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

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

• W1.1. Standard: Peopling of the Earth

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

  • 6-W1.1.1. Grade Level Expectation:

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

  • 6-W1.1.2. Grade Level Expectation:

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

• W1.2. Standard: Agricultural Revolution

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

  • 6-W1.2.1. Grade Level Expectation:

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

  • 6-W1.2.2. Grade Level Expectation:

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

  • 6-W1.2.3. Grade Level Expectation:

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

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

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

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

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

  • 6-W2.1.1. Grade Level Expectation:

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

  • 6-W2.1.2. Grade Level Expectation:

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

  • 6-W2.1.3. Grade Level Expectation:

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

  • 6-W2.1.4. Grade Level Expectation:

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

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

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

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

  Describe empires and agrarian civilizations in Mesoamerica and South America.

  • 6-W3.1.1. Grade Level Expectation:

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

  • 6-W3.1.2. Grade Level Expectation:

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

  • 6-W3.1.3. Grade Level Expectation:

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

  • 6-W3.1.4. Grade Level Expectation:

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

  • 6-W3.1.5. Grade Level Expectation:

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

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

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

• G1.1. Standard: Spatial Thinking

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

  • 6-G1.1.1. Grade Level Expectation:

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

  • 6-G1.1.2. Grade Level Expectation:

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

• G1.2. Standard: Geographical Inquiry and Analysis

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

  • 6-G1.2.1. Grade Level Expectation:

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

  • 6-G1.2.2. Grade Level Expectation:

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

  • 6-G1.2.3. Grade Level Expectation:

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

  • 6-G1.2.4. Grade Level Expectation:

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

  • 6-G1.2.5. Grade Level Expectation:

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

  • 6-G1.2.6. Grade Level Expectation:

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

• G1.3. Standard: Geographical Understanding

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

  • 6-G1.3.1. Grade Level Expectation:

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

  • 6-G1.3.2. Grade Level Expectation:

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

  • 6-G1.3.3. Grade Level Expectation:

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

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

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

• G2.1. Standard: Physical Characteristics of Place

  Describe the physical characteristics of places.

  • 6-G2.1.1. Grade Level Expectation:

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

  • 6-G2.1.2. Grade Level Expectation:

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

• G2.2. Standard: Human Characteristics of Place

  Describe the human characteristics of places.

  • 6-G2.2.1. Grade Level Expectation:

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

  • 6-G2.2.2. Grade Level Expectation:

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

  • 6-G2.2.3. Grade Level Expectation:

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

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

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

• G3.1. Standard: Physical Processes

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

  • 6-G3.1.1. Grade Level Expectation:

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

• G3.2. Standard: Ecosystems

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

  • 6-G3.2.1. Grade Level Expectation:

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

  • 6-G3.2.2. Grade Level Expectation:

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

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

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

• G4.1. Standard: Cultural Mosaic

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

  • 6-G4.1.1. Grade Level Expectation:

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

• G4.2. Standard: Technology Patterns and Networks

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

  • 6-G4.2.1. Grade Level Expectation:

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

• G4.3. Standard: Patterns of Human Settlement

  Describe patterns, processes, and functions of human settlement.

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

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

  • 6-G4.3.2. Grade Level Expectation:

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

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

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

  • 6-G4.4.1. Grade Level Expectation:

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

  • 6-G4.4.2. Grade Level Expectation:

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

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

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

• G5.1. Standard: Humans and the Environment

  Describe how human actions modify the environment.

  • 6-G5.1.1. Grade Level Expectation:

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

  • 6-G5.1.2. Grade Level Expectation:

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

  • 6-G5.1.3. Grade Level Expectation:

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

• G5.2. Standard: Physical and Human Systems

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

  • 6-G5.2.1. Grade Level Expectation:

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

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

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

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

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

  • 6-G6.1.1. Grade Level Expectation:

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

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

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

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

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

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

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

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

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

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

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

  • 6-G6.1.2. Grade Level Expectation:

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

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

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

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

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

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

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

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

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

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

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

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

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

  • 6-C1.1.1. Grade Level Expectation:

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

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

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

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

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

  • 6-C3.6.1. Grade Level Expectation:

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

  • 6-C3.6.2. Grade Level Expectation:

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

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

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

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

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

  • 6-C4.3.1. Grade Level Expectation:

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

  • 6-C4.3.2. Grade Level Expectation:

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

  • 6-C4.3.3. Grade Level Expectation:

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

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

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

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

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

  • 6-E1.1.1. Grade Level Expectation:

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

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

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

• E2.3. Standard: Role of Government

  Describe how national governments make decisions that affect the national economy

  • 6-E2.3.1. Grade Level Expectation:

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

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

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

• E3.1. Standard: Economic Interdependence

  Describe patterns and networks of economic interdependence, including trade.

  • 6-E3.1.1. Grade Level Expectation:

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

  • 6-E3.1.2. Grade Level Expectation:

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

  • 6-E3.1.3. Grade Level Expectation:

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

• E3.3. Standard: Economic Systems

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

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

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

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

• P3.1. Standard:

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

  • 6-P3.1.1. Grade Level Expectation:

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

    • 6-P3.1.1a. Expectation:

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

    • 6-P3.1.1b. Expectation:

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

    • 6-P3.1.1c. Expectation:

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

    • 6-P3.1.1d. Expectation:

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

    • 6-P3.1.1e. Expectation:

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

    • 6-P3.1.1f. Expectation:

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

    • 6-P3.1.1g. Expectation:

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

• P4.2. Standard:

  Citizen Involvement

  • 6-P4.2.1. Grade Level Expectation:

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

  • 6-P4.2.2. Grade Level Expectation:

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

  • 6-P4.2.3. Grade Level Expectation:

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

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

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

• 2.A. Topic / Indicator:

  Elements of culture

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

    Describe characteristics that historians use to organize people into cultures

    • 2.A.1.a. Objective:

      Describe how location and environment influenced early world cultures

    • 2.A.1.b. Objective:

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

    • 2.A.1.c. Objective:

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

• 2.B. Topic / Indicator:

  Cultural diffusion

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

    Explain how cultural diffusion influenced the development of cultures

    • 2.B.1.a. Objective:

      Identify cultural groups within a region in early world history

    • 2.B.1.b. Objective:

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

    • 2.B.1.c. Objective:

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

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

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

    • 2.B.2.a. Objective:

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

    • 2.B.2.b. Objective:

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

• 2.C. Topic / Indicator:

  Conflict and compromise

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

    Analyze factors that affected relationships in early world history

    • 2.C.1.a. Objective:

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

    • 2.C.1.b. Objective:

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

MD.3.0. Strand / Topic / Standard: Geography; Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

• 3.A. Topic / Indicator:

  Using geographic tools

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

    Use geographic tools to locate places and describe the human and physical characteristics in early world history

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

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

    • 3.A.1.b. Objective:

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

• 3.B. Topic / Indicator:

  Geographic characteristics of places and regions

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

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

    • 3.B.1.a. Objective:

      Identify and describe physical characteristics that influenced human settlement

    • 3.B.1.b. Objective:

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

    • 3.B.1.c. Objective:

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

• 3.C. Topic / Indicator:

  Movement of people, goods and ideas

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

    Describe and analyze population growth, migration and settlement patterns in early world history

    • 3.C.1.a. Objective:

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

    • 3.C.1.b. Objective:

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

    • 3.C.1.c. Objective:

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

• 3.D. Topic / Indicator:

  Modifying and adapting to the environment

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

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

    • 3.D.1.a. Objective:

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

    • 3.D.1.b. Objective:

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

MD.4.0. Strand / Topic / Standard: Economics

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

• 4.A. Topic / Indicator:

  Scarcity and economic decision-making

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

    Explain that people made choices because resources relative to economic wants to goods and services in the context of early world history

    • 4.A.1.a. Objective:

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

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

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

    • 4.A.2.a. Objective:

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

    • 4.A.2.b. Objective:

      Describe how available resources affected specialization and trade

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

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

    • 4.A.3.a. Objective:

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

    • 4.A.3.b. Objective:

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

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

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

    • 4.A.4.a. Objective:

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

    • 4.A.4.b. Objective:

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

    • 4.A.4.c. Objective:

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

• 4.B. Topic / Indicator:

  Economic systems and the role of government in the economy

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

    Describe the types of economic systems in early world societies

    • 4.B.1.a. Objective:

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

    • 4.B.1.b. Objective:

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

    • 4.B.1.c. Objective:

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

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

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

    • 4.B.2.a. Objective:

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

    • 4.B.2.b. Objective:

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

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

    Describe the importance of medium of exchange in early world history

    • 4.B.3.a. Objective:

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

MD.5.0. Strand / Topic / Standard: History

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

• 5.A. Topic / Indicator:

  Individuals and societies change over time

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

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

    • 5.A.1.a. Objective:

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

    • 5.A.1.b. Objective:

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

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

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

    • 5.A.2.a. Objective:

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

• 5.B. Topic / Indicator:

  Emergence, expansion and changes in nations and empires

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

    Analyze how civilizations emerged in the river valley areas

    • 5.B.1.a. Objective:

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

    • 5.B.1.b. Objective:

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

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

    Analyze the emergence and enduring influence of Aegean civilizations

    • 5.B.2.a. Objective:

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

    • 5.B.2.b. Objective:

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

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

    Analyze the emergence, expansion and decline of the Roman Empire

    • 5.B.3.a. Objective:

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

    • 5.B.3.b. Objective:

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

    • 5.B.3.c. Objective:

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

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

    Compare the dynasties and empires in ancient China

    • 5.B.4.a. Objective:

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

    • 5.B.4.b. Objective:

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

    • 5.B.4.c. Objective:

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

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

    Analyze the emergence, growth and decline of African empires

    • 5.B.5.a. Objective:

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

    • 5.B.5.b. Objective:

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

    • 5.B.5.c. Objective:

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

• 5.C. Topic / Indicator:

  Conflict between ideas and institutions

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

    Analyze the effect of interactions between civilizations in early world history

    • 5.C.1.a. Objective:

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

    • 5.C.1.b. Objective:

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

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

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

    • 5.C.2.a. Objective:

      Describe the major traditions, customs and beliefs of Buddhism

    • 5.C.2.b. Objective:

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

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

    Analyze the emergence and expansion of Islamic civilization

    • 5.C.3.a. Objective:

      Analyze the major traditions, customs, and beliefs of Islam

    • 5.C.3.b. Objective:

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

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

    Analyze the changes in the European society during the middle ages

    • 5.C.4.a. Objective:

      Analyze the major traditions, customs, and beliefs of Christianity

    • 5.C.4.b. Objective:

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

    • 5.C.4.c. Objective:

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

    • 5.C.4.d. Objective:

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

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

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

• 6.A. Topic / Indicator:

  Read to learn and construct meaning about social studies

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

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

    • 6.A.1.a. Objective:

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

    • 6.A.1.b. Objective:

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

    • 6.A.1.c. Objective:

      Use context clues to understand new social studies vocabulary

    • 6.A.1.d. Objective:

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

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

    Use strategies to prepare for reading (before reading)

    • 6.A.2.a. Objective:

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

    • 6.A.2.b. Objective:

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

    • 6.A.2.c. Objective:

      Set a purpose for reading the text

    • 6.A.2.d. Objective:

      Ask questions and make predictions about the text

    • 6.A.2.e. Objective:

      Make connections to the text using prior knowledge and experiences

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

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

    • 6.A.3.a. Objective:

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

    • 6.A.3.b. Objective:

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

    • 6.A.3.c. Objective:

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

    • 6.A.3.d. Objective:

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

    • 6.A.3.e. Objective:

      Make, confirm, or adjust predictions about the text

    • 6.A.3.f. Objective:

      Periodically summarize or paraphrase important ideas while reading

    • 6.A.3.g. Objective:

      Visualize what was read for deeper meaning

    • 6.A.3.h. Objective:

      Explain personal connections to the ideas or information in the text

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

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

    • 6.A.4.a. Objective:

      Identify and explain what is directly stated in the text

    • 6.A.4.b. Objective:

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

    • 6.A.4.c. Objective:

      Determine and explain the author's purpose

    • 6.A.4.d. Objective:

      Distinguish between facts and opinions

    • 6.A.4.e. Objective:

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

    • 6.A.4.f. Objective:

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

    • 6.A.4.g. Objective:

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

    • 6.A.4.h. Objective:

      Connect the text to prior knowledge or personal experiences

    • 6.A.4.i. Objective:

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

• 6.B. Topic / Indicator:

  Write to learn and communicate social studies understandings

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

    Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings

    • 6.B.1.a. Objective:

      Identify key ideas

    • 6.B.1.b. Objective:

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

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

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

    • 6.B.2.a. Objective:

      Identify form, audience, topic, and purpose before writing

    • 6.B.2.b. Objective:

      Organize facts and/or data/statistics to support a topic

    • 6.B.2.c. Objective:

      Provide introduction, body, and conclusion

    • 6.B.2.d. Objective:

      Cite sources when paraphrasing, summarizing, and quoting

    • 6.B.2.e. Objective:

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

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

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

    • 6.B.3.a. Objective:

      Identify form, audience, topic, and purpose

    • 6.B.3.b. Objective:

      State a clear opinion or position

    • 6.B.3.c. Objective:

      Modify or refute a position when appropriate

    • 6.B.3.d. Objective:

      Provide reasons and cite reliable supporting evidence

    • 6.B.3.e. Objective:

      Demonstrate understandings of social studies knowledge

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

    Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)

    • 6.B.4.a. Objective:

      Address the topic

    • 6.B.4.b. Objective:

      Provide accurate information

    • 6.B.4.c. Objective:

      Support topic with appropriate details

    • 6.B.4.d. Objective:

      Integrate social studies concepts and skills

• 6.C. Topic / Indicator:

  Ask social studies questions

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

    Identify a topic that requires further study

    • 6.C.1.a. Objective:

      Identify prior knowledge about the topic

    • 6.C.1.b. Objective:

      Pose questions the about the topic

    • 6.C.1.c. Objective:

      Formulate research questions

    • 6.C.1.d. Objective:

      Develop a plan for how to answer questions about the topic

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

    Identify a situation/issue that requires further study

    • 6.C.2.a. Objective:

      Define the situation/issue

    • 6.C.2.b. Objective:

      Identify prior knowledge about the situation/issue

    • 6.C.2.c. Objective:

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

    • 6.C.2.d. Objective:

      Pose questions that elicit higher order thinking responses

    • 6.C.2.e. Objective:

      Formulate research questions

    • 6.C.2.f. Objective:

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

• 6.D. Topic / Indicator:

  Acquire social studies information

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

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

    • 6.D.1.a. Objective:

      Gather and read appropriate print sources, such as journals, periodicals, government documents, timelines, databases, reference works, and web sites

    • 6.D.1.b. Objective:

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

    • 6.D.1.c. Objective:

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

    • 6.D.1.d. Objective:

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

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

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

    • 6.D.2.a. Objective:

      Gather data

    • 6.D.2.b. Objective:

      Make and record observations

    • 6.D.2.c. Objective:

      Design and conduct surveys and oral histories

• 6.E. Topic / Indicator:

  Organize social studies information

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

    Organize information from non-print sources

    • 6.E.1.a. Objective:

      Prioritize information gathered according to importance and relevance

    • 6.E.1.b. Objective:

      Distinguish factual from fictional information

    • 6.E.1.c. Objective:

      Find relationships among gathered information

    • 6.E.1.d. Objective:

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

    • 6.E.1.e. Objective:

      Summarize information obtained from surveys and field work

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

    Organize information from print sources

    • 6.E.2.a. Objective:

      Prioritize information gathered according to importance and relevance

    • 6.E.2.b. Objective:

      Determine the bias and reliability of a source

    • 6.E.2.c. Objective:

      Find relationships among gathered information

    • 6.E.2.d. Objective:

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

• 6.F. Topic / Indicator:

  Analyze social studies information

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

    Interpret information from primary and secondary sources

    • 6.F.1.a. Objective:

      Interpret information in maps, charts and graphs

    • 6.F.1.b. Objective:

      Interpret information from field studies and surveys

    • 6.F.1.c. Objective:

      Analyze a document to determine point of view

    • 6.F.1.d. Objective:

      Analyze the perspective of the author to determine if the document or topic is historically significant

    • 6.F.1.e. Objective:

      Identify bias and prejudice

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

    Evaluate information from a variety of sources

    • 6.F.2.a. Objective:

      Compare information from a variety of sources

    • 6.F.2.b. Objective:

      Compare information to prior knowledge

    • 6.F.2.c. Objective:

      Determine the reliability of the document

    • 6.F.2.d. Objective:

      Compare ideas, models, systems, and perspectives

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

    Synthesize information from a variety of sources

    • 6.F.3.a. Objective:

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

    • 6.F.3.b. Objective:

      Reconstruct the arguments of issues or events

    • 6.F.3.c. Objective:

      Assess the costs and benefits of alternatives

    • 6.F.3.d. Objective:

      Modify understandings of social studies concepts and trend

    • 6.F.3.e. Objective:

      Verify or change prior understandings based on new information

• 6.G. Topic / Indicator:

  Answer social studies questions

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

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

    • 6.G.1.a. Objective:

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

    • 6.G.1.b. Objective:

      Engage in civic participation and public discourse

    • 6.G.1.c. Objective:

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

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

    Use historic contexts to answer questions

    • 6.G.2.a. Objective:

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

    • 6.G.2.b. Objective:

      Explain why historic interpretations vary and are subject to change

    • 6.G.2.c. Objective:

      Construct a sound historical interpretation

    • 6.G.2.d. Objective:

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

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

    Use current events/issues to answer questions

    • 6.G.3.a. Objective:

      Summarize the main points of an issue explaining different viewpoints

    • 6.G.3.b. Objective:

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

    • 6.G.3.c. Objective:

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

    • 6.G.3.d. Objective:

      Propose and justify solutions to social studies problems

    • 6.G.3.e. Objective:

      Use media resources to deliberate and advocate issues and policy

ME.B. Content Standard: Civics and Government

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

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

  Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.

  • B.1.a. Grade Level Example:

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

  • B.1.b. Grade Level Example:

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

  • B.1.c. Grade Level Example:

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

  • B.1.d. Grade Level Example:

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

  • B.1.e. Grade Level Example:

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

  • B.1.f. Grade Level Example:

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

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

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

  • B.2.a. Grade Level Example:

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

  • B.2.b. Grade Level Example:

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

  • B.2.c. Grade Level Example:

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

  • B.2.d. Grade Level Example:

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

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

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

  • B.3.a. Grade Level Example:

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

  • B.3.b. Grade Level Example:

    Describe the political structures and civic responsibilities within diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in the world.

ME.C. Content Standard: Economics

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

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

  Students understand the principles and processes of personal economics, the influence of economics on personal life and business, and the economic systems of Maine, the United States, and various regions of the world.

  • C.1.a. Grade Level Example:

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

  • C.1.b. Grade Level Example:

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

  • C.1.c. Grade Level Example:

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

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

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

  • C.2a. Grade Level Example:

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

  • C.2b. Grade Level Example:

    Describe the economic aspects of diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in the world.

ME.D. Content Standard: Geography

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

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

  Students understand the geography of the community, Maine, the United States, and various regions of the world and the geographic influences on life in the past, present, and future.

  • D.1.a. Grade Level Example:

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

  • D.1.b. Grade Level Example:

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

  • D.1.c. Grade Level Example:

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

  • D.1.d. Grade Level Example:

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

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

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

  • D.2.a. Grade Level Example:

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

  • D.2.b. Grade Level Example:

    Describe the dynamic relationship between geographic features and various cultures, including the cultures of Maine Native Americans, various historical and recent immigrant groups in the United States, and other cultures in the world.

ME.E. Content Standard: History

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

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

  Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.

  • E.1.a. Grade Level Example:

    Explain that history includes the study of past human experience based on available evidence from a variety of sources; and explain how history can help one better understand and make informed decisions about the present and future.

  • E.1.b. Grade Level Example:

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

  • E.1.c. Grade Level Example:

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

  • E.1.d. Grade Level Example:

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

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

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

  • E.2.a. Grade Level Example:

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

  • E.2.b. Grade Level Example:

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

  • E.2.c. Grade Level Example:

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

LA.C-M. Content Standard: Civics

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• GLE-M-11. Benchmark / Gle: Grade Level Expectation

  Foundations of the American Political System: Identify the essential elements of Greek and Roman government that would later influence the U.S. government (C-1B-M1)

LA.E-M. Content Standard: Economics

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• GLE-M-12. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Explain the role of expanding specialization in the development of world civilizations (E-1A-M4)

• GLE-M-13. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Identify the functions and characteristics of money (e.g., money as a store of value) and compare barter exchange to money exchange (E-1A-M8)

• GLE-M-14. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Use economic concepts (e.g., supply and demand, interdependence) to describe the economic motivations for expanding trade and territorial domination in world history (E-1A-M9)

LA.H-M. Content Standard: History

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• H-1C-M7. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): describing the classical civilizations and examining their interactions and influences. (1, 3, 4)

• H-1C-M8. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): describing and comparing the emergence of major religions and large-scale empires in the Mediterranean basin, China, and India. (1, 3, 4)

• H-1C-M9. Benchmark / Gle: World History

  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): tracing the expansion of major religions and cultural traditions and examining the impact on civilizations in Europe, Asia, and Africa. (1, 3, 4)

• H-1C-M10. Benchmark / Gle: World History

  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): analyzing the political, social, and cultural developments and changes that resulted from the rise and fall of empires and kingdoms in Europe, Asia, Africa, and the Americas. (1, 2, 3, 4)

• H-1C-M11. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): analyzing the cultural and economic impact of the interregional system of communication and trade that developed among the peoples of Europe, Asia, and Africa. (1, 2, 3, 4)

• H-1C-M12. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): explaining the developments and events that led to the political, social, cultural, and economic transformation of Europe. (1, 3, 4)

• H-1C-M13. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): describing the development and expansion of complex societies and empires in the Americas. (1, 3, 4)

• H-1C-M14. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): explaining the political, cultural, and economic developments and trends of major world regions that resulted in the transformation of societies in the 15th through the mid-18th centuries. (1, 3, 4)

• H-1C-M15. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): determining and discussing the impact of the political, agricultural, and industrial revolutions on societies around the world. (1, 3, 4)

• H-1C-M16. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): describing the transformation of world societies that occurred during an era of global trade and Western domination. (1, 3, 4)

• H-1C-M17. Benchmark / Gle: World History

  Era 8: A Half-Century of Crisis and Achievement (1900-1945): identifying the causes and worldwide consequences of major 20th century conflicts. (1, 3, 4)

• H-1C-M18. Benchmark / Gle: World History

  Era 9: The 20th Century Since 1945 (1945 to the Present): identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world. (1, 3, 4, 5)

• H-1D-M1. Benchmark / Gle: Louisiana History

  describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana. (1, 3, 4)

• H-1D-M2. Benchmark / Gle: Louisiana History

  tracing the development of the various governments that have been established in Louisiana throughout its history. (1, 3, 4, 5)

• H-1D-M3. Benchmark / Gle: Louisiana History

  identifying and discussing the major conflicts in Louisiana's past. (1, 2, 3, 4)

• H-1D-M4. Benchmark / Gle: Louisiana History

  locating and describing Louisiana's geographic features and examining their impact on people past and present. (1, 3, 4)

• H-1D-M5. Benchmark / Gle: Louisiana History

  tracing the development and growth of Louisiana's economy throughout history. (1, 3, 4)

• H-1D-M6. Benchmark / Gle: Louisiana History

  examining folklore and describing how cultural elements have shaped our state and local heritage. (1, 3, 4)

• GLE-M-15. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Construct a timeline of key developments in world history (political, social, technological, religious/cultural) (H-1A-M1)

• GLE-M-16. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Interpret data presented in a timeline to identify change and continuity in world civilizations (H-1A-M1)

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

  Historical Thinking Skills: Describe the defining characteristics of major world civilizations from political, social, and economic perspectives (H-1A-M2)

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

  Historical Thinking Skills: Describe the causes, effects, or impact of a given historical development or event in world civilizations (H-1A-M3)

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

  Historical Thinking Skills: Use multiple primary and secondary sources to describe world civilizations (H-1A-M4)

• GLE-M-20. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify historical issues or problems in world civilizations and discuss how they were addressed (H-1A-M5)

• GLE-M-21. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to world civilizations (H-1A-M6)

• GLE-M-22. Benchmark / Gle: Grade Level Expectation

  World History: Describe features of the earliest communities (e.g., shelter, food, clothing) (H-1C-M1)

• GLE-M-23. Benchmark / Gle: Grade Level Expectation

  World History: Describe hunter-gatherer societies, including the development of tools and the use of fire (H-1C-M1)

• GLE-M-24. Benchmark / Gle: Grade Level Expectation

  World History: Explain how geographical features influenced development of early civilizations (e.g., domestication, cultivation, specialization) (H-1C-M2)

• GLE-M-25. Benchmark / Gle: Grade Level Expectation

  World History: Explain why agricultural societies developed from hunters and gatherers (H-1C-M2)

• GLE-M-26. Benchmark / Gle: Grade Level Expectation

  World History: Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing (H-1C-M2)

• GLE-M-27. Benchmark / Gle: Grade Level Expectation

  World History: Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations in Mesopotamia, Egypt, China, and the Indus valley (H-1C-M3)

• GLE-M-28. Benchmark / Gle: Grade Level Expectation

  World History: Describe the major characteristics of early river valley civilizations (H-1C-M3)

• GLE-M-29. Benchmark / Gle: Grade Level Expectation

  World History: Describe how early river civilizations influenced the development of other cultures through trade and cultural diffusion (H-1C-M4)

• GLE-M-30. Benchmark / Gle: Grade Level Expectation

  World History: Describe the development of agricultural societies and individual communities in Southwest Asia, the Mediterranean basin, and temperate Europe, including the role of plow technology (H-1C-M4)

• GLE-M-31. Benchmark / Gle: Grade Level Expectation

  World History: Identify the effects of migration and militarization on the politics and social fabric of Europe and Asia (H-1C-M5)

• GLE-M-32. Benchmark / Gle: Grade Level Expectation

  World History: Analyze the origins and influence of the Hittite, Minoan, and Mycenaean civilizations (H-1C-M5)

• GLE-M-33. Benchmark / Gle: Grade Level Expectation

  World History: Explain the significance of the introduction of iron tools and weapons in Southwest Asia and the Mediterranean region (H-1C-M6)

• GLE-M-34. Benchmark / Gle: Grade Level Expectation

  World History: Explain the significance of Phoenician trade in the Mediterranean basin (H-1C-M6)

• GLE-M-35. Benchmark / Gle: Grade Level Expectation

  World History: Identify forms of writing developed in early civilizations and discuss how written records changed political, legal, religious, and cultural life (H-1C-M6)

• GLE-M-36. Benchmark / Gle: Grade Level Expectation

  World History: Describe the development of the Greek city-states, the cultural achievements of Athens, and the impact of Alexander the Great's conquests (H-1C-M7)

• GLE-M-37. Benchmark / Gle: Grade Level Expectation

  World History: Explain the sharing of ideas, goods, and services through trade between the Greek and Roman civilizations, and the influence of those civilizations on other cultures (H-1C-M7)

• GLE-M-38. Benchmark / Gle: Grade Level Expectation

  World History: Describe and compare/contrast the key characteristics of classical civilizations (e.g., Greek, Roman, Persian, Chinese) (H-1C-M7)

• GLE-M-39. Benchmark / Gle: Grade Level Expectation

  World History: Identify the major new religions and relate them to the empires that emerged in the Mediterranean Basin, China, and India (i.e., Christianity, Hinduism, Buddhism, Islam) (H-1C-M8)

• GLE-M-40. Benchmark / Gle: Grade Level Expectation

  World History: Compare and contrast the major religions in terms of leaders, key beliefs, and location (H-1C-M8)

• GLE-M-41. Benchmark / Gle: Grade Level Expectation

  World History: Trace the spread of major religions and cultural traditions (e.g., the migration of Jews, spread of Christianity, expansion of Islamic rule) (H-1C-M9)

• GLE-M-42. Benchmark / Gle: Grade Level Expectation

  World History: Identify the effect that the major religions have had on European, Asian, and African civilizations (H-1C-M9)

• GLE-M-43. Benchmark / Gle: Grade Level Expectation

  World History: Describe the changes and developments brought about by the emergence and collapse of major empires/kingdoms in Europe, Asia, Africa, and the Americas prior to A.D. 1000 (H-1C-M10)

• GLE-M-44. Benchmark / Gle: Grade Level Expectation

  World History: Describe major events, key figures, and social structure of the Early Middle Ages (e.g., the fall of Rome, Charlemagne, feudalism) (H-1C-M10)

• GLE-M-45. Benchmark / Gle: Grade Level Expectation

  World History: Identify effects of exploration and trade on the economic and cultural development of Europe, Africa, and Asia prior to 1500 (H-1C-M11)

• GLE-M-46. Benchmark / Gle: Grade Level Expectation

  World History: Explain how communication among regions was accomplished between AD 1000 to 1500 (H-1C-M11)

• GLE-M-47. Benchmark / Gle: Grade Level Expectation

  World History: Explain how and why Europe changed politically, socially, culturally, or economically during the period of intensified hemispheric interactions (H-1C-M12)

• GLE-M-48. Benchmark / Gle: Grade Level Expectation

  World History: Describe the major contributing factors that led to the Renaissance (H-1C-M12)

• GLE-M-49. Benchmark / Gle: Grade Level Expectation

  World History: Describe the major contributing factors that would lead to the Reformation (H-1C-M12)

• GLE-M-50. Benchmark / Gle: Grade Level Expectation

  World History: Explain the major social, economic, political, and cultural features of European, African, and Asian societies that stimulated exploration and colonization (H-1C-M14)

• GLE-M-51. Benchmark / Gle: Grade Level Expectation

  World History: Identify major technological developments in shipbuilding, navigation, and naval warfare, and trace the cultural origins of various innovations (H-1C-M14)

• GLE-M-52. Benchmark / Gle: Grade Level Expectation

  World History: Describe the major achievements of the early Renaissance in Europe, including the impact of innovations in printing (H-1C-M14)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

  • 1.1. Ae / Skills & Concepts / Organizer:

    Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

    Students make sense of the various messages to which they listen.

  • 1.5-1.9. Ae / Skills & Concepts / Organizer:

    Students use mathematical ideas and procedures to communicate, reason, and solve problems.

  • 1.10. Ae / Skills & Concepts / Organizer:

    Students organize information through development and use of classification rules and systems.

  • 1.11. Ae / Skills & Concepts / Organizer:

    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.12. Ae / Skills & Concepts / Organizer:

    Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.13. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with the visual arts.

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

• AE.2. Goal / Understandings / Subdomain:

  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

  • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

  • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

    Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

  • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

    Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

  • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

    Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

  • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand economic principles and are able to make economic decisions that have consequences in daily living.

  • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

    Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

  • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

KY.CC. Category: Core Content for Assessment v.4.1.

• SS-06-1. Goal / Understandings / Subdomain: Government and Civics

  The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

  • SS-06-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-06-1.1. Standard:

      Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the present day. DOK 2

    • SS-06-1.1. Standard:

      Students will describe and give examples to support how present day democratic governments function to preserve and protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws. DOK 3

• SS-06-2. Goal / Understandings / Subdomain: Cultures and Societies

  Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

  • SS-06-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-06-2.1. Standard:

      Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspectives. DOK 2

  • SS-06-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-06-2.2. Standard:

      Students will compare how cultures (present day) develop social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

  • SS-06-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-06-2.3. Standard:

      Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups in the present day. DOK 2

    • SS-06-2.3. Standard:

      Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in the present day. DOK 2

• SS-06-3. Goal / Understandings / Subdomain: Economics

  Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

  • SS-06-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-06-3.1. Standard:

      Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how productive resources (natural resources, human resources capital goods) are used. DOK 2

  • SS-06-3.2. Ae / Skills & Concepts / Organizer:

    Economic Systems and Institutions

    • SS-06-3.2. Standard:

      Students will compare present day economic systems (traditional, command, market, mixed). DOK 2

  • SS-06-3.3. Ae / Skills & Concepts / Organizer:

    Markets

    • SS-06-3.3. Standard:

      Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand. DOK 2

    • SS-06-3.3. Standard:

      Students will explain how money (unit of account) can be used to express the market value of goods and services and how money makes it easier to trade, borrow, invest and save in the present day.

    • SS-06-3.3. Standard:

      Students will explain how competition among buyers and sellers impacts the price of goods and services in the present day.

  • SS-06-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-06-3.4. Standard:

      Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services are addressed in the present day.

    • SS-06-3.4. Standard:

      Students will describe how new knowledge, technology/tools and specialization increase human productivity in the present day. DOK 2

    • SS-06-3.4. Standard:

      Students will explain how international economic activities are interdependent in the present day. DOK 2

• SS-06-4. Goal / Understandings / Subdomain: Geography

  Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

  • SS-06-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-06-4.1. Standard:

      Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth's surface in the present day. DOK 3

    • SS-06-4.1. Standard:

      Students will describe how different factors (e.g., rivers, mountains, plains) affect where human activities are located in the present day.

  • SS-06-4.2. Ae / Skills & Concepts / Organizer:

    Regions

    • SS-06-4.2. Standard:

      Students will describe how regions in the present day are made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement, development). DOK 2

    • SS-06-4.2. Standard:

      Students will describe and give examples of how places and regions in the present day change over time as technologies, resources and knowledge become available. DOK 2

  • SS-06-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-06-4.3. Standard:

      Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human needs. DOK 2

    • SS-06-4.3. Standard:

      Students will explain why and give examples of how human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity and technology in the present day. DOK 3

  • SS-06-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-06-4.4. Standard:

      Students will explain how technology in the present day assists human modification (e.g., irrigation, clearing land, building roads) of the physical environment in regions. DOK 2

    • SS-06-4.4. Standard:

      Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human activities (e.g., exploration, migration, trade, settlement, development) in the present day. DOK 2

    • SS-06-4.4. Standard:

      Students will explain how the natural resources of a place or region impact its political, social and economic development in the present day.

    • SS-06-4.4. Standard:

      Students will explain how individual and group perspectives impact the use of natural resources (e.g., urban development, recycling) in the present day.

• SS-06-5. Goal / Understandings / Subdomain: Historical Perspective

  History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

  • SS-06-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-06-5.1. Standard:

      Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in present day regions.

KS.2. Standard: Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

• 2.1. Benchmark:

  The student understands how limited resources require choices.

  • 2.1.1. Indicator / Proficiency Level:

    (K) The student explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land).

  • 2.1.2. Indicator / Proficiency Level:

    (A) The student gives examples of international economic interdependence. (e.g., Europe depended on the Far East for spices & tea; Far East received silver and gem stones in exchange).

• 2.2. Benchmark:

  The student understands how the market economy works in the United States.

  • 2.2.1. Indicator / Proficiency Level:

    This benchmark will be taught at another grade level.

• 2.3. Benchmark:

  The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

  • 2.3.1. Indicator / Proficiency Level:

    (K) The student recognizes the economic conditions under which trade takes place among nations (e.g., students recognize that trade takes place when nations have wants or needs they cannot fulfill on their own).

  • 2.3.2. Indicator / Proficiency Level:

    (K) The student identifies barriers to trade among nations (e.g., treaties, war, transportation, geography).

• 2.4. Benchmark:

  The student analyzes the role of the government in the economy.

  • 2.4.1. Indicator / Proficiency Level:

    This benchmark will be taught at another grade level.

• 2.5. Benchmark:

  The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

  • 2.5.1. Indicator / Proficiency Level:

    (A) The student determines the costs and benefits of a spending, saving, or borrowing decision.

  • 2.5.2. Indicator / Proficiency Level:

    (K) The student explains that budgeting requires trade-offs in managing income and spending.

  • 2.5.3. Indicator / Proficiency Level:

    (K) The student identifies the opportunity cost that resulted from a spending decision.

  • 2.5.4. Indicator / Proficiency Level:

    (A) The student analyzes how supply of and demand for workers in various careers affect income.

KS.3. Standard: Geography

The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

• 3.1. Benchmark: Geographic Tools and Location

  The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

  • 3.1.1. Indicator / Proficiency Level:

    (A) The student explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude.

  • 3.1.2. Indicator / Proficiency Level:

    (K) The student locates major physical and political features of Earth from memory (e.g., China, Egypt, Greece, Central America, Mediterranean Sea, Nile River, Persian Gulf, Rome, India, Sahara Desert, Saudi Arabia, Adriatic Sea, Aegean Sea, Constantinople (modern Istanbul), Ganges River, Himalayan Mountains, Huan He (Yellow River), Indus River, Jerusalem, Mecca, Mesopotamia (modern Iraq), Persia (modern Iran), Red Sea, Tigris River, Yangtze River, Chile, Brazil, Peru, Amazon River, Andes Mountains).

  • 3.1.3. Indicator / Proficiency Level:

    (A) The student identifies major patterns of world populations, physical features, ecosystems, and cultures using historic and contemporary geographic tools (e.g., maps, illustrations, photographs, documents, data).

• 3.2. Benchmark: Places and Regions

  The student analyzes the human and physical features that give places and regions their distinctive character.

  • 3.2.1. Indicator / Proficiency Level:

    (A) The student identifies types of regions (e.g., climatic, economic, cultural).

  • 3.2.2. Indicator / Proficiency Level:

    (K) The student describes how places and regions may be identified by cultural symbols (e.g., Acropolis in Athens, Muslim minaret, Indian sari).

  • 3.2.3. Indicator / Proficiency Level:

    (K) The student identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g., Mesopotamia, Egypt, India, China, Greece, Rome, Middle/South America, Western Europe, West Africa, Japan).

  • 3.2.4. Indicator / Proficiency Level:

    (A) The student compares and contrasts early world civilizations in terms of human characteristics (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).

  • 3.2.5. Indicator / Proficiency Level:

    (A) The student traces the movement (diffusion) from one region or center of civilization to other regions of the world (e.g., people, goods, and ideas).

• 3.3. Benchmark: Physical Systems

  The student understands Earth's physical systems and how physical processes shape Earth's surface.

  • 3.3.1. Indicator / Proficiency Level:

    (K) The student explains the distribution patterns of ecosystems within hemispheres to define climatic regions.

  • 3.3.2. Indicator / Proficiency Level:

    (K) The student identifies renewable and nonrenewable resources and their uses (e.g., fossil fuels, minerals, fertile soil, waterpower, forests).

• 3.4. Benchmark: Human Systems

  The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

  • 3.4.1. Indicator / Proficiency Level:

    (A) The student examines reasons for variation in population distribution (e.g., environment, migration, government policies, birth and death rates).

  • 3.4.2. Indicator / Proficiency Level:

    (K) The student describes the forces and processes of conflict and cooperation that divide or unite people (e.g., uneven distribution of resources, water use in ancient Mesopotamia, building projects in ancient Egypt and Middle/South America, the Greek city-states, empire building, movements for independence or rights).

• 3.5. Benchmark: Human-Environment Interactions

  The student understands the effects of interactions between human and physical systems.

  • 3.5.1. Indicator / Proficiency Level:

    (A) The student explains how humans modify the environment and describes some of the possible consequences of those modifications (e.g., Greeks clearing the vegetation of the hillsides, dikes on the Nile and in the Mesopotamia raising the level of the river, terracing in Middle America and Asia).

  • 3.5.2. Indicator / Proficiency Level: (K) The student describes the impact of natural hazards on people and their activities (e.g., floods

    Egypt-Nile, Mesopotamia-Tigris/Euphrates; volcanic eruptions: Mt. Vesuvius).

  • 3.5.3. Indicator / Proficiency Level:

    (A) The student explains the relationship between the availability and use of natural resources and advances in technology using historical and contemporary examples (e.g., clay tablets, papyrus, paper-printing press, computer).

  • 3.5.4. Indicator / Proficiency Level:

    (A) The student explains the relationship between resources and the exploration, colonization and settlement patterns of different world regions (e.g., mercantilism, imperialism, and colonialism).

KS.4. Standard: History (Kansas, United States, and World History)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

• 4.1. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from the emergence of human communities to 500BC.

  • 4.1.1. Indicator / Proficiency Level:

    (K) The student explains the importance of the Neolithic Agricultural Revolution in moving people from Nomadic to settled village life (e.g., food production, changing technology, domestication of animals).

  • 4.1.2. Indicator / Proficiency Level: (A) The student compares the origin and accomplishments of early river valley civilizations (e.g., Tigris and Euphrates (Mesopotamia)

    city-states, Hammurabi's code; Nile Valley (Egypt): Pharaoh, centralized government; Indus Valley (India): Mohenjo Daro; Huang He (China): Shang Dynasty).

  • 4.1.3. Indicator / Proficiency Level:

    (K) The student explains central beliefs of early religions (e.g., polytheism, monotheism, animism).

• 4.2. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from 500BC to 700AD.

  • 4.2.1. Indicator / Proficiency Level: (K) The student compares and contrast characteristics of classic Greek government (e.g., city-states, slavery, rule by aristocrats and tyrants, Athens

    development of democracy, Sparta: city's needs come first).

  • 4.2.2. Indicator / Proficiency Level: (K) The student describes the significant contributions of ancient Greece to western culture (e.g., philosophy

    Socrates, Plato, Aristotle; literature/drama: Homer, Greek plays, architecture, sculpture).

  • 4.2.3. Indicator / Proficiency Level:

    (K) The student explains the cultural interactions in the Hellenistic Age (e.g., Alexander the Great, Persian Empire).

  • 4.2.4. Indicator / Proficiency Level: (K) The student describes key characteristics of classical Roman government (e.g., Roman Republic

    senate, consuls, veto, written law; Roman Empire: emperors, expansion).

  • 4.2.5. Indicator / Proficiency Level:

    (A) The student analyzes the reasons for the decline and fall of the Roman Empire.

  • 4.2.6. Indicator / Proficiency Level:

    (A) The student examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam.

  • 4.2.7. Indicator / Proficiency Level:

    (A) The student traces the development and spread of Christianity.

  • 4.2.8. Indicator / Proficiency Level:

    (K) The student describes key cultural accomplishments of classical India (e.g., Asoka, Sanskrit literature, the Hindu-Arabic numerals, the zero, Buddhism, Hinduism).

  • 4.2.9. Indicator / Proficiency Level:

    (K) The student describes key accomplishments of ancient China (e.g., Great Wall of China, Shi Huangdi, dynastic cycle, Mandate of Heaven, Taoism, Confucianism, civil service, Silk Road).

• 4.3. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, eras, developments, and turning points in the history of the world from 700-1400.

  • 4.3.1. Indicator / Proficiency Level:

    (K) The student describes the governmental/political, social, and economic institutions and innovations of the Maya, Aztec, and Inca civilizations.

  • 4.3.2. Indicator / Proficiency Level:

    (K) The student describes the governmental/political, social, and economic institutions and innovations of the Byzantine Empire.

  • 4.3.3. Indicator / Proficiency Level:

    (K) The student describes the political and economic institutions of medieval Europe (e.g., manorialism, feudalism, Magna Carta, Christendom, rise of cities and trade).

  • 4.3.4. Indicator / Proficiency Level:

    (K) The student describes Japanese feudalism and compares to European feudalism.

  • 4.3.5. Indicator / Proficiency Level:

    (A) The student explains geographic, economic, political reasons for Islam's spread into Europe, Asia, and Africa (e.g., geographic, economic, political reasons).

  • 4.3.6. Indicator / Proficiency Level:

    (A) The student discusses how the Crusades allowed interaction between the Islamic world and medieval Europe (e.g., science, education, architecture, mathematics, medicine, the arts, literature).

  • 4.3.7. Indicator / Proficiency Level:

    (K) The student explains the impact of Mongol Empires (e.g., trade routes, Silk Road, horse, Ghengis Khan).

• 4.4. Benchmark:

  The student engages in historical thinking skills.

  • 4.4.1. Indicator / Proficiency Level:

    (A) The student examines a topic in World history to analyze changes over time and makes logical inferences concerning cause and effect (e.g., spread of ideas and innovation, rise and fall of empires).

  • 4.4.2. Indicator / Proficiency Level:

    (A) The student examines a variety of primary sources in World history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).

  • 4.4.3. Indicator / Proficiency Level:

    (A) The student uses at least three primary sources to interpret a person or event from World history to develop an historical narrative.

  • 4.4.4. Indicator / Proficiency Level:

    (A) The student compares contrasting descriptions of the same event in World history to understand how people differ in their interpretations of historical events.

IL.15. State Goal / Strand: Economics

Understand economic systems, with an emphasis on the United States.

• 15.A. State Goal / Learning Standard:

  Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

  • 15.A.3a. Learning Standard / Performance Descriptor:

    Explain how market prices signal producers about what, how and how much to produce.

  • 15.A.3b. Learning Standard / Performance Descriptor:

    Explain the relationship between productivity and wages.

  • 15.A.3c. Learning Standard / Performance Descriptor:

    Describe the relationship between consumer purchases and businesses paying for productive resources.

  • 15.A.3d. Learning Standard / Performance Descriptor:

    Describe the causes of unemployment (e.g., seasonal fluctuation in demand, changing jobs, changing skill requirements, national spending).

• 15.B. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by consumers.

  • 15.B.3a. Learning Standard / Performance Descriptor:

    Describe the market clearing price of a good or service.

  • 15.B.3b. Learning Standard / Performance Descriptor:

    Explain the effects of choice and competition on individuals and the economy as a whole.

• 15.C. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by producers.

  • 15.C.3. Learning Standard / Performance Descriptor:

    Identify and explain the effects of various incentives to produce a good or service.

• 15.D. State Goal / Learning Standard:

  Understand trade as an exchange of goods or services.

  • 15.D.3a. Learning Standard / Performance Descriptor:

    Explain the effects of increasing and declining imports and exports to an individual and to the nation's economy as a whole.

  • 15.D.3b. Learning Standard / Performance Descriptor:

    Explain how comparative advantage forms the basis for specialization and trade among nations.

  • 15.D.3c. Learning Standard / Performance Descriptor:

    Explain how workers can affect their productivity through training and by using tools, machinery and technology.

• 15.E. State Goal / Learning Standard:

  Understand the impact of government policies and decisions on production and consumption in the economy.

  • 15.E.3a. Learning Standard / Performance Descriptor:

    Identify the types of taxes levied by differing levels of governments (e.g., income tax, sales tax, property tax).

  • 15.E.3b. Learning Standard / Performance Descriptor:

    Explain how laws and government policies (e.g., property rights, contract enforcement, standard weights/measurements) establish rules that help a market economy function effectively.

IL.16. State Goal / Strand: History

Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

• 16.A. State Goal / Learning Standard:

  Apply the skills of historical analysis and interpretation.

  • 16.A.3a. Learning Standard / Performance Descriptor:

    Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).

  • 16.A.3b. Learning Standard / Performance Descriptor:

    Make inferences about historical events and eras using historical maps and other historical sources.

  • 16.A.3c. Learning Standard / Performance Descriptor:

    Identify the differences between historical fact and interpretation.

• 16.B. State Goal / Learning Standard:

  Understand the development of significant political events.

  • 16.B.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period.

  • 16.B.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain how and why the colonies fought for their independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution.

  • 16.B.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions.

  • 16.B.3d. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe ways in which the United States developed as a world political power.

  • 16.B.3e. Learning Standard / Performance Descriptor: World History

    Compare the political characteristics of Greek and Roman civilizations with non-Western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE.

  • 16.B.3f. Learning Standard / Performance Descriptor: World History

    Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the T'ang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE.

  • 16.B.3g. Learning Standard / Performance Descriptor: World History

    Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.

  • 16.B.3h. Learning Standard / Performance Descriptor: World History

    Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE.

• 16.C. State Goal / Learning Standard:

  Understand the development of economic systems.

  • 16.C.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe economic motivations that attracted Europeans and others to the Americas, 1500-1750.

  • 16.C.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present.

  • 16.C.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how economic developments and government policies after 1865 affected the country's economic institutions including corporations, banks and organized labor.

  • 16.C.3d. Learning Standard / Performance Descriptor: World History

    Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor, commercialization, urbanization and technological and scientific progress.

  • 16.C.3e. Learning Standard / Performance Descriptor: World History

    Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans.

  • 16.C.3f. Learning Standard / Performance Descriptor: World History

    Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present.

• 16.D. State Goal / Learning Standard:

  Understand Illinois, United States and world social history.

  • 16.D.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19th century.

  • 16.D.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century.

  • 16.D.3c. Learning Standard / Performance Descriptor: World History

    Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading.

• 16.E. State Goal / Learning Standard:

  Understand Illinois, United States and world environmental history.

  • 16.E.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to 1818.

  • 16.E.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how the largely rural population of the United States adapted, used and changed the environment after 1818.

  • 16.E.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the impact of urbanization and suburbanization, 1850 - present, on the environment.

  • 16.E.3d. Learning Standard / Performance Descriptor: World History

    Describe how the people of the Huang He, Tigris-Euphrates, Nile and Indus river valleys shaped their environments during the agricultural revolution, 4000 - 1000 BCE.

  • 16.E.3e. Learning Standard / Performance Descriptor: World History

    Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE - 1500 CE.

IL.17. State Goal / Strand: Geography

Understand world geography and the effects of geography on society, with an emphasis on the United States.

• 17.A. State Goal / Learning Standard:

  Locate, describe and explain places, regions and features on the Earth.

  • 17.A.3a. Learning Standard / Performance Descriptor:

    Explain how people use geographic markers and boundaries to analyze and navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).

  • 17.A.3b. Learning Standard / Performance Descriptor:

    Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

• 17.B. State Goal / Learning Standard:

  Analyze and explain characteristics and interactions on the Earth's physical systems.

  • 17.B.3a. Learning Standard / Performance Descriptor:

    Explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources.

  • 17.B.3b. Learning Standard / Performance Descriptor:

    Explain how changes in components of an ecosystem affect the system overall.

• 17.C. State Goal / Learning Standard:

  Understand relationships between geographic factors and society.

  • 17.C.3a. Learning Standard / Performance Descriptor:

    Explain how human activity is affected by geographic factors.

  • 17.C.3b. Learning Standard / Performance Descriptor:

    Explain how patterns of resources are used throughout the world.

  • 17.C.3c. Learning Standard / Performance Descriptor:

    Analyze how human processes influence settlement patterns including migration and population growth.

• 17.D. State Goal / Learning Standard:

  Understand the historical significance of geography.

  • 17.D.3a. Learning Standard / Performance Descriptor:

    Explain how and why spatial patterns of settlement change over time.

  • 17.D.3b. Learning Standard / Performance Descriptor:

    Explain how interactions of geographic factors have shaped present conditions.

IL.18. State Goal / Strand: Social Systems

Understand social systems, with an emphasis on the United States.

• 18.A. State Goal / Learning Standard:

  Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

  • 18.A.3. Learning Standard / Performance Descriptor:

    Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.

• 18.B. State Goal / Learning Standard:

  Understand the roles and interactions of individuals and groups in society.

  • 18.B.3a. Learning Standard / Performance Descriptor:

    Analyze how individuals and groups interact with and within institutions (e.g., educational, military).

  • 18.A.3b. Learning Standard / Performance Descriptor:

    Explain how social institutions contribute to the development and transmission of culture.

• 18.C. State Goal / Learning Standard:

  Understand how social systems form and develop over time.

  • 18.C.3a. Learning Standard / Performance Descriptor:

    Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights).

  • 18.C.3b. Learning Standard / Performance Descriptor:

    Explain how diverse groups have contributed to U.S. social systems over time.

GA.SS6G. Strand/topic: Latin America and Canada

Geographic Understandings

• SS6G1. Standard:

  The student will be able to describe and locate the important physical and human characteristics of Latin America and the Caribbean and Canada.

  • SS6G1.a. Element:

    Describe and locate major physical features; include the Pacific Ocean, Gulf of Alaska, Hudson Bay, Caribbean Sea, Gulf of Mexico, the Great Lakes, Panama Canal, Amazon River, Andes Mountains, Rocky Mountains, Sierra Madre Mountains, St. Lawrence River, Patagonia, Atacama Desert, and Rio de la Plata.

  • SS6G1.b. Element:

    Describe and locate Canada and the nations of Latin America; include Cuba, Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Columbia, Venezuela, Brazil, Chile, Ecuador, Argentina, Bolivia, Uruguay, Paraguay, Peru, Haiti, and Jamaica.

• SS6G2. Standard:

  The student will discuss the impact of government policies and individual behaviors on Latin American and the Caribbean and Canadian environments.

  • SS6G2.a. Element:

    Describe Canadian policies concerning pollution; include acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

  • SS6G2.b. Element:

    Describe the approaches of Latin American countries in dealing with environmental issues; include air pollution in Mexico City, Mexico, and Santiago, Chile; the destruction of the rain forest in Brazil; and oil-related pollution in Venezuela, Mexico, and Ecuador.

• SS6G3. Standard:

  The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Latin America and the Caribbean and Canada.

  • SS6G3.a. Element:

    Describe how Canada's location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of the St. Lawrence Seaway and the Great Lakes.

  • SS6G3.b. Element:

    Describe how the location, climate, and natural resources of Mexico, Brazil, Chile, and Bolivia have affected where people live, where agricultural and industrial regions are located, and their impact on trade, especially the importance of the Amazon River, the Rio de la Plata, the rain forest, the Mexican Plateau, and the Andes Mountains.

  • SS6G3.c. Element:

    Explain the distribution of natural resources and how that has affected the peoples of the Caribbean.

  • SS6G3.d. Element:

    Explain the impact of natural disasters (i.e., hurricanes, earthquakes, floods) on Latin American and Caribbean countries.

• SS6G4. Standard:

  The student will describe the cultural characteristics of Latin America and the Caribbean and Canada.

  • SS6G4.a. Element:

    Identify the reasons Canada has two official languages, English and French, and the traditions, customs, and religions of the English and French-speaking areas.

  • SS6G4.b. Element:

    Describe the traditions, customs, religion, and life style of the Native Americans who inhabit the Northern territories of Canada.

  • SS6G4.c. Element:

    Identify the major ethnic groups of Latin America; include indigenous groups such as mestizos, mulattos, and peoples of European and African descent, where they live, their major religions, customs, and traditions.

  • SS6G4.d. Element:

    Explain how the literacy rate in Canada, Mexico, Brazil, and Chile affects each nation's development in the modern world.

  • SS6G4.e. Element:

    Explain the major literary, artistic, and music forms of people in Latin America and the Caribbean.

GA.SS6CG. Strand/topic: Latin America and Canada

Government/Civic Understandings

• SS6CG1. Standard:

  The student will explain the structure of national governments in Latin America and the Caribbean and Canada.

  • SS6CG1.a. Element:

    Explain the basic structure of the national governments of Brazil, Cuba, Jamaica, and Mexico; include the type of government, form of leadership, type of legislature, and role of the citizen.

  • SS6CG1.b. Element:

    Describe the structure of the Canadian government; include the type of government, form of leadership, type of legislature, and role of the citizen.

  • SS6CG1.c. Element:

    Describe Canada's relationship to the United Kingdom.

GA.SS6E. Strand/topic: Latin America and Canada

Economic Understandings

• SS6E1. Standard:

  The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Canada, Mexico, Cuba, and Argentina.

• SS6E2. Standard:

  The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada.

  • SS6E2.a. Element:

    Analyze how Canada, Mexico, Venezuela, and Brazil benefit from trade.

  • SS6E2.b. Element:

    Define types of trade barriers, both physical barriers, such as Bolivia as a landlocked country, and economic barriers, such as tariffs.

  • SS6E2.c. Element:

    Analyze the development and impact of trade blocks such as the North American Free Trade Agreement (NAFTA), the Common Market of the South (MERCOSUR), and Free Trade Area of the Americas (FTAA).

  • SS6E2.d. Element:

    Describe why international trade requires a system for exchanging currency between and among nations and name currencies from nations such as Canada, Mexico, Brazil, Chile; and explain why Ecuador, El Salvador, and Panama chose to adopt the U.S. dollar as their currency.

• SS6E3. Standard:

  The student will describe the factors that influence economic growth and examine their presence or absence in countries such as Canada, Mexico, Brazil, and Argentina.

  • SS6E3.a. Element:

    Describe investment in human capital; include the health, education and training of people, and the impact of poverty on economic development.

  • SS6E3.b. Element:

    Describe investment in capital goods; include factories, machinery, and new technology.

  • SS6E3.c. Element:

    Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.

  • SS6E3.d. Element:

    Describe the role of entrepreneurs who take the risks of organizing productive resources.

• SS6E4. Standard:

  The student will explain personal money management choices in terms of income, spending, credit, saving, and investing.

GA.SS6H. Strand/topic: Europe

Historical Understandings

• SS6H4. Standard:

  The student will describe the important developments in Europe between 1400 CE and 1800 CE.

  • SS6H4.a. Element:

    Explain how artists such as Michelangelo and Leonardo da Vinci contributed to the Renaissance.

  • SS6H4.b. Element:

    Explain the role of Martin Luther in the Reformation.

  • SS6H4.c. Element:

    Explain how scientists such as Galileo and Newton changed our knowledge of science and why the Scientific Revolution is important.

  • SS6H4.d. Element:

    Explain the importance of exploration in the development of Europe; include the work of Prince Henry the Navigator, Columbus, and Hudson.

  • SS6H4.e. Element:

    Trace the empires of Portugal, Spain, the Netherlands, England, and France in Africa, the Americas, and Asia.

  • SS6H4.f. Element:

    Describe the Industrial Revolution; include its impact on cities, life styles, and agriculture.

  • SS6H4.g. Element:

    Describe the impact Peter the Great and Catherine the Great had on Russia.

• SS6H5. Standard:

  The student will describe major developments in Europe during the 20th century.

  • SS6H5.a. Element:

    Describe major developments of World War I; include the reasons for the War, the Russian Revolution, the collapse of empires, and the consequences of making Germany pay for World War I.

  • SS6H5.b. Element:

    Describe the impact of the world-wide depression on Europe, especially Germany.

  • SS6H5.c. Element:

    Describe World War II; include the ideas of Nazism and Facism, the Allied and Axis powers, the Holocaust, D-Day, Stalingrad, and the roles of Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman.

  • SS6H5.d. Element:

    Explain the collapse of the Soviet Union; include the failure of communism, the rise of the desire for freedom (Solidarity in Poland), and the fall of the Berlin Wall.

  • SS6H5.e. Element:

    Explain the significance of the reunification of Germany after the collapse of the Soviet Union.

  • SS6H5.f. Element:

    Explain the origin and function of the European Union.

GA.SS6G. Strand/topic: Europe

Geographic Understandings

• SS6G5. Standard:

  The student will be able to describe and locate the important physical and human characteristics of Europe.

  • SS6G5.a. Element:

    Describe and locate major physical features; include the Arctic Ocean, Norwegian Sea, Baltic Sea, Volga River, Danube River, Rhine River, Elbe River, Seine River, Po River, Thames River, the Alps, the Pyrenees, the Balkan Mountains, Ural Mountains, Strait of Gibraltar, English Channel, Iberian Peninsula, and Scandinavian Peninsula.

  • SS6G5.b. Element:

    Describe and locate the nations of Great Britain, Norway, Sweden, Finland, Russia, Poland, Germany, France, Spain, Switzerland, Italy, Hungary, Austria, Czech Republic, Romania, Netherlands, Belgium, Estonia, Latvia, Lithuania, and Ukraine.

  • SS6G5.c. Element:

    Describe the geographic and cultural boundaries of Europe; include whether Turkey should be considered part of Europe or Asia.

• SS6G6. Standard:

  The student will discuss the impact of government policies and individual behaviors on the European environment.

  • SS6G6.a. Element:

    Explain the major concerns of Europeans regarding the environment; include issues of agricultural reform, air quality in cities, the impact of global warming, and water pollution.

  • SS6G6.b. Element:

    Describe the policies of countries such as Germany, England, France, Poland, and Russia concerning agricultural reform, air quality in cities, the impact of global warming, and water pollution.

  • SS6G6.c. Element:

    Describe the environmental consequences resulting from the nuclear disaster in Chernobyl, Ukraine.

• SS6G7. Standard:

  The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Europe.

  • SS6G7.a. Element:

    Describe how Europe's location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of the river system and the many good harbors.

  • SS6G7.b. Element:

    Explain the distribution of natural resources and how that has affected Europe.

• SS6G8. Standard:

  The student will describe the cultural characteristics of Europe.

  • SS6G8.a. Element:

    Explain the diversity of European culture as seen in a comparison of German, Greek, Russian, French, and Italian languages, customs, and traditions.

  • SS6G8.b. Element:

    Describe the customs and traditions of the major religions in Europe; include Judaism, Christianity (Catholic, Orthodox, and Protestant), and Islam and locate where each religion is the primary religion.

  • SS6G8.c. Element:

    Explain how the literacy rate in Europe has had an impact on its development in the modern world.

  • SS6G8.d. Element:

    Describe major contributions to literature (e.g., Nobel Prize winning authors), art (e.g., Van Gogh, Picasso), and music (e.g., classical, opera, Andrew Lloyd Webber).

GA.SS6CG. Strand/topic: Europe

Government/Civic Understandings

• SS6CG2. Standard:

  The student will describe modern European governments.

  • SS6CG2.a. Element:

    Explain the parliamentary system of the United Kingdom and compare it with a presidential system, such as the U.S., and the dual system of France.

  • SS6CG2.b. Element:

    Describe the transition of central European countries, such as Poland, from authoritarian systems to democratic systems.

  • SS6CG2.c. Element:

    Describe the purpose of the European Union and the relationship between member nations.

GA.SS6E. Strand/topic: Europe

Economic Understandings

• SS6E5. Standard:

  The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in England, Germany, and Russia.

• SS6E6. Standard:

  The student will give examples of how voluntary trade benefits buyers and sellers in Europe.

  • SS6E6.a. Element:

    Explain how countries such as England, France, and the Netherlands developed extensive colonial empires as an important aspect of their economies.

  • SS6E6.b. Element:

    Define types of trade barriers, both physical and economic, and how they influence the development of trade within Europe (e.g., extensive trade by rivers, different currencies in each European country).

  • SS6E6.c. Element:

    Illustrate how international trade requires a system for exchanging currency between and among nations and how the European Union and the Euro facilitate trade.

  • SS6E6.d. Element:

    Identify examples of currencies from nations such as England, France, Italy, Greece, Russia, and Poland.

• SS6E7. Standard:

  The student will describe the factors that cause economic growth and examine their presence or absence in countries such as England, Germany, Russia, Poland, and Romania.

  • SS6E7.a. Element:

    Describe investment in human capital; include the health, education, and training of people.

  • SS6E7.b. Element:

    Describe investment in capital goods; include factories, machinery, and new technology.

  • SS6E7.c. Element:

    Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.

  • SS6E7.d. Element:

    Describe the role of entrepreneurs who take the risks of organizing productive resources.

GA.SS6H. Strand/topic: Australia and Oceania

Historical Understandings

• SS6H6. Standard:

  The student will describe the culture and development of Australia and Oceania prior to contact with Europeans.

  • SS6H6.a. Element:

    Describe the origins and culture of the Aborigines.

  • SS6H6.b. Element:

    Describe the origins and culture of the Maori of New Zealand.

• SS6H7. Standard:

  The student will explain the impact European exploration and colonization had on Australia and Oceania.

  • SS6H7.a. Element:

    Explain the reasons for British colonization of Australia; include the use of prisoners as colonists.

  • SS6H7.b. Element:

    Explain the impact of European diseases and weapons on the indigenous peoples of Australia and Oceania.

• SS6H8. Standard:

  The student will discuss the impact of important 20th century events on Australia and Oceania.

  • SS6H8.a. Element:

    Explain the impact of World War II on Australia and Oceania.

  • SS6H8.b. Element:

    Describe the importance of tourism on the region.

GA.SS6G. Strand/topic: Australia and Oceania

Geographic Understandings

• SS6G9. Standard:

  The student will be able to describe and locate the important physical and human characteristics of Australia and Oceania.

  • SS6G9.a. Element:

    Describe and locate the major physical features; include the Great Barrier Reef, Great Sandy Desert, Great Victoria Desert, Antarctica, and Coral Sea.

  • SS6G9.b. Element:

    Locate the nations of Australia, New Zealand, Papua New Guinea, Solomon Islands, Fiji, and Vanuatu.

  • SS6G9.c. Element: Locate the three sub-regions of Oceania

    Melanesia, Micronesia, and Polynesia.

• SS6G10. Standard:

  The student will discuss the impact of government policies and individual behaviors on the environments of Australia and Oceania.

  • SS6G10.a. Element:

    Explain major environmental concerns Australians have regarding issues such as protection of the Great Barrier Reef, ozone depletion, and global warming, as well as the actions taken by the government and/or citizens regarding these concerns.

  • SS6G10.b. Element:

    Explain major environmental concerns of Oceania; include overfishing, climate change, freshwater resources, and pollution, as well as the actions taken by the government and individuals regarding these issues.

• SS6G11. Standard:

  The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Australia and Oceania.

  • SS6G11.a. Element:

    Describe how Australia's location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of deserts, the river system, and the many good harbors.

  • SS6G11.b. Element:

    Explain the unique challenges in Oceania as a collection of islands and how that has affected where people live, development of agriculture, and types of industry or jobs.

• SS6G12. Standard:

  The student will describe the cultural characteristics of Australia and Oceania.

  • SS6G12.a. Element:

    Explain the aboriginal culture that existed in Australia prior to the arrival of Europeans; include aboriginal art, religious beliefs, customs, and traditions and how that culture is still evident in Australia today.

  • SS6G12.b. Element:

    Describe the modern culture of Australia; include prominent Australian authors, musicians, and artists.

  • SS6G12.c. Element:

    Describe the culture of Oceania; include the customs, traditions, and religious beliefs of the original population and how they have influenced modern Oceania.

GA.SS6CG. Strand/topic: Australia and Oceania

Government/Civic Understandings

• SS6CG3. Standard:

  The student will describe the political structures of Oceania.

  • SS6CG3.a. Element:

    Explain the structure of the national government of New Zealand; include the type of government, form of leadership, type of legislature, and role of the citizen.

  • SS6CG3.b. Element:

    Describe the national government of the Federated States of Micronesia.

  • SS6CG3.c. Element:

    Describe the Australian national government; include the type of government, form of leadership, type of legislature, and role of the citizen.

  • SS6CG3.d. Element:

    Describe the relationship of Australia to the United Kingdom.

GA.SS6E. Strand/topic: Australia and Oceania

Economic Understandings

• SS6E8. Standard:

  The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to pro- duce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Australia and the Federated States of Micronesia.

• SS6E9. Standard:

  The student will give examples of how voluntary trade benefits buyers and sellers in Australia and Oceania.

  • SS6E9.a. Element:

    Explain the impact of trade and tourism on Australia and the Federated States of Micronesia.

  • SS6E9.b. Element:

    Define types of trade barriers, both physical and economic, for countries located in Oceania, such as distances to other trading partners and restrictions of island nations.

• SS6E10. Standard:

  The student will describe the factors that influence economic growth and examine their presence or absence in Australia and Oceania.

  • SS6E10.a. Element:

    Describe investment in human capital; include the health, education, and training of people.

  • SS6E10.b. Element:

    Describe investment in capital goods; include factories, machinery, and new technology.

  • SS6E10.c. Element:

    Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.

  • SS6E10.d. Element:

    Describe the role of entrepreneurs who take the risks of organizing productive resources.

GA.SS6RC. Strand/topic: Australia and Oceania

Reading Across the Curriculum

• SS6RC1. Standard: Students will enhance reading in all curriculum areas by

  • SS6RC1.a. Element: Reading in All Curriculum Areas

    Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas; Read both informational and fictional texts in a variety of genres and modes of discourse; Read technical texts related to various subject areas.

  • SS6RC1.b. Element: Discussing books

    Discuss messages and themes from books in all subject areas; Respond to a variety of texts in multiple modes of discourse; Relate messages and themes from one subject area to messages and themes in another area; Evaluate the merit of texts in every subject discipline; Examine author's purpose in writing; Recognize the features of disciplinary texts.

  • SS6RC1.c. Element: Building vocabulary knowledge

    Demonstrate an understanding of contextual vocabulary in various subjects; Use content vocabulary in writing and speaking; Explore understanding of new words found in subject area texts.

  • SS6RC1.d. Element: Establishing context

    Explore life experiences related to subject area content; Discuss in both writing and speaking how certain words are subject area related; Determine strategies for finding content and contextual meaning for unknown words.

FL.SS.A.2. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands the world from its beginnings to the time of the Renaissance.

• SS.A.2.3.1 Benchmark / Big Idea:

  The student understands how language, ideas, and institutions of one culture can influence other (e.g., through trade, exploration, and immigration).

  • SS.A.2.3.1 Benchmark / Descriptor:

    The student understands ways language, ideas, and institutions of one culture can influence other cultures (for example, trade, religions in the Eastern Hemisphere).

• SS.A.2.3.2 Benchmark / Big Idea:

  The student knows how major historical developments have had an impact on the development of civilizations.

  • SS.A.2.3.2 Benchmark / Descriptor:

    The student knows ways major historical developments have influenced selected groups over time (for example, the rise and spread of the Muslim religion).

• SS.A.2.3.3 Benchmark / Big Idea:

  The student understands important technological developments and how they influenced human society.

  • SS.A.2.3.3 Benchmark / Descriptor:

    The student understands ways technological factors have influenced selected groups over time (for example, agriculture in the Eastern hemisphere).

• SS.A.2.3.4 Benchmark / Big Idea:

  The student understands the impact of geographical factors on the historical development of civilizations.

  • SS.A.2.3.4 Benchmark / Descriptor:

    The student understands ways geographical factors have influenced selected groups (for example, the development of the Tibetan civilization in the Himalayan Mountains).

• SS.A.2.3.5 Benchmark / Big Idea:

  The student knows significant historical leaders who shaped the development of early cultures (e.g., military, political, and religious leaders in various civilizations).

  • SS.A.2.3.5 Benchmark / Descriptor:

    The student knows significant aspects of the lives and accomplishments of selected men and women in the historical period of ancient civilizations (for example, Confucius, Buddha).

• SS.A.2.3.6 Benchmark / Big Idea:

  The student knows the major events that shaped the development of various cultures (e.g., the spread of agrarian societies, population movements, technological and cultural innovation, and the emergence of new population centers).

  • SS.A.2.3.6 Benchmark / Descriptor:

    The student knows major events that shaped the development of various cultures (for example, development and spread of major religions).

• SS.A.2.3.7 Benchmark / Big Idea:

  The student knows significant achievements in art and architecture in various urban areas and communities to the time of the Renaissance (e.g., the Hanging Gardens of Babylon, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome, changes in European art and architecture between the Middle Ages and the High Renaissance).

  • SS.A.2.3.7 Benchmark / Descriptor:

    The student knows examples of significant achievements in art and architecture (for example, Chinese and Japanese ink drawing, temple complexes in Southeast Asia).

• SS.A.2.3.8 Benchmark / Big Idea:

  The student knows the political, social, and economic institutions that characterized the significant aspects of Eastern and Western civilizations.

  • SS.A.2.3.8 Benchmark / Descriptor:

    The student knows roles of political, economic, and social institutions in the development of selected civilizations (for example, caste system in India).

FL.SS.A.3. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands Western and Eastern civilization since the Renaissance.

• SS.A.3.3.1 Benchmark / Big Idea:

  The student understands ways in which cultural characteristics have been transmitted from one society to another (e.g., through art, architecture, language, other artifacts, traditions, beliefs, values, and behaviors).

  • SS.A.3.3.1 Benchmark / Descriptor:

    The student understands ways in which cultural characteristics have been transmitted from one society to another (for example, through art, architecture, language, other artifacts).

• SS.A.3.3.2 Benchmark / Big Idea:

  The student understands the historical events that have shaped the development of cultures throughout the world.

  • SS.A.3.3.2 Benchmark / Descriptor:

    The student understands selected historical events that have shaped the development of selected cultures (for example, the spread of Communism in Asia).

• SS.A.3.3.3 Benchmark / Big Idea:

  The student knows how physical and human geographic factors have influenced major historical events and movements.

  • SS.A.3.3.3 Benchmark / Descriptor:

    The student knows ways geographical factors have influenced selected cultures (for example, the Great Wall of China, major rivers systems in the Eastern hemisphere).

• SS.A.3.3.4 Benchmark / Big Idea:

  The student knows significant historical leaders who have influenced the course of events in Eastern and Western civilizations since the Renaissance.

  • SS.A.3.3.4 Benchmark / Descriptor:

    The student knows aspects of the lives and accomplishments of significant men and women in selected regions since the Renaissance (for example, Ghandi, Mao Ze-dong, Mother Teresa).

• SS.A.3.3.5 Benchmark / Big Idea:

  The student understands the differences between institutions of Eastern and Western civilizations (e.g., differences in governments, social traditions and customs, economic systems and religious institutions).

  • SS.A.3.3.5 Benchmark / Descriptor:

    The student understands selected aspects of political, economic, and social institutions in selected cultures in Eastern civilizations (for example, governments, social traditions and customs, economic systems, religious institutions).

FL.SS.A.4. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands United States history to 1880.

• SS.A.4.3.1 Benchmark / Big Idea:

  The student knows the factors involved in the development of cities and industries (e.g., religious needs, the need for military protection, the need for a marketplace, changing spatial patterns, and geographical factors for location such as transportation and food supply).

  • SS.A.4.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.4.3.2 Benchmark / Big Idea:

  The student knows the role of physical and cultural geography in shaping events in the United States (e.g., environmental and climatic influences on settlement of the colonies, the American Revolution, and the Civil War).

  • SS.A.4.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.4.3.3 Benchmark / Big Idea:

  The student understands the impact of significant people and ideas on the development of values and traditions in the United States prior to 1880.

  • SS.A.4.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.4.3.4 Benchmark / Big Idea:

  The student understands ways state and federal policy influenced various Native American tribes (e.g., the Cherokee and Choctaw removals, the loss of Native American homelands, the Black Hawk War, and removal policies in the Old Northwest).

  • SS.A.4.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

FL.SS.A.5. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands United States history from 1880 to the present day.

• SS.A.5.3.1 Benchmark / Big Idea:

  The student understands the role of physical and cultural geography in shaping events in the United States since 1880 (e.g., Western settlement, immigration patterns, and urbanization).

  • SS.A.5.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.5.3.2 Benchmark / Big Idea:

  The student understands ways that significant individuals and events influenced economic, social, and political systems in the United States after 1880.

  • SS.A.5.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.5.3.3 Benchmark / Big Idea:

  The student knows the causes and consequences of urbanization that occurred in the United States after 1880 (e.g., causes such as industrialization; consequences such as poor living conditions in cities and employment conditions).

  • SS.A.5.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

FL.SS.A.6. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands the history of Florida and its people.

• SS.A.6.3.1 Benchmark / Big Idea:

  The student understands how immigration and settlement patterns have shaped the history of Florida.

  • SS.A.6.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.6.3.2 Benchmark / Big Idea:

  The student knows the unique geographic and demographic characteristics that define Florida as a region.

  • SS.A.6.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.6.3.3 Benchmark / Big Idea:

  The student knows how the environment of Florida has been modified by the values, traditions, and actions of various groups who have inhabited the state.

  • SS.A.6.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.6.3.4 Benchmark / Big Idea:

  The student understands how the interactions of societies and cultures have influenced Florida's history.

  • SS.A.6.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.A.6.3.5 Benchmark / Big Idea:

  The student understands how Florida has allocated and used resources and the consequences of those economic decisions.

  • SS.A.6.3.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

FL.SS.B.1. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

The student understands the world in spatial terms.

• SS.B.1.3.1 Benchmark / Big Idea:

  The student uses various map forms (including thematic maps) and other geographic representations, tools, and technologies to acquire, process, and report geographic information including patterns of land use, connections between places, and patterns and processes of migration and diffusion.

  • SS.B.1.3.1 Benchmark / Descriptor:

    The student knows various map forms and other geographic representations (for example, maps, globes, aerial photographs, satellite-produced images).

  • SS.B.1.3.1 Benchmark / Descriptor:

    The student uses various map forms to acquire information (for example, location, distance, direction, scale, symbol).

  • SS.B.1.3.1 Benchmark / Descriptor:

    The student uses various map forms to process and report geographic information (for example, patterns of land use, connections between places, patterns and processes of migration and diffusion).

• SS.B.1.3.2 Benchmark / Big Idea:

  The student uses mental maps to organize information about people, places, and environments.

  • SS.B.1.3.2 Benchmark / Descriptor:

    The student develops and uses mental maps of selected regions (for example, from memory the student identifies the continent on which a country is located).

• SS.B.1.3.3 Benchmark / Big Idea:

  The student knows the social, political, and economic divisions on Earth's surface.

  • SS.B.1.3.3 Benchmark / Descriptor:

    The student understands that people create social, political, and economic geographic divisions of the Earth's surface (for example, national borders).

  • SS.B.1.3.3 Benchmark / Descriptor:

    The student knows selected social, political, and economic divisions in selected regions (for example, national borders in the Eastern hemisphere).

• SS.B.1.3.4 Benchmark / Big Idea:

  The student understands ways factors such as culture and technology influence the perception of places and regions.

  • SS.B.1.3.4 Benchmark / Descriptor:

    The student understands ways judgments about cultural characteristics and degree of technological development influence perception of places and regions (for example, the designation of 'third-world country').

• SS.B.1.3.5 Benchmark / Big Idea:

  The student knows ways in which the spatial organization of a society changes over time.

  • SS.B.1.3.5 Benchmark / Descriptor:

    The student knows ways in which the spatial organization of a society changes over time (for example, urban sprawl as a result of industrialization).

• SS.B.1.3.6 Benchmark / Big Idea:

  The student understands ways in which regional systems are interconnected.

  • SS.B.1.3.6 Benchmark / Descriptor:

    The student knows physical and human criteria used to define regions (for example, hemispheres, mountains, deserts, countries, city boundaries, school districts).

• SS.B.1.3.7 Benchmark / Big Idea:

  The student understands the spatial aspects of communication and transportation systems.

  • SS.B.1.3.7 Benchmark / Descriptor:

    The student understands spatial aspects of communication and transportation systems in selected regions (for example (time required to travel and communicate over distances reduced by technological developments).

FL.SS.B.2. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

The student understands the interactions of people and the physical environment.

• SS.B.2.3.1 Benchmark / Big Idea:

  The student understands the patterns and processes of migration and diffusion throughout the world.

  • SS.B.2.3.1 Benchmark / Descriptor:

    The student knows examples of migration patterns and processes in selected regions.

• SS.B.2.3.2 Benchmark / Big Idea:

  The student knows the human and physical characteristics of different places in the world and how these characteristics change over time.

  • SS.B.2.3.2 Benchmark / Descriptor:

    The student knows ways physical and human characteristics of selected regions have changed over time (for example, aftereffects of volcanic activity, development of cities).

• SS.B.2.3.3 Benchmark / Big Idea:

  The student understands ways cultures differ in their use of similar environments and resources.

  • SS.B.2.3.3 Benchmark / Descriptor:

    The student understands ways various cultures use similar resources and environments (for example, differing methods of irrigation).

• SS.B.2.3.4 Benchmark / Big Idea:

  The student understands ways the landscape and society change as a consequence of shifting from a dispersed to a concentrated settlement form.

  • SS.B.2.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in SS.A.4.3.1.

• SS.B.2.3.5 Benchmark / Big Idea:

  The student understands the geographical factors that affect the cohesiveness and integration of countries.

  • SS.B.2.3.5 Benchmark / Descriptor:

    The student understands the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys).

• SS.B.2.3.6 Benchmark / Big Idea:

  The student understands the environmental consequences of people changing the physical environment in various world locations.

  • SS.B.2.3.6 Benchmark / Descriptor:

    The student understands environmental consequences of people changing the physical environment in selected regions (effects of deforestation such as reduction in biodiversity).

• SS.B.2.3.7 Benchmark / Big Idea:

  The student knows how various human systems throughout the world have developed in response to conditions in the physical environment.

  • SS.B.2.3.7 Benchmark / Descriptor:

    The student knows examples of human systems that have been developed in response to opportunities afforded by the environment (for example, settlements in valleys, transportation on waterways).

• SS.B.2.3.8 Benchmark / Big Idea:

  The student knows world patterns of resource distribution and utilization.

  • SS.B.2.3.8 Benchmark / Descriptor:

    The student knows patterns of resource distribution and use in selected regions (for example, distribution of arable land).

• SS.B.2.3.9 Benchmark / Big Idea:

  The student understands ways the interaction between physical and human systems affects current conditions on Earth.

  • SS.B.2.3.9 Benchmark / Descriptor:

    No grade level expectation - Content addressed in SS.B.2.3.6 and SS.B.2.3.7.

FL.SS.C.1. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

The student understands the structure, functions, and purpose of government and how the principles and values of American democracy are reflected in American constitutional government.

• SS.C.1.3.1 Benchmark / Big Idea:

  The student knows the essential ideas of American constitutional government that are expressed in the Declaration of Independence, the Constitution, the Federalist Papers, and other writings.

  • SS.C.1.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.1.3.2 Benchmark / Big Idea:

  The student understands major ideas about why government is necessary and the purposes government should serve.

  • SS.C.1.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.1.3.3 Benchmark / Big Idea:

  The student understands ways the legislative, executive, and judicial branches share power and responsibilities (e.g., each branch has varying degrees of legislative, executive, and judicial powers and responsibilities).

  • SS.C.1.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.1.3.4 Benchmark / Big Idea:

  The student knows the major parts of the federal system including the national government, state governments, and other governmental units (e.g., District of Columbia, American tribal governments, and the Virgin Islands).

  • SS.C.1.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.1.3.5 Benchmark / Big Idea:

  The student knows the major responsibilities of his or her state and local governments and understands the organization of his or her state and local governments.

  • SS.C.1.3.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.1.3.6 Benchmark / Big Idea:

  The student understands the importance of the rule of law in establishing limits on both those who govern and the governed, protecting individual rights, and promoting the common good.

  • SS.C.1.3.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

FL.SS.C.2. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

The student understands the role of the citizen in American democracy.

• SS.C.2.3.1 Benchmark / Big Idea:

  The student understands the history of the rights, liberties, and obligations of citizenship in the United States.

  • SS.C.2.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.2.3.2 Benchmark / Big Idea:

  The student understands that citizenship is legally recognized full membership in a self-governing community that confers equal rights under the law; is not dependent on inherited, involuntary groupings; and confers certain rights and privileges (e.g., the right to vote, to hold public office, and to serve on juries).

  • SS.C.2.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.2.3.3 Benchmark / Big Idea:

  The student understands the argument that all rights have limits and knows the criteria commonly used in determining when and why limits should be placed on rights (e.g., whether a clear and present danger exists and whether national security is at risk).

  • SS.C.2.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.2.3.4 Benchmark / Big Idea:

  The student understands what constitutes personal, political, and economic rights and the major documentary sources of these rights.

  • SS.C.2.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.2.3.5 Benchmark / Big Idea:

  The student understands ways he or she can contact his or her representatives and why it is important to do so and knows which level of government he or she should contact to express his or her opinions or to get help on a specific problem.

  • SS.C.2.3.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.2.3.6 Benchmark / Big Idea:

  The student understands the importance of participation in community service, civic improvement, and political activities.

  • SS.C.2.3.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.C.2.3.7 Benchmark / Big Idea:

  The student understands current issues involving rights that affect local, national, or international political, social, and economic systems.

  • SS.C.2.3.7 Benchmark / Descriptor:

    The student understands ways current issues affect political, social, and economic systems in selected regions.

FL.SS.D.1. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

The student understands ways scarcity requires individuals and institutions to make choices about how to use resources.

• SS.D.1.3.1 Benchmark / Big Idea:

  The student knows the options and resources that are available for consumer protection.

  • SS.D.1.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.D.1.3.2 Benchmark / Big Idea:

  The student understands the advantages and disadvantages of various kinds of credit (e.g., credit cards, bank loans, or financing with no payment for 6 months).

  • SS.D.1.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

• SS.D.1.3.3 Benchmark / Big Idea:

  The student understands the variety of factors necessary to consider when making wise consumer decisions.

  • SS.D.1.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.

FL.SS.D.2. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

The student understands the characteristics of different economic systems and institutions.

• SS.D.2.3.1 Benchmark / Big Idea:

  The student understands ways production and distribution decisions are determined in the United States economy and how these decisions compare to those made in market, tradition-based, command, and mixed economic systems.

  • SS.D.2.3.1 Benchmark / Descriptor:

    The student understands elements of basic economic systems commonly found in selected regions (for example, tradition-based and command economies in the Eastern hemisphere).

• SS.D.2.3.2 Benchmark / Big Idea: The student understands that relative prices and how they affect people's decisions are the means by which a market system provides answers to the three basic economic questions

  What goods and services will be produced? How will they be produced? Who will buy them?

  • SS.D.2.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in seventh and eighth grades.

• SS.D.2.3.3 Benchmark / Big Idea:

  The student knows the various kinds of specialized institutions that exist in market economies (e.g., corporations, labor unions, banks, and the stock market).

  • SS.D.2.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in eighth grade.