PA.5.2.6. Academic Standard: Civics and Government

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

• 5.2.6.A. Standard Statement:

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

• 5.2.6.B. Standard Statement:

  Explain the relationship between rights and responsibilities.

• 5.2.6.C. Standard Statement:

  Explain ways citizens resolve conflicts in society and government.

• 5.2.6.D. Standard Statement:

  Describe the importance of political leadership and public service.

• 5.2.6.E. Standard Statement:

  Identify examples of the rights and responsibilities of citizenship.

• 5.2.6.F. Standard Statement:

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

• 5.2.6.G. Standard Statement:

  Explain the importance of participating in government and civic life.

PA.5.3.6. Academic Standard: Civics and Government

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

• 5.3.6.A. Standard Statement:

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

• 5.3.6.B. Standard Statement:

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

• 5.3.6.C. Standard Statement:

  Explain how government actions affect citizens' daily lives.

• 5.3.6.D. Standard Statement:

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

• 5.3.6.E. Standard Statement:

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

• 5.3.6.F. Standard Statement:

  Describe the voting process. (Pennsylvania; United States)

• 5.3.6.G. Standard Statement:

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

• 5.3.6.I. Standard Statement:

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

• 5.3.6.J. Standard Statement:

  Describe the influence of media in reporting issues.

• 5.3.6.K. Standard Statement:

  Describe forms of government. (Limited, Unlimited)

PA.5.4.6. Academic Standard: Civics and Government

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

• 5.4.6.A. Standard Statement:

  Explain the concept of nation-states.

• 5.4.6.B. Standard Statement:

  Describe how nation-states coexist in the world community.

• 5.4.6.C. Standard Statement:

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

• 5.4.6.D. Standard Statement:

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

• 5.4.6.E. Standard Statement:

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

PA.6.1.6. Academic Standard: Economics

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

• 6.1.6.A. Standard Statement:

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

• 6.1.6.B. Standard Statement:

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

• 6.1.6.C. Standard Statement:

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

• 6.1.6.D. Standard Statement:

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

PA.6.2.6. Academic Standard: Economics

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

• 6.2.6.A. Standard Statement:

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

• 6.2.6.B. Standard Statement:

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

• 6.2.6.C. Standard Statement:

  Explain the function of money and its use in society.

• 6.2.6.D. Standard Statement:

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

• 6.2.6.E. Standard Statement:

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

• 6.2.6.F. Standard Statement:

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

• 6.2.6.G. Standard Statement:

  Explain how taxes affect the price of goods and services.

• 6.2.6.H. Standard Statement:

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

• 6.2.6.I. Standard Statement:

  Identify and describe public goods.

• 6.2.6.J. Standard Statement:

  Explain the cost and benefits of taxation.

• 6.2.6.K. Standard Statement:

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

• 6.2.6.L. Standard Statement:

  Explain what an exchange rate is.

PA.6.3.6. Academic Standard: Economics

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

• 6.3.6.A. Standard Statement:

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

• 6.3.6.B. Standard Statement:

  Explain how limited resources and unlimited wants cause scarcity.

• 6.3.6.C. Standard Statement:

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

• 6.3.6.D. Standard Statement:

  Explain the costs and benefits of an economic decision.

• 6.3.6.E. Standard Statement:

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

• 6.3.6.F. Standard Statement:

  Explain how negative and positive incentives affect choices.

PA.6.4.6. Academic Standard: Economics

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

• 6.4.6.A. Standard Statement:

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

• 6.4.6.B. Standard Statement:

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

• 6.4.6.C. Standard Statement:

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

• 6.4.6.D. Standard Statement:

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

• 6.4.6.E. Standard Statement:

  Explain how specialization and trade lead to interdependence.

• 6.4.6.F. Standard Statement:

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

• 6.4.6.G. Standard Statement:

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

PA.6.5.6. Academic Standard: Economics

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

• 6.5.6.A. Standard Statement:

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

• 6.5.6.B. Standard Statement:

  Explain the concept of labor productivity.

• 6.5.6.C. Standard Statement:

  Compare the number of employees at different businesses.

• 6.5.6.D. Standard Statement:

  Explain how profits and losses serve as incentives.

• 6.5.6.E. Standard Statement:

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

• 6.5.6.F. Standard Statement:

  Identify entrepreneurs in Pennsylvania. (Historical, Contemporary)

• 6.5.6.G. Standard Statement:

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

• 6.5.6.H. Standard Statement:

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

PA.7.1.6. Academic Standard: Geography

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

• 7.1.6.A. Standard Statement:

  Describe geographic tools and their uses.

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

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

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

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

  • 7.1.6.A.3. Standard Descriptor:

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

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

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

• 7.1.6.B. Standard Statement:

  Describe and locate places and regions.

  • 7.1.6.B.1. Standard Descriptor:

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

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

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

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

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

  • 7.1.6.B.4. Standard Descriptor:

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

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

    Dependence and interdependence; Access and movement.

PA.7.2.6. Academic Standard: Geography

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

• 7.2.6.A. Standard Statement:

  Describe the physical characteristics of places and regions.

  • 7.2.6.A.1. Standard Descriptor:

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

  • 7.2.6.A.2. Standard Descriptor:

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

  • 7.2.6.A.3. Standard Descriptor:

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

• 7.2.6.B. Standard Statement:

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

  • 7.2.6.B.1. Standard Descriptor:

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

  • 7.2.6.B.2. Standard Descriptor:

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

  • 7.2.6.B.3. Standard Descriptor:

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

  • 7.2.6.B.4. Standard Descriptor:

    Plate tectonics and Hydrologic cycle.

PA.7.3.6. Academic Standard: Geography

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

• 7.3.6.A. Standard Statement:

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

  • 7.3.6.A.1. Standard Descriptor:

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

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

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

• 7.3.6.B. Standard Statement:

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

  • 7.3.6.B.1. Standard Descriptor:

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

  • 7.3.6.B.2. Standard Descriptor:

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

• 7.3.6.C. Standard Statement:

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

  • 7.3.6.C.1. Standard Descriptor:

    Current and past settlement patterns in the local area.

  • 7.3.6.C.2. Standard Descriptor:

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

• 7.3.6.D. Standard Statement:

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

  • 7.3.6.D.1. Standard Descriptor:

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

  • 7.3.6.D.2. Standard Descriptor:

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

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

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

• 7.3.6.E. Standard Statement:

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

  • 7.3.6.E.1. Standard Descriptor:

    Spatial pattern of political units in Pennsylvania.

  • 7.3.6.E.2. Standard Descriptor:

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

PA.7.4.6. Academic Standard: Geography

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

• 7.4.6.A. Standard Statement:

  Describe the impacts of physical systems on people.

  • 7.4.6.A.1. Standard Descriptor:

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

  • 7.4.6.A.2. Standard Descriptor:

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

• 7.4.6.B. Standard Statement:

  Describe the impacts of people on physical systems.

  • 7.4.6.B.1. Standard Descriptor:

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

  • 7.4.6.B.2. Standard Descriptor:

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

PA.8.1.6. Academic Standard: History

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

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

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

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

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

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

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

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

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

PA.8.2.6. Academic Standard: History

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

• 8.2.6.A. Standard Statement:

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

  • 8.2.6.A.1. Standard Descriptor:

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

  • 8.2.6.A.2. Standard Descriptor:

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

  • 8.2.6.A.3. Standard Descriptor:

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

  • 8.2.6.A.4. Standard Descriptor:

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

  • 8.2.6.A.5. Standard Descriptor:

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

• 8.2.6.B. Standard Statement:

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

  • 8.2.6.B.1. Standard Descriptor:

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

  • 8.2.6.B.2. Standard Descriptor:

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

• 8.2.6.C. Standard Statement:

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

  • 8.2.6.C.1. Standard Descriptor:

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

  • 8.2.6.C.2. Standard Descriptor:

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

  • 8.2.6.C.3. Standard Descriptor:

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

  • 8.2.6.C.4. Standard Descriptor:

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

  • 8.2.6.C.5. Standard Descriptor:

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

  • 8.2.6.C.6. Standard Descriptor:

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

  • 8.2.6.C.7. Standard Descriptor:

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

  • 8.2.6.C.8. Standard Descriptor:

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

• 8.2.6.D. Standard Statement:

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

  • 8.2.6.D.1. Standard Descriptor:

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

  • 8.2.6.D.2. Standard Descriptor:

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

  • 8.2.6.D.3. Standard Descriptor:

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

  • 8.2.6.D.4. Standard Descriptor:

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

  • 8.2.6.D.5. Standard Descriptor:

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

PA.8.3.6. Academic Standard: History

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

• 8.3.6.A. Standard Statement:

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

  • 8.3.6.A.1. Standard Descriptor:

    Native Americans, Africans and Europeans.

  • 8.3.6.A.2. Standard Descriptor:

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

  • 8.3.6.A.3. Standard Descriptor:

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

  • 8.3.6.A.4. Standard Descriptor:

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

  • 8.3.6.A.5. Standard Descriptor:

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

• 8.3.6.B. Standard Statement:

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

  • 8.3.6.B.1. Standard Descriptor:

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

  • 8.3.6.B.2. Standard Descriptor:

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

  • 8.3.6.B.3. Standard Descriptor:

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

• 8.3.6.C. Standard Statement:

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

  • 8.3.6.C.1. Standard Descriptor:

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

  • 8.3.6.C.2. Standard Descriptor:

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

  • 8.3.6.C.3. Standard Descriptor:

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

  • 8.3.6.C.4. Standard Descriptor:

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

  • 8.3.6.C.5. Standard Descriptor:

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

  • 8.3.6.C.6. Standard Descriptor:

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

  • 8.3.6.C.7. Standard Descriptor:

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

  • 8.3.6.C.8. Standard Descriptor:

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

• 8.3.6.D. Standard Statement:

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

  • 8.3.6.D.1. Standard Descriptor:

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

  • 8.3.6.D.2. Standard Descriptor:

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

  • 8.3.6.D.3. Standard Descriptor:

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

  • 8.3.6.D.4. Standard Descriptor:

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

  • 8.3.6.D.5. Standard Descriptor:

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

PA.8.4.6. Academic Standard: History

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

• 8.4.6.A. Standard Statement:

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

  • 8.4.6.A.1. Standard Descriptor:

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

  • 8.4.6.A.2. Standard Descriptor:

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

  • 8.4.6.A.3. Standard Descriptor:

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

  • 8.4.6.A.4. Standard Descriptor:

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

• 8.4.6.B. Standard Statement:

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

  • 8.4.6.B.1. Standard Descriptor:

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

  • 8.4.6.B.2. Standard Descriptor:

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

  • 8.4.6.B.3. Standard Descriptor:

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

  • 8.4.6.B.4. Standard Descriptor:

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

• 8.4.6.C. Standard Statement:

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

  • 8.4.6.C.1. Standard Descriptor:

    Africa (e.g., Apartheid).

  • 8.4.6.C.2. Standard Descriptor:

    Americas (e.g., European conquest).

  • 8.4.6.C.3. Standard Descriptor:

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

  • 8.4.6.C.4. Standard Descriptor:

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

• 8.4.6.D. Standard Statement:

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

  • 8.4.6.D.1. Standard Descriptor:

    Africa (e.g., imperialism).

  • 8.4.6.D.2. Standard Descriptor:

    Americas (e.g., European diseases).

  • 8.4.6.D.3. Standard Descriptor:

    Asia (e.g., trade routes).

  • 8.4.6.D.4. Standard Descriptor:

    Europe (e.g., Counter reformation).

OK.2. Content Standard / Course: World Studies

The student will use geographic representations to draw conclusions.

• 2.1. Strand / Standard:

  Apply the concepts of scale, orientation, latitude and longitude, and physical regions.

• 2.2. Strand / Standard:

  Compare political, physical, and thematic maps,

• 2.3. Strand / Standard:

  Define, recognize, and locate basic landforms and bodies of water on appropriate maps and globes.

OK.3. Content Standard / Course: World Studies

The student will analyze selected cultures which have affected our history.

• 3.1. Strand / Standard:

  Define the characteristics of culture and the role culture played on the development of the world's peoples.

• 3.2. Strand / Standard:

  Compare and contrast common characteristics of culture, such as language, customs, shelter, diet, traditional occupations, belief systems, and folk traditions.

• 3.3. Strand / Standard:

  Evaluate the impact of selected civilizations (such as Egypt, Greece, Rome, Mayan, Incan, and Chinese), on migration and settlement patterns.

OK.4. Content Standard / Course: World Studies

The student will compare and contrast political and economic systems.

• 4.1. Strand / Standard:

  Identify and describe major world political systems and the role of governmental involvement in such systems (such as dictatorships, constitutional monarchies, and representative democracies).

• 4.2. Strand / Standard:

  Identify and describe major economic systems and the role of governmental involvement and individual decision-making within such systems (such as traditional, command, and market economies).

ND.2. Content Standard: Important Historical Events

Students understand important historical events.

• 6.2.1. Benchmark: World History

  Prehistory to Renaissance: Investigate and explain scientific evidence and discoveries related to early hominid development (e.g., evidence about daily life, major anthropological discoveries and their locations, key people associated with

• 6.2.2. Benchmark: World History

  Prehistory to Renaissance: Identify the features and accomplishments (e.g., development of tools, use of fire, adaptation to the natural environment, location in continental regions) of hunter-gatherer communities

• 6.2.3. Benchmark: World History

  Prehistory to Renaissance: Trace the emergence of agriculture and its effect (e.g., climate changes, the impact of irrigation techniques, the domestication of plants and animals) on early human communities

• 6.2.4. Benchmark: World History

  Prehistory to Renaissance: Identify the features of Mesopotamian civilization and its contributions to the modern world (e.g., early villages, specialization of labor, irrigation)

• 6.2.5. Benchmark: World History

  Prehistory to Renaissance: Identify the features (e.g., religion, hierarchy of society) of Egyptian civilization and its contributions (e.g., trade networks) to the modern world

• 6.2.6. Benchmark: World History

  Prehistory to Renaissance: Identify the features (e.g., the caste system, the role of Buddhism, the Mauryan Empire) of Indian civilization and its contributions (e.g., literature, art, mathematics) to the modern world

• 6.2.7. Benchmark: World History

  Prehistory to Renaissance: Identify the features (e.g., daily life during the early imperial dynasties of the Zhou, Qin and Han, the significance and impact of the Silk Roads, the role of Confucianism and Taoism) of classical Chinese civili

• 6.2.8. Benchmark: World History

  Prehistory to Renaissance: Identify the features (e.g., class structures, religious customs and beliefs, government) of Central American (e.g., Aztec, Mayan, Incan) civilizations and their contributions (e.g., achievements in mathematics, a

• 6.2.9. Benchmark: World History

  Prehistory to Renaissance: Identify the features (e.g., early democratic government, Olympics) and accomplishments of classical Greek civilization (e.g., contributions to art, literature, science, and philosophy; the development of the conc

• 6.2.10. Benchmark: World History

  Prehistory to Renaissance: Compare the emergence, central leaders, beliefs, and traditions of major religions and= philosophies (e.g., Judaism, Christianity, Islam, Buddhism, Hinduism, Confucianism and Taoism)

• 6.2.11. Benchmark: World History

  Prehistory to Renaissance: Identify the accomplishments (e.g., political and economic reasons for growth; contributions to art, literature, and architecture; citizenship, laws, and government; aqueducts) of Roman civilization, and the facto

• 6.2.12 Benchmark: World History

  Prehistory to Renaissance: Describe the social, political, and economic characteristics of life in the Middle Ages (e.g., daily lives of peasants and serfs; the impact of the plague on Central Asia, China, the Middle East, and Europe; feuda

• 6.2.13 Benchmark: World History

  Prehistory to Renaissance: Describe the influences of the Roman Catholic Church and its effect on the structure of society (e.g., role in spreading Christianity, how monasteries preserved ancient language and learning)

• 6.2.13. Benchmark: World History

  Prehistory to Renaissance: Describe the causes and effects (e.g., their role in spreading Christianity and introducing Muslim ideas and products to Europe) of the Crusades

ND.3. Content Standard: Economic Concepts

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

• 6.3.1. Benchmark: Early Economics

  Explain how non-economic factors (e.g., culture, values, interest, abilities) influenced economic behaviors and decision making (e.g., building of pyramids, Olympic games)

• 6.3.2. Benchmark: Early Economics

  Trace the development of civilizations from hunting/gathering based societies (e.g., hunting and gathering - cultivation and domestication) to trading/economy-based societies (e.g., surplus of food - specialization - trade/barter system)

• 6.3.3. Benchmark: Early Economics

  Describe how advances in technology (e.g., irrigation, development of tools, specialization) impacted productivity

ND.4. Content Standard: Government and Citizenship

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

• 6.4.1. Benchmark: Government Systems

  Explain why government became necessary in ancient civilizations (e.g., need for hierarchy of power to prevent chaos, power of groups)

• 6.4.2. Benchmark: Government Systems

  Describe how different forms of government (i.e., monarchy, oligarchy, aristocracy, democracy) distributed power within ancient societies.

ND.5. Content Standard: Concepts of Geography

Students understand and apply concepts of geography.

• 6.5.1. Benchmark: Human Geography

  Identify geographic similarities of early civilizations (e.g., the significance of river valleys from the beginning of civilization, mountains created isolated cultures)

• 6.5.2. Benchmark: Human Geography

  Explain the factors (e.g., trade routes, goods available, location) that influenced the growth of cities

ND.6. Content Standard: Human Development and Behavior

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

• 6.6.1. Benchmark: Culture

  Compare how culture influences relationships, religion, and social institutions in various societies (e.g., different family structures, world religions, rituals, government structures, social policies)

• 6.6.2. Benchmark: Culture

  Explain how differences among cultures (e.g., differences in beliefs and governments) often result in conflict

NC.2. Course / Competency Goal: South America and Europe

The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of South America and Europe.

• 2.01. Competency Goal / Objective:

  Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions.

• 2.02. Competency Goal / Objective:

  Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of South America and Europe and evaluate their impact on the environment.

• 2.03. Competency Goal / Objective:

  Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.

NC.3. Course / Competency Goal: South America and Europe

The learner will analyze the impact of interactions between humans and their physical environments in South America and Europe.

• 3.01. Competency Goal / Objective:

  Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.

• 3.02. Competency Goal / Objective:

  Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.

• 3.03. Competency Goal / Objective:

  Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.

• 3.04. Competency Goal / Objective:

  Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze their effects on human activities.

NC.4. Course / Competency Goal: South America and Europe

The learner will identify significant patterns in the movement of people, goods and ideas over time and place in South America and Europe.

• 4.01. Competency Goal / Objective:

  Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.

• 4.02. Competency Goal / Objective:

  Identify the main commodities of trade over time in selected areas of South America and Europe, and evaluate their significance for the economic, political and social development of cultures and regions.

• 4.03. Competency Goal / Objective:

  Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.

NC.5. Course / Competency Goal: South America and Europe

The learner will evaluate the ways people of South America and Europe make decisions about the allocation and use of economic resources.

• 5.01. Competency Goal / Objective:

  Describe the relationship between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe.

• 5.02. Competency Goal / Objective:

  Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs.

• 5.03. Competency Goal / Objective:

  Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe.

• 5.04. Competency Goal / Objective:

  Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.

NC.6. Course / Competency Goal: South America and Europe

The learner will recognize the relationship between economic activity and the quality of life in South America and Europe.

• 6.01. Competency Goal / Objective:

  Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.

• 6.02. Competency Goal / Objective:

  Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe.

• 6.03. Competency Goal / Objective:

  Describe the effects of over-specialization and assess their impact on the standard of living.

NC.7. Course / Competency Goal: South America and Europe

The learner will assess connections between historical events and contemporary issues.

• 7.01. Competency Goal / Objective:

  Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.

• 7.02. Competency Goal / Objective:

  Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.

NC.8. Course / Competency Goal: South America and Europe

The learner will assess the influence and contributions of individuals and cultural groups in South America and Europe.

• 8.01. Competency Goal / Objective:

  Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.

• 8.02. Competency Goal / Objective:

  Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.

• 8.03. Competency Goal / Objective:

  Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present.

NC.9. Course / Competency Goal: South America and Europe

The learner will analyze the different forms of government developed in South America and Europe.

• 9.01. Competency Goal / Objective:

  Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective contemporary political systems.

• 9.02. Competency Goal / Objective:

  Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each.

• 9.03. Competency Goal / Objective:

  Identify the ways in which governments in selected areas of South America and Europe deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.

• 9.04. Competency Goal / Objective:

  Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

NC.10. Course / Competency Goal: South America and Europe

The learner will compare the rights and civic responsibilities of individuals in political structures in South America and Europe.

• 10.01. Competency Goal / Objective:

  Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time.

• 10.02. Competency Goal / Objective:

  Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures.

• 10.03. Competency Goal / Objective:

  Describe rights and responsibilities of citizens in selected contemporary societies in South America and Europe, comparing them to each other and to the United States.

• 10.04. Competency Goal / Objective:

  Examine the rights, roles, and status of individuals in selected cultures of South America and Europe, and assess their importance in relation to the general welfare.

NC.11. Course / Competency Goal: South America and Europe

The learner will recognize the common characteristics of different cultures in South America and Europe.

• 11.01. Competency Goal / Objective:

  Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.

• 11.02. Competency Goal / Objective:

  Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.

• 11.03. Competency Goal / Objective:

  Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences.

• 11.04. Competency Goal / Objective:

  Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

NC.12. Course / Competency Goal: South America and Europe

The learner will assess the influence of major religions, ethical beliefs, and values on cultures in South America and Europe.

• 12.01. Competency Goal / Objective:

  Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.

• 12.02. Competency Goal / Objective:

  Describe the relationship between cultural values of selected societies of South America and Europe and their art, architecture, music and literature, and assess their significance in contemporary culture.

• 12.03. Competency Goal / Objective:

  Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.

NC.13. Course / Competency Goal: South America and Europe

The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, South America, and Europe.

• 13.01. Competency Goal / Objective:

  Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities.

• 13.02. Competency Goal / Objective:

  Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic.

• 13.03. Competency Goal / Objective:

  Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies and cultures.

NC.1. Course / Competency Goal: Core Skill

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

• 1.01. Competency Goal / Objective:

  Read for literal meaning.

• 1.02. Competency Goal / Objective:

  Summarize to select main ideas.

• 1.03. Competency Goal / Objective:

  Draw inferences.

• 1.04. Competency Goal / Objective:

  Detect cause and effect.

• 1.05. Competency Goal / Objective:

  Recognize bias and propaganda.

• 1.06. Competency Goal / Objective:

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

• 1.07. Competency Goal / Objective:

  Distinguish fact and fiction.

• 1.08. Competency Goal / Objective:

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

NC.2. Course / Competency Goal: Core Skill

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

• 2.01. Competency Goal / Objective:

  Use appropriate sources of information.

• 2.02. Competency Goal / Objective:

  Explore print and non-print materials.

• 2.03. Competency Goal / Objective:

  Utilize different types of technology.

• 2.04. Competency Goal / Objective:

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

• 2.05. Competency Goal / Objective:

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

• 2.06. Competency Goal / Objective:

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

NC.3. Course / Competency Goal: Core Skill

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

• 3.01. Competency Goal / Objective:

  Use map and globe reading skills.

• 3.02. Competency Goal / Objective:

  Interpret graphs and charts.

• 3.03. Competency Goal / Objective:

  Detect bias.

• 3.04. Competency Goal / Objective:

  Interpret social and political messages of cartoons.

• 3.05. Competency Goal / Objective:

  Interpret history through artifacts, arts, and media.

NC.4. Course / Competency Goal: Core Skill

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

• 4.01. Competency Goal / Objective:

  Use hypothetical reasoning processes.

• 4.02. Competency Goal / Objective:

  Examine, understand, and evaluate conflicting viewpoints.

• 4.03. Competency Goal / Objective:

  Recognize and analyze values upon which judgments are made.

• 4.04. Competency Goal / Objective:

  Apply conflict resolutions.

• 4.05. Competency Goal / Objective:

  Predict possible outcomes.

• 4.06. Competency Goal / Objective:

  Draw conclusions.

• 4.07. Competency Goal / Objective:

  Offer solutions.

• 4.08. Competency Goal / Objective:

  Develop hypotheses.

NC.5. Course / Competency Goal: Core Skill

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

• 5.01. Competency Goal / Objective:

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

• 5.02. Competency Goal / Objective:

  Create and modify a database for class assignments.

• 5.03. Competency Goal / Objective:

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

• 5.04. Competency Goal / Objective:

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

NY.2. Strand / Standard: World History

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

• 2.1. Strand / Performance Indicator:

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

  • 2.1.1. Performance Indicator:

    Students 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)