens.

  • B.2.b. Grade Level Example:

    Describe how the powers of government are limited to protect individual rights and minority rights as described in the United States Constitution and the Bill of Rights.

  • B.2.c. Grade Level Example:

    Analyze examples of the protection of rights in court cases or from current events.

  • B.2.d. Grade Level Example:

    Analyze 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 political and civic aspects of unity and diversity in Maine, the United States, and various world cultures including Maine Native Americans.

  • B.3.a. Grade Level Example:

    Explain basic constitutional, political, and civic aspects of historical and/or current issues that involve unity and diversity in Maine, the United States, and other nations.

  • B.3.b. Grade Level Example:

    Describe the political structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in 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 the principles and processes of personal economics, the influence of economics on personal life and business, and the economic systems of Maine, the United States, and various regions of the world.

  • C.1.a. Grade Level Example:

    Explain that economics is the study of how scarcity requires choices about what, how, for whom, and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand, and personal finance.

  • C.1.b. Grade Level Example:

    Describe the functions of economic institutions and economic processes including financial institutions, businesses, government, taxing, and trade.

  • C.1.c. Grade Level Example:

    Identify factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of individual financial choices.

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

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

  • C.2a. Grade Level Example:

    Describe factors in economic development, and how states, regions, and nations have worked together to promote economic unity and interdependence.

  • C.2b. Grade Level Example:

    Describe the economic aspects of diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in 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 and the geographic influences on life in the past, present, and future.

  • D.1.a. Grade Level Example:

    Explain that geography includes the study of physical, environmental, and cultural features of the State, nation, and various regions of the world to identify consequences of geographic influences and make predictions.

  • D.1.b. Grade Level Example:

    Use the geographic grid and a variety of types of maps to gather geographic information.

  • D.1.c. Grade Level Example:

    Identify the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools.

  • D.1.d. Grade Level Example:

    Describe the impact of change, including technological change, on the physical and cultural environment.

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

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

  • D.2.a. Grade Level Example:

    Explain geographic features that have impacted unity and diversity in Maine, the United States, and other nations.

  • D.2.b. Grade Level Example:

    Describe the dynamic relationship between geographic features and various cultures, including the cultures of Maine Native Americans, various historical and recent immigrant groups in the United States, and other cultures in 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 major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.

  • 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; and explain how history can help one better understand and make informed decisions about the present and future.

  • E.1.b. Grade Level Example:

    Identify and analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world.

  • E.1.c. Grade Level Example:

    Trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world.

  • E.1.d. Grade Level Example:

    Analyze interpretations of historical events that are based on different perspectives and evidence.

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

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

  • E.2.a. Grade Level Example:

    Explain how both unity and diversity have had important roles in the history of Maine, the United States, and other nations.

  • E.2.b. Grade Level Example:

    Identify and compare a variety of cultures through time, including comparisons of native and immigrant groups in the United States, and eastern and western societies in the world.

  • E.2.c. Grade Level Example:

    Describe major turning points and events in the history of Maine Native Americans, various historical and recent immigrant groups in Maine, the United States, and other cultures in the world.