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.

DE.6.C2. Content Standard: Civics

Students will understand the principles and ideals underlying the American political system.

• 6.C2.1. Performance Indicator / Gle:

  Students explain why the Bill of Rights and other amendments that protect individual rights have become part of the U.S. Constitution.

• 6.C2.2. Performance Indicator / Gle:

  Students explain why it is necessary to protect the rights of minorities.

• 6.C2.3. Performance Indicator / Gle:

  Students explain how the Bill of Rights protects minority groups from discrimination.

• 6.C2.4. Performance Indicator / Gle:

  Students understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.

• 6.C2.5. Performance Indicator / Gle:

  Students identify the principles upon which the U.S. government is founded.

• 6.C2.6. Performance Indicator / Gle:

  Students explain how the principles upon which the U.S. government is founded have been applied.

• 6.C2.7. Performance Indicator / Gle:

  Students understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.

DE.6.C3. Content Standard: Civics

Students will understand the responsibilities, rights, and privileges of United States citizens.

• 6.C3.1. Performance Indicator / Gle:

  Students explain how civil rights guaranteed to U.S. citizens protect individual liberty.

• 6.C3.2. Performance Indicator / Gle:

  Students explain how property rights guaranteed to U.S. citizens protect individual liberty.

• 6.C3.3. Performance Indicator / Gle:

  Students understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens.

• 6.C3.4. Performance Indicator / Gle:

  Students identify the responsibilities of a citizen.

• 6.C3.5. Performance Indicator / Gle:

  Students explain why meeting the responsibilities of a citizen helps to preserve individual freedoms.

• 6.C3.6. Performance Indicator / Gle:

  Students understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.

DE.6.C4. Content Standard: Civics

Students will develop and employ the civic skills necessary for effective, participatory citizenship.

• 6.C4.1. Performance Indicator / Gle:

  Students explain why citizens should communicate with public officials about public policy.

• 6.C4.2. Performance Indicator / Gle:

  Students identify ways to effectively communicate with public officials about public policy.

• 6.C4.3. Performance Indicator / Gle:

  Students follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office.

DE.6.E1. Content Standard: Economics

Students will analyze the potential costs and benefits of personal economic choices in a market economy.

• 6.E1.1. Performance Indicator / Gle:

  Students identify and explain factors that shift supply or demand in markets.

• 6.E1.2. Performance Indicator / Gle:

  Students predict changes to the price of a good or service based on changes in supply or demand.

• 6.E1.3. Performance Indicator / Gle:

  Students analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services.

DE.6.E2. Content Standard: Economics

Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy.

• 6.E2.1. Performance Indicator / Gle:

  Students explain how the supply of money in an economy can affect economic growth.

• 6.E2.2. Performance Indicator / Gle:

  Students explain how government policies can impact economic growth.

• 6.E2.3. Performance Indicator / Gle:

  Students analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies.

DE.6.E3. Content Standard: Economics

Students will understand different types of economic systems and how they change.

• 6.E3.1. Performance Indicator / Gle:

  Students explain how the amount and quality of resources and technology can influence the economic decision-making of producers and consumers.

• 6.E3.2. Performance Indicator / Gle:

  Students explain how cultural values can influence the factors of production, methods of distribution, and means of exchange.

• 6.E3.3. Performance Indicator / Gle:

  Students demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies.

DE.6.E4. Content Standard: Economics

Students will examine the patterns and results of international trade.

• 6.E4.1. Performance Indicator / Gle:

  Students explain how specialization creates interdependence.

• 6.E4.2. Performance Indicator / Gle:

  Students analyze how government policies can affect trade.

• 6.E4.3. Performance Indicator / Gle:

  Students explain the costs and benefits to free trade policies.

• 6.E4.4. Performance Indicator / Gle:

  Students examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.

DE.6.G1. Content Standard: Geography

Students will develop a personal geographic framework, or 'mental map,' and understand the uses of maps and other geo-graphics.

• 6.G1.1. Performance Indicator / Gle:

  Students apply mental maps to ask and answer questions that require awareness of the relative location of places in the world's subregions.

• 6.G1.2. Performance Indicator / Gle:

  Students explain how mental maps held by people in various sub-regions reflect different perceptions of the world.

• 6.G1.3. Performance Indicator / Gle:

  Students demonstrate how different maps and geo-graphics can be used to display different characteristics of places in the world's subregions.

• 6.G1.4. Performance Indicator / Gle:

  Students demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

DE.6.G2. Content Standard: Geography

Students will develop a knowledge of the ways humans modify and respond to the natural environment.

• 6.G2.1. Performance Indicator / Gle:

  Students identify the processes that shape the natural environment.

• 6.G2.2. Performance Indicator / Gle:

  Students explain ways in which people change or affect the natural environment.

• 6.G2.3. Performance Indicator / Gle:

  Students apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed, and been affected by, physical environments in the world's subregions.

DE.6.G3. Content Standard: Geography

Students will develop an understanding of the diversity of human culture and the unique nature of places.

• 6.G3.1. Performance Indicator / Gle:

  Students identify the world's major cultural hearths and the extent of their geographic influence, using concepts of core and periphery.

• 6.G3.2. Performance Indicator / Gle:

  Students apply the different processes of geographic diffusion to show how different places around the world are affected by the spread of ideas from cultural hearths.

• 6.G3.3. Performance Indicator / Gle:

  Students identify and explain the major cultural patterns of human activity in the world's sub-regions.

DE.6.G4. Content Standard: Geography

Students will develop an understanding of the character and use of regions and the connections between and among them.

• 6.G4.1. Performance Indicator / Gle:

  Students identify types of geographic regions.

• 6.G4.2. Performance Indicator / Gle:

  Students explain the factors that affect the location of economic activities.

• 6.G4.3. Performance Indicator / Gle:

  Students explain how specialized economic regions are created and how they might change.

• 6.G4.4. Performance Indicator / Gle:

  Students understand the processes affecting the location of economic activities in different world regions.

• 6.G4.5. Performance Indicator / Gle:

  Students explain why people identify with a territory and the ways they use borders to geographically define it.

• 6.G4.6. Performance Indicator / Gle:

  Students explain how culture and resources often form the basis for territories.

• 6.G4.7. Performance Indicator / Gle:

  Students explain how a people's territorial identity may cause conflict.

• 6.G4.8. Performance Indicator / Gle:

  Students explain how conflict and cooperation among people contribute to the division of the Earth's surface into distinctive cultural and political territories.

DE.6.H1. Content Standard: History

Students will employ chronological concepts in analyzing historical phenomena.

• 6.H1.1. Performance Indicator / Gle:

  Students analyze long-term change using historical materials.

• 6.H1.2. Performance Indicator / Gle:

  Students draw conclusions from historical materials to explain the causes or effects of historical trends and themes.

• 6.H1.3. Performance Indicator / Gle:

  Students examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.

DE.6.H2. Content Standard: History

Students will gather, examine, and analyze historical data.

• 6.H2.1. Performance Indicator / Gle:

  Students explain how to investigate a historical question.

• 6.H2.2. Performance Indicator / Gle:

  Students conduct valid historical research and create valid historical conclusions from the examination of primary and secondary historical sources.

• 6.H2.3. Performance Indicator / Gle:

  Students explain why a given historical source is credible.

• 6.H2.4. Performance Indicator / Gle:

  Students analyze a historical document to explain its purpose, perspective, or point of view.

• 6.H2.5. Performance Indicator / Gle:

  Students master the basic research skills necessary to conduct an independent investigation of historical phenomena.

• 6.H2.6. Performance Indicator / Gle:

  Students examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.

DE.6.H3. Content Standard: History

Students will interpret historical data.

• 6.H3.1. Performance Indicator / Gle:

  Students identify the historical source(s) used to reach a given historical conclusion.

• 6.H3.2. Performance Indicator / Gle:

  Students explain why historians using the same historical sources can reach different historical conclusions.

• 6.H3.3. Performance Indicator / Gle:

  Students compare different historians' descriptions of the same societies in order to examine how the choice of questions and use of sources may affect their conclusions.

CA.6.2. Content Standard: World History and Geography

Ancient Civilizations: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

• 6.2.1. Performance Standard:

  Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.

• 6.2.2. Performance Standard:

  Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.

• 6.2.3. Performance Standard:

  Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.

• 6.2.4. Performance Standard:

  Know the significance of Hammurabi's Code.

• 6.2.5. Performance Standard:

  Discuss the main features of Egyptian art and architecture.

• 6.2.6. Performance Standard:

  Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.

• 6.2.7. Performance Standard:

  Understand the significance of Queen Hatshepsut and Ramses the Great.

• 6.2.8. Performance Standard:

  Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.

• 6.2.9. Performance Standard:

  Trace the evolution of language and its written forms.

CA.6.3. Content Standard: World History and Geography

Ancient Civilizations: Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.

• 6.3.1. Performance Standard:

  Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.

• 6.3.2. Performance Standard: Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries)

  belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.

• 6.3.3. Performance Standard:

  Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion.

• 6.3.4. Performance Standard:

  Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.

• 6.3.5. Performance Standard:

  Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.

CA.6.4. Content Standard: World History and Geography

Ancient Civilizations: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.

• 6.4.1. Performance Standard:

  Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.

• 6.4.2. Performance Standard:

  Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles' Funeral Oration).

• 6.4.3. Performance Standard:

  State the key differences between Athenian, or direct, democracy and representative democracy.

• 6.4.4. Performance Standard:

  Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.

• 6.4.5. Performance Standard:

  Outline the founding, expansion, and political organization of the Persian Empire.

• 6.4.6. Performance Standard:

  Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.

• 6.4.7. Performance Standard:

  Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt.

• 6.4.8. Performance Standard:

  Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).

CA.6.5. Content Standard: World History and Geography

Ancient Civilizations: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.

• 6.5.1. Performance Standard:

  Locate and describe the major river system and discuss the physical setting that sup-ported the rise of this civilization.

• 6.5.2. Performance Standard:

  Discuss the significance of the Aryan invasions.

• 6.5.3. Performance Standard:

  Explain the major beliefs and practices of Brahmanism in India and how they evolved into early Hinduism.

• 6.5.4. Performance Standard:

  Outline the social structure of the caste system.

• 6.5.5. Performance Standard:

  Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia.

• 6.5.6. Performance Standard:

  Describe the growth of the Maurya empire and the political and moral achievements of the emperor Asoka.

• 6.5.7. Performance Standard:

  Discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero).

CA.6.6. Content Standard: World History and Geography

Ancient Civilizations: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.

• 6.6.1. Performance Standard:

  Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty.

• 6.6.2. Performance Standard:

  Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.

• 6.6.3. Performance Standard:

  Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.

• 6.6.4. Performance Standard:

  Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.

• 6.6.5. Performance Standard:

  List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.

• 6.6.6. Performance Standard:

  Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.

• 6.6.7. Performance Standard:

  Cite the significance of the trans-Eurasian 'silk roads' in the period of the Han Dynasty and Roman Empire and their locations.

• 6.6.8. Performance Standard:

  Describe the diffusion of Buddhism northward to China during the Han Dynasty.

CA.6.7. Content Standard: World History and Geography

Ancient Civilizations: Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.

• 6.7.1. Performance Standard:

  Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.

• 6.7.2. Performance Standard:

  Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).

• 6.7.3. Performance Standard:

  Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

• 6.7.4. Performance Standard:

  Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.

• 6.7.5. Performance Standard:

  Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem.

• 6.7.6. Performance Standard:

  Note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation).

• 6.7.7. Performance Standard:

  Describe the circumstances that led to the spread of Christianity in Europe and other Roman territories.

• 6.7.8. Performance Standard:

  Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.

CA.6-8.HSS Content Standard: Historical and Social Sciences Analysis Skills

The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six through eight. They are to be assessed only in conjunction with the content standards in grades six through eight. In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection, and research skills.

• 6-8.CST. Performance Standard:

  Chronological and Spatial Thinking

  • 6-8.1. Grade Level Expectation:

    Students explain how major events are related to one another in time.

  • 6-8.2. Grade Level Expectation:

    Students construct various time lines of key events, people, and periods of the historical era they are studying.

  • 6-8.3. Grade Level Expectation:

    Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.

• 6-8.REP. Performance Standard:

  Research, Evidence, and Point

  • 6-8.1. Grade Level Expectation:

    Students frame questions that can be answered by historical study and research.

  • 6-8.2. Grade Level Expectation:

    Students distinguish fact from opinion in historical narratives and stories.

  • 6-8.3. Grade Level Expectation:

    Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.

  • 6-8.4. Grade Level Expectation:

    Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

  • 6-8.5. Grade Level Expectation:

    Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author's perspectives).

• 6-8.HI. Performance Standard:

  Historical Interpretation

  • 6-8.1. Grade Level Expectation:

    Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

  • 6-8.2. Grade Level Expectation:

    Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations.

  • 6-8.3. Grade Level Expectation:

    Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

  • 6-8.4. Grade Level Expectation:

    Students recognize the role of chance, oversight, and error in history.

  • 6-8.5. Grade Level Expectation:

    Students recognize that interpretations of history are subject to change as new information is uncovered.

  • 6-8.6. Grade Level Expectation:

    Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.

AR.C. Strand / Content Standard: Civics

• C.4. Standard / Student Learning Expectation: Government

  Students shall develop an understanding of the forms and roles of government.

  • C.4.6.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Compare and contrast the three branches of government at the state and national levels of government: executive, legislative, and judicial.

  • C.4.6.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Discuss the system of checks and balances in government.

  • C.4.6.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Discuss the roles and responsibilities of the executive branch (e.g., state/governor, federal/president).

  • C.4.6.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Compare and contrast the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate).

  • C.4.6.5. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Compare and contrast the roles of the judicial branch (e.g., local, state, and federal).

  • C.4.6.6. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Discuss the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian).

  • C.4.6.7. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Recognize elected state and federal government officials (e.g., terms and qualifications) .

  • C.4.6.8. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Discuss the succession of leadership at the federal level.

  • C.4.6.9. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Describe the development of the two-party system and the influence of third parties.

• C.5. Standard / Student Learning Expectation: Citizenship

  Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

  • C.5.6.1. Student Learning Expectation / Benchmark: Roots of Democracy

    Determine the way rights and laws of the United States were created by examining founding documents (e.g., Declaration of Independence, United States Constitution, Mayflower Compact).

  • C.5.6.2. Student Learning Expectation / Benchmark: Roots of Democracy

    Examine the effects of the Declaration of Independence.

  • C.5.6.3. Student Learning Expectation / Benchmark: Roots of Democracy

    Evaluate reasons for writing the United States Constitution.

  • C.5.6.4. Student Learning Expectation / Benchmark: Roots of Democracy

    Evaluate the importance of the United States Constitution as a governing document for the United States.

  • C.5.6.5. Student Learning Expectation / Benchmark: Roots of Democracy

    Research national symbols and movements using primary and secondary sources (e.g., Uncle Sam, political party symbols, Vietnam Memorial, Mt. Rushmore).

  • C.5.6.6. Student Learning Expectation / Benchmark: Roots of Democracy

    Analyze significant examples of music from various periods of United States history.

  • C.5.6.7. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Examine the process of becoming a citizen of the United States.

  • C.5.6.8. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Evaluate ways being a good citizen is important for every individual (e.g., voting, obeying laws, volunteerism).

  • C.5.6.9. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Examine ways citizens utilize the rights guaranteed in the Bill of Rights.

  • C.5.6.10. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Examine the importance of the procedure for voting in the United States and in Arkansas (e.g., registration, maintaining the right to vote, voicing opinion).

  • C.5.6.11. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Analyze the importance of citizen participation in government at the state and local level.

  • C.5.6.12. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Examine the rights guaranteed to United States citizens in the Bill of Rights.

  • C.5.6.13. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Compare U.S. Constitutional Amendments granting citizen's rights.

  • C.5.6.14. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Examine how citizens' rights are exercised through organizations that influenced societal and governmental change (e.g., ACLU, NAACP, CORE, ERA).

AR.H. Strand / Content Standard: History

• H.6. Standard / Student Learning Expectation: History

  Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

  • H.6.6.1. Student Learning Expectation / Benchmark: Continuity and Change

    Determine the meaning of various political cartoons.

  • H.6.6.2. Student Learning Expectation / Benchmark: Continuity and Change

    Create/construct timelines using the terms: ca (circa), Before Common Era/Common Era (BCE/CE), millennia, millennium, decade, and century.

  • H.6.6.3. Student Learning Expectation / Benchmark: Continuity and Change

    Define and discuss post-Civil War Reconstruction from a state and national perspective.

  • H.6.6.4. Student Learning Expectation / Benchmark: Continuity and Change

    Discuss the impact of Manifest Destiny on the United States.

  • H.6.6.5. Student Learning Expectation / Benchmark: Continuity and Change

    Research early 20th century inventions and their impact on Americans (e.g., telephone, electricity, automobile).

  • H.6.6.6. Student Learning Expectation / Benchmark: Continuity and Change

    Explain the impact of the American industrial revolution: communications and mass production.

  • H.6.6.7. Student Learning Expectation / Benchmark: Continuity and Change

    Analyze the impact of World War I on daily life in the United States (e.g., prohibition, food distribution, fuel distribution, propaganda).

  • H.6.6.8. Student Learning Expectation / Benchmark: Continuity and Change

    Analyze the causes and effects of the Great Depression: Federal Reserve actions, farm prices, crop failures, stock market crash, and Roosevelt's New Deal.

  • H.6.6.9. Student Learning Expectation / Benchmark: Continuity and Change

    Explain how the Women's Rights movement led to the Nineteenth Amendment.

  • H.6.6.10. Student Learning Expectation / Benchmark: Continuity and Change

    Locate the countries who were part of the World War II Axis and Allied Powers.

  • H.6.6.11. Student Learning Expectation / Benchmark: Continuity and Change

    Analyze the scientific and technological innovations that affected society in the mid to late 20th century: communication, technology, medicine, and transportation.

  • H.6.6.12. Student Learning Expectation / Benchmark: Continuity and Change

    Identify major contributions and achievements of the US space program (e.g., Apollo 11, International Space Station).

  • H.6.6.13. Student Learning Expectation / Benchmark: Conflict and Consensus

    Explain the conflict between the American Indians and settlers moving westward (e.g., Battle of Little Big Horn, American Indian Movement).

  • H.6.6.14. Student Learning Expectation / Benchmark: Conflict and Consensus

    Explain the causes and effects of the Spanish American War (e.g., U.S. interest in imperial expansion, USS Maine, Yellow Journalism).

  • H.6.6.15. Student Learning Expectation / Benchmark: Conflict and Consensus

    Describe the expanding role of the US in world affairs (e.g., Panama Canal).

  • H.6.6.16. Student Learning Expectation / Benchmark: Conflict and Consensus

    Explain the events that led to the United States involvement in World War I (e.g., Zimmerman telegram, German U-boat activity).

  • H.6.6.17. Student Learning Expectation / Benchmark: Conflict and Consensus

    Examine the Treaty of Versailles that ended World War I and the creation of the League of Nations.

  • H.6.6.18. Student Learning Expectation / Benchmark: Conflict and Consensus

    Examine the events and political decisions that led to the United States involvement in World War II: Fascism, Nazism, Treaty of Versailles, and Great Depression.

  • H.6.6.19. Student Learning Expectation / Benchmark: Conflict and Consensus

    Research the major events and political decisions made by the United States during the course of World War II: alliance with Great Britain and France, Pearl Harbor, atomic bomb, and relocation and internment of Japanese Americans.

  • H.6.6.20. Student Learning Expectation / Benchmark: Conflict and Consensus

    Examine the events that led to the conclusion of World War II (e.g., Normandy, liberation of concentration camps, D-Day).

  • H.6.6.21. Student Learning Expectation / Benchmark: Conflict and Consensus

    Explain the causes and effects of the Cold War in the United States: Chinese Cultural Revolution, McCarthyism, Cuban Missile Crisis, and arms race.

  • H.6.6.22. Student Learning Expectation / Benchmark: Conflict and Consensus

    Examine the following components of the Civil Rights Movement: Freedom Riders, sit-ins, organized marches, boycotts, school integration, and Ku Klux Klan (KKK).

  • H.6.6.23. Student Learning Expectation / Benchmark: Conflict and Consensus

    Explain segregation and desegregation as established by Supreme Court cases: Plessey v. Ferguson and Brown v. Board of Education.

  • H.6.6.24. Student Learning Expectation / Benchmark: Conflict and Consensus

    Discuss the involvement of the United States in the Korean War.

  • H.6.6.25. Student Learning Expectation / Benchmark: Conflict and Consensus

    Discuss the major causes and effects of the Vietnam War (e.g., spread of communism).

  • H.6.6.26. Student Learning Expectation / Benchmark: Conflict and Consensus

    Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East.

  • H.6.6.27. Student Learning Expectation / Benchmark: Conflict and Consensus

    Examine acts of modern-day terrorism (e.g., Oklahoma City bombing, World Trade Center attacks).

  • H.6.6.28. Student Learning Expectation / Benchmark: Movement

    Describe the developments linking the east and west (e.g., Homestead Act, railroads, Pony Express, telegraph, cattle trails, and wagon trains).

  • H.6.6.29. Student Learning Expectation / Benchmark: Movement

    Analyze the following components of immigration to the United States: push/pull factors and settlement patterns.

  • H.6.6.30. Student Learning Expectation / Benchmark: Movement

    Explain the origins and accomplishments of labor unions.

  • H.6.6.31. Student Learning Expectation / Benchmark: Movement

    Explain the migration of African Americans northward before and during the Civil Rights movement.

  • H.6.6.33. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Identify the cultural changes of the 1920s (e.g., Roaring Twenties, Jazz Age, fashion, Harlem Renaissance, talkies, flapper, Prohibition)).

  • H.6.6.34. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Explain the social changes caused by World War II: women in the workforce, baby boom, and G.I. Bill.

  • H.6.6.35. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Identify significant individuals whose lives impacted the Civil Rights movement (e.g., Martin Luther King, Jr., Rosa Parks, Stokely Carmichael, Medgar Evers, Little Rock Nine, Thurgood Marshall).

AR.E. Strand / Content Standard: Economics

• E.7. Standard / Student Learning Expectation: Choices

  Students shall analyze the costs and benefits of making economic choices.

  • E.7.6.1. Student Learning Expectation / Benchmark: Costs and Benefits

    Examine how the economic wants and needs of all people may or may not be fulfilled.

  • E.7.6.2. Student Learning Expectation / Benchmark: Costs and Benefits

    Demonstrate an understanding that choices have both present and future consequences.

  • E.7.6.3. Student Learning Expectation / Benchmark: Costs and Benefits

    Examine the causes of scarcity and the choices made due to scarcity.

  • E.7.6.4. Student Learning Expectation / Benchmark: Costs and Benefits

    Explain that all decision making involves opportunity costs.

  • E.7.6.5. Student Learning Expectation / Benchmark: Costs and Benefits

    Explain why federal, state, and local governments have to make choices because of limited resources.

  • E.7.6.6. Student Learning Expectation / Benchmark: Costs and Benefits

    Discuss the decision making model to evaluate historical events.

  • E.7.6.7. Student Learning Expectation / Benchmark: Costs and Benefits

    Examine examples of traditional, market, and command economies.

  • E.7.6.8. Student Learning Expectation / Benchmark: Costs and Benefits

    Determine why trade-offs allow people to get the most from scarce resources.

  • E.7.6.9. Student Learning Expectation / Benchmark: Costs and Benefits

    Discuss the characteristics of a free enterprise system.

• E.8. Standard / Student Learning Expectation: Resources

  Students shall evaluate the use and allocation of human, natural, and capital resources.

  • E.8.6.1. Student Learning Expectation / Benchmark: Factors of Production

    Analyze the impact of entrepreneurship in the development of the economy of the United States.

  • E.8.6.2. Student Learning Expectation / Benchmark: Factors of Production

    Explain the result of increased productivity on an improved standard of living (e.g., assembly line, interchangeable parts, computers).

  • E.8.6.3. Student Learning Expectation / Benchmark: Factors of Production

    Explain how owners of the factors of production receive payments for the use of these factors: wages and salaries, rent, interest, and profit.

  • E.8.6.4. Student Learning Expectation / Benchmark: Factors of Production

    Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil).

• E.9. Standard / Student Learning Expectation: Markets

  Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

  • E.9.6.1. Student Learning Expectation / Benchmark: Financial Markets

    Examine the characteristics of money: portability, divisibility, durability, and uniformity.

  • E.9.6.2. Student Learning Expectation / Benchmark: Financial Markets

    Compare the various types of financial institutions that provide savings accounts: interest (rate of return) and safety.

  • E.9.6.3. Student Learning Expectation / Benchmark: Financial Markets

    Determine the advantages and disadvantages of saving or spending money.

  • E.9.6.4. Student Learning Expectation / Benchmark: Financial Markets

    Identify the purpose and function of the stock market.

  • E.9.6.5. Student Learning Expectation / Benchmark: Financial Markets

    Discuss the effects of economic inflation on the economic system of the United States.

  • E.9.6.6. Student Learning Expectation / Benchmark: Financial Markets

    Discuss how the Gross Domestic Product (GDP) measures the productivity of a nation.

  • E.9.6.7. Student Learning Expectation / Benchmark: Financial Markets

    Explain the role of the Federal Reserve in the economy.

  • E.9.6.8. Student Learning Expectation / Benchmark: Global Markets

    Examine the costs/benefits associated with the development of global trade.

  • E.9.6.9. Student Learning Expectation / Benchmark: Global Markets

    Discuss various types of currency and their effects on the global economy.

  • E.9.6.10. Student Learning Expectation / Benchmark: Goods and Services

    Examine changes in supply and demand and the resulting effect on prices.

  • E.9.6.11. Student Learning Expectation / Benchmark: Goods and Services

    Discuss methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses).

  • E.9.6.12. Student Learning Expectation / Benchmark: Goods and Services

    Discuss the various marketing techniques: advertising, mail order catalog, and increasing demand for goods and services.

AK.B. Performance / Content Standard: Geography

A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should:

• B.1. Grade Level Expectation:

  Know that places have distinctive geographic characteristics.

• B.2. Grade Level Expectation:

  Analyze how places are formed, identified, named, and characterized.

• B.3. Grade Level Expectation:

  Relate how people create similarities and differences among places.

• B.4. Grade Level Expectation:

  Discuss how and why groups and individuals identify with places.

• B.5. Grade Level Expectation:

  Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty.

• B.6. Grade Level Expectation:

  Make informed decisions about where to live, work, travel, and seek opportunities.

• B.7. Grade Level Expectation:

  Understand that a region is a distinct area defined by one or more cultural or physical features.

• B.8. Grade Level Expectation:

  Compare, contrast, and predict how places and regions change with time.

AK.C. Performance / Content Standard: Geography

A student should understand the dynamic and interactive natural forces that shape the earth's environments. A student who meets the content standard should:

• C.1. Grade Level Expectation:

  Analyze the operation of the earth's physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics.

• C.2. Grade Level Expectation:

  Distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions.

• C.3. Grade Level Expectation:

  Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

AK.D. Performance / Content Standard: Geography

A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should:

• D.1. Grade Level Expectation:

  Know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links.

• D.2. Grade Level Expectation:

  Explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally.

• D.3. Grade Level Expectation:

  Interpret population characteristics and distributions.

• D.4. Grade Level Expectation:

  Analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity.

• D.5. Grade Level Expectation:

  Analyze how conflict and cooperation shape social, economic, and political use of space.

AK.E. Performance / Content Standard: Geography

A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should:

• E.1. Grade Level Expectation:

  Understand how resources have been developed and used.

• E.2. Grade Level Expectation:

  Recognize and assess local, regional, and global patterns of resource use.

• E.3. Grade Level Expectation:

  Understand the varying capacities of physical systems, such as watersheds, to support human activity.

• E.4. Grade Level Expectation:

  Determine the influence of human perceptions on resource utilization and the environment.

• E.5. Grade Level Expectation:

  Analyze the consequences of human modification of the environment and evaluate the changing landscape.

• E.6. Grade Level Expectation:

  Evaluate the impact of physical hazards on human systems.

AK.F. Performance / Content Standard: Geography

A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future. A student who meets the content standard should:

• F.1. Grade Level Expectation:

  Analyze and evaluate the impact of physical and human geographical factors on major historical events.

• F.2. Grade Level Expectation:

  Compare, contrast, and predict how places and regions change with time.

• F.3. Grade Level Expectation:

  Analyze resource management practices to assess their impact on future environmental quality.

• F.4. Grade Level Expectation:

  Interpret demographic trends to project future changes and impacts on human environmental systems.

• F.5. Grade Level Expectation:

  Examine the impacts of global changes on human activity.

• F.6. Grade Level Expectation:

  Utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens.

AK.A. Performance / Content Standard: Government and Citizenship

A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

• A.1. Grade Level Expectation:

  Understand the necessity and purpose of government.

• A.2. Grade Level Expectation:

  Understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty.

• A.3. Grade Level Expectation:

  Understand how nations organize their governments.

• A.4. Grade Level Expectation:

  Compare and contrast how different societies have governed themselves over time and in different places.

AK.B. Performance / Content Standard: Government and Citizenship

A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should:

• B.1. Grade Level Expectation:

  Understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

• B.2. Grade Level Expectation:

  Recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion.

• B.3. Grade Level Expectation:

  Understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights.

• B.4. Grade Level Expectation:

  Know how power is shared in the United States' constitutional government at the federal, state, and local levels.

• B.5. Grade Level Expectation:

  Understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy.

• B.6. Grade Level Expectation:

  Recognize the significance of diversity in the American political system.

• B.7. Grade Level Expectation:

  Distinguish between constitution-based ideals and the reality of American political and social life.

• B.8. Grade Level Expectation:

  Understand the place of law in the American political system.

• B.9. Grade Level Expectation:

  Recognize the role of dissent in the American political system.

AK.C. Performance / Content Standard: Government and Citizenship

A student should understand the character of government of the state. A student who meets the content standard should:

• C.1. Grade Level Expectation:

  Understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property.

• C.2. Grade Level Expectation:

  Accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes.

• C.3. Grade Level Expectation:

  Understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact.

• C.4. Grade Level Expectation:

  Understand the importance of the historical and current roles of Alaska Native communities.

• C.5. Grade Level Expectation:

  Understand the Alaska Native Claims Settlement Act and its impact on the state.

• C.6. Grade Level Expectation:

  Understand the importance of the multicultural nature of the state.

• C.7. Grade Level Expectation:

  Understand the obligations that land and resource ownership place on the residents and government of the state.

• C.8. Grade Level Expectation:

  Identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.

AK.D. Performance / Content Standard: Government and Citizenship

A student should understand the role of the United States in international affairs. A student who meets the content standard should:

• D.1. Grade Level Expectation:

  Analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries.

• D.2. Grade Level Expectation:

  Evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States.

• D.3. Grade Level Expectation:

  Understand how national politics and international affairs are interrelated with the politics and interests of the state.

• D.4. Grade Level Expectation:

  Understand the purpose and function of international government and non-governmental organizations in the world today.

• D.5. Grade Level Expectation:

  Analyze the causes, consequences, and possible solutions to current international issues.

AK.E. Performance / Content Standard: Government and Citizenship

A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who meets the content standard should:

• E.1. Grade Level Expectation:

  Know the important characteristics of citizenship.

• E.2. Grade Level Expectation:

  Recognize that it is important for citizens to fulfill their public responsibilities.

• E.3. Grade Level Expectation:

  Exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting.

• E.4. Grade Level Expectation:

  Establish, explain, and apply criteria useful in evaluating rules and laws.

• E.5. Grade Level Expectation:

  Establish, explain, and apply criteria useful in selecting political leaders.

• E.6. Grade Level Expectation:

  Recognize the value of community service.

• E.7. Grade Level Expectation:

  Implement ways of solving problems and resolving conflict.

AK.F. Performance / Content Standard: Government and Citizenship

A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should:

• F.1. Grade Level Expectation:

  Understand how the government and the economy interrelate through regulations, incentives, and taxation.

• F.2. Grade Level Expectation:

  Be aware that economic systems determine how resources are used to produce and distribute goods and services.

• F.3. Grade Level Expectation:

  Compare alternative economic systems.

• F.4. Grade Level Expectation:

  Understand the role of price in resource allocation.

• F.5. Grade Level Expectation:

  Understand the basic concepts of supply and demand, the market system, and profit.

• F.6. Grade Level Expectation:

  Understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market.

• F.7. Grade Level Expectation:

  Understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy.

• F.8. Grade Level Expectation:

  Understand the indicators of an economy's performance, including gross domestic product, inflation, and the unemployment rate.

• F.9. Grade Level Expectation:

  Understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority.

• F.10. Grade Level Expectation:

  Understand how international trade works.

AK.G. Performance / Content Standard: Government and Citizenship

A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should:

• G.1. Grade Level Expectation:

  Apply economic principles to actual world situations.

• G.2. Grade Level Expectation:

  Understand that choices are made because resources are scarce.

• G.3. Grade Level Expectation:

  Identify and compare the costs and benefits when making choices.

• G.4. Grade Level Expectation:

  Make informed choices on economic issues.

• G.5. Grade Level Expectation:

  Understand how jobs are created and their role in the economy.

• G.6. Grade Level Expectation:

  Understand that wages and productivity depend on investment in physical and human capital.

• G.7. Grade Level Expectation:

  Understand that economic choices influence public and private institutional decisions.

AK.A. Performance / Content Standard: History

A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should:

• A.1. Grade Level Expectation:

  Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

• A.2. Grade Level Expectation:

  Know that the interpretation of history may change as new evidence is discovered.

• A.3. Grade Level Expectation:

  Recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians.

• A.4. Grade Level Expectation:

  Understand that history relies on the interpretation of evidence.

• A.5. Grade Level Expectation:

  Understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

• A.6. Grade Level Expectation:

  Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.

• A.7. Grade Level Expectation:

  Understand that history is dynamic and composed of key turning points.

• A.8. Grade Level Expectation:

  Know that history is a bridge to understanding groups of people and an individual's relationship to society.

• A.9. Grade Level Expectation:

  Understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.

AK.B. Performance / Content Standard: History

A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should:

• B.1. Grade Level Expectation: Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes

  • B.1.1. Grade Level Example:

    The development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations.

  • B.1.2. Grade Level Example:

    Human communities and their relationships with climate, subsistence base, resources, geography, and technology.

  • B.1.3. Grade Level Example:

    The origin and impact of ideologies, religions, and institutions upon human societies.

  • B.1.4. Grade Level Example:

    The consequences of peace and violent conflict to societies and their cultures.

  • B.1.5. Grade Level Example:

    Major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

• B.2. Grade Level Expectation:

  Understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.

• B.3. Grade Level Expectation:

  Recognize that historical understanding is relevant and valuable in the student's life and for participating in local, state, national, and global communities.

• B.4. Grade Level Expectation:

  Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

• B.5. Grade Level Expectation:

  Evaluate the influence of context upon historical understanding.

AK.C. Performance / Content Standard: History

A student should develop the skills and processes of historical inquiry. A student who meets the content standard should:

• C.1. Grade Level Expectation:

  Use appropriate technology to access, retrieve, organize, and present historical information.

• C.2. Grade Level Expectation:

  Use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers.

• C.3. Grade Level Expectation:

  Apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record.

• C.4. Grade Level Expectation:

  Use historical perspective to solve problems, make decisions, and understand other traditions.

AK.D. Performance / Content Standard: History

A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. A student who meets the content standard should:

• D.1. Grade Level Expectation:

  Understand that the student is important in history.

• D.2. Grade Level Expectation:

  Solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions.

• D.3. Grade Level Expectation:

  Define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others.

• D.4. Grade Level Expectation:

  Recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context.

• D.5. Grade Level Expectation:

  Base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others.

• D.6. Grade Level Expectation:

  Create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

AK.AH.HI.1 Performance / Content Standard: Historical Inquiry

The student demonstrates an understanding of the methods of documenting history by planning and developing history projects, utilizing research tools such as: interviewing protocols, oral history, historical context, pre-interview research, primary sources, secondary sources, proper citation, corroboration, and cause and effect of historical events. [DOK 4] (H. C1-4)

• AH.HI.1.1. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.1. Grade Level Example:

    Comparing and contrasting geographic regions of Alaska. [DOK 2] (G. B4, B8)

  • AH.PPE.2. Grade Level Example:

    Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

  • AH.PPE.3. Grade Level Example:

    Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, international organizations. [DOK 3] (H. B4)

• AH.HI.1.2. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.1. Grade Level Example:

    Identifying and summarizing the structures, functions, and transformation of various attributes (e.g., leadership, decision making, social and political organization) of traditional Alaska Native governance. [DOK 2] (GC. A4)

• AH.HI.1.3. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.2. Grade Level Example:

    Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

  • AH.PPE.3. Grade Level Example:

    Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

• AH.HI.1.4. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Consumption, Production, Distribution

  The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

  • AH.CPD.1. Grade Level Example:

    Identifying patterns of growth, transformation, competition, and boom and bust, in response to use of natural resources (e.g., supply and demand of fur, minerals, and whaling). [DOK 2] (G. D1)

• AH.HI.1.5. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.2. Grade Level Example:

    Using texts/sources to analyze the impacts of the relationships between Alaska Natives and Russians (i.e., Russian Orthodox Church, early fur traders, Russian American Companies, enslavement, and Creoles). [DOK 3] (H. B1d)

• AH.HI.1.6. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Continuity and Change

  The student demonstrates an understanding of the chronology of Alaska history by:

  • AH.CC.1. Grade Level Example:

    Using texts/sources to recognize and explain the interrelationships among Alaska, national, and international events and developments (e.g., international interest, trade, commerce). [DOK 3] (H. B2)

• AH.HI.1.7. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.3. Grade Level Example:

    Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals or groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

• AH.HI.1.8. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Consumption, Production, Distribution

  The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

  • AH.CPD.2. Grade Level Example:

    Using texts/source to draw conclusions about the role of the federal government in natural resource development and land management (e.g., jurisdiction, authority, agencies, programs, policies). [DOK 3] (GC. F1)

• AH.HI.1.9. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.3. Grade Level Example:

    Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership. [DOK 4] (H. C7, C8)

  • AH.ICGP.4. Grade Level Example:

    Explaining Alaskans' quest for self-determination (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

  • AH.ICGP.5. Grade Level Example:

    Explaining the impacts of military actions (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions) relative to Native communities. [DOK 2] (H. B1)

  • AH.IGCP.6. Grade Level Example:

    Using texts/sources to analyze how the military population and its activities, including administrative, policing, defense, mapping, communication, and construction, have impacted communities. [DOK 3] (H. B2)

  • AH.ICGP.7 Grade Level Example:

    Describing the historical basis of federal recognition of tribes, their inherent and delegated powers, the ongoing nature and diversity of tribal governance, and the plenary power of Congress. [DOK 1] (GC. C8)

• AH.HI.1.10 Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Continuity and Change

  The student demonstrates an understanding of the chronology of Alaska history by:

  • AH.CC.2. Grade Level Example:

    Describing how policies and practices of non-natives (e.g., missionaries, miners, Alaska Commercial Company merchants) influenced Alaska Natives. [DOK 2] (H. B4, B5)

• AH.HI.1.11 Grade Level Expectation: Alaska as a Territory (1912-1959) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.4. Grade Level Example:

    Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

• AH.HI.1.12 Grade Level Expectation: Alaska as a Territory (1912-1959) - Consumption, Production, Distribution

  The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

  • AH.CPD.3. Grade Level Example:

    Using texts/sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, 'sustained yield' in the Alaska Constitution) in Alaska's development and in the statehood movement. [DOK 3] (G. F1, F4)

• AH.HI.1.13 Grade Level Expectation: Alaska as a Territory (1912-1959) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.4. Grade Level Example:

    Explaining Alaskans' quest for self-determinations (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

  • AH.ICGP.5. Grade Level Example:

    Explaining the impacts of military actions relative to Native communities (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions). [DOK 2] (H. B1)

  • AH.ICGP.8 Grade Level Example:

    Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

  • AH.ICGP.9 Grade Level Example:

    Exploring the federal government's influence on settlements in Alaska (e.g., Matanuska Colony, Anchorage, Adak, Tok, Hydaburg) by establishment of post offices, military facilities, schools, courts, and railroads. [DOK 1] (G. G2, H. B1)

  • AH.ICGP.10 Grade Level Example:

    Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

  • AH.ICGP.11 Grade Level Example:

    Exploring federal policies and legislation (e.g., Alaska Citizenship Act, Tlingit- Haida Jurisdictional Act, Indian Citizenship Act of 1924, Alaska Reorganization Act, ANCSA) that recognized Native rights. [DOK 1] (H. B2)

• AH.HI.1.14 Grade Level Expectation: Alaska as a Territory (1912-1959) - Continuity and Change

  The student demonstrates an understanding of the chronology of Alaska history by:

  • AH.CC.3. Grade Level Example:

    Describing how the roles and responsibilities in Alaska Native societies have been continuously influenced by changes in technology, economic practices, and social interactions. [DOK 2] (G. D4, H. B1b)

• AH.HI.1.15 Grade Level Expectation: Alaska as a State (1959-present) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.4. Grade Level Example:

    Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

  • AH.PPE.5. Grade Level Example:

    Comparing and contrasting the differing perspectives between rural and urban areas. [DOK 2] (H. B1b, C. E4)

  • AH.PPE.6. Grade Level Example:

    Analyzing patterns of movement and settlement. [DOK 2] (H. B4, G. D3)

  • AH.PPE.7 Grade Level Example:

    Using texts/sources to explain the political, social, cultural, economic, geographic, and historic characteristics of the student's community or region. [DOK 3] (H. B1b, C. E2, E8)

• AH.HI.1.16 Grade Level Expectation: Alaska as a State (1959-present) - Consumption, Production, Distribution

  The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

  • AH.CPD.4. Grade Level Example:

    Describing the federal government's construction and maintenance of Alaska's infrastructure (e.g., transportation, communication, public health system, education). [DOK 1] (G. D4)

  • AH.CPD.5. Grade Level Example:

    Using texts/sources to analyze the multiple perspectives in the continuing debate between conservation and development of resources. [DOK 3] (G. E4, F3)

  • AH.CPD.6. Grade Level Example:

    Describing the formation of Alaska Native Corporations and their impact on Alaska's economy. [DOK 2] (GC. F9)

  • AH.CPD.7 Grade Level Example:

    Explaining the creation and implementation of the Permanent Fund and how it has impacted the state. [DOK 2] (GC. F9)

• AH.HI.1.17 Grade Level Expectation: Alaska as a State (1959-present) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.3. Grade Level Example:

    Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership (e.g., ANCSA, ANILCA). [DOK 4] (H. C7, C8)

  • AH.ICGP.8 Grade Level Example:

    Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

  • AH.ICGP.10 Grade Level Example:

    Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

  • AH.ICGP.12 Grade Level Example:

    Using texts/sources to analyze the evolution of self-government through an examination of organic documents (i.e., Treaty of Cession, Organic Act, Territorial Act, Alaska State Constitution, Statehood Act). [DOK 3] (H. B2, B4)

• AH.HI.1.18 Grade Level Expectation: Alaska as a State (1959-present) - Continuity and Change

  The student demonstrates an understanding of the chronology of Alaska history by:

  • AH.CC.4. Grade Level Example:

    Giving correct and incorrect examples to explain subsistence as a way of life. [DOK 2] (H. B1b)

  • AH.CC.5. Grade Level Example:

    Defining, describing, and illustrating the economic, political, and social characteristics of the major periods, their key turning points (e.g., implementation of Prudhoe Bay pipeline, Molly Hootch case, ANCSA, ANILCA, ANWR, natural and manmade disasters, establishment of Alaska Native Corporations) and how they interrelate. [DOK 4] (H. B2)

  • AH.CC.6. Grade Level Example:

    Explaining the historical context and the legal foundations (e.g., Alaska Constitution, ANCSA, MMPA, ANILCA, Katie John case) pertinent to subsistence. [DOK 1] (GC. A2, C. A4)

  • AH.CC.7 Grade Level Example:

    Comparing and contrasting the perspectives of sport, commercial, and subsistence users on policies regarding fish and game management. [DOK 2] (G. E4, F5)DOK 1] (H. B2)