<ul class='teaching_standard'><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.1. Standard: Time</h3> Students identify the sequence of events that led to the establishment of ancient civilizations.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>1.2. Objective:</h4> Identify the sequence of history in the Fertile Crescent and ancient Egypt.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>1.2.a. Indicator:</h5> Examine how life in the Fertile Crescent changed over time; e.g., hunter/gatherer to agrarian society.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>1.2.b. Indicator:</h5> Trace the development of Egypt as a nation; e.g., three kingdoms, government, economy.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>1.3. Objective:</h4> Trace the development of ancient Greece and Rome.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>1.3.a. Indicator:</h5> Examine the sequence of events that led to the development of democracy in ancient Greece.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>1.3.b. Indicator:</h5> Analyze the events that led to the rise and fall of ancient Rome.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.2. Standard: Time</h3> Students trace the development of European history from the Middle Ages to 1900.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>2.1. Objective:</h4> Trace historical events of the Middle Ages and the Renaissance.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>2.1.a. Indicator:</h5> Identify the stages of organization of governance; e.g., Germanic tribes, feudal system, merchant class, city-states.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>2.1.b. Indicator:</h5> Contrast the economic systems of the feudal manor and the Italian merchant-princes.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>2.2. Objective:</h4> Describe the development of European countries from 1700 to 1900.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>2.2.a. Indicator:</h5> Examine how European countries developed over time; e.g., politics, war, economics, religion.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>2.2.b. Indicator:</h5> Identify major events of revolution and their affect on Europe; e.g., industrial, French, Russian.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.3. Standard: Time</h3> Students trace the development of modern Europe from 1900 to the present.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>3.1. Objective:</h4> Examine the effects of war and political unrest on Europe.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>3.1.a. Indicator:</h5> Investigate major causes of World War I and World War II; e.g., economics, invasion, tyranny.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>3.1.b. Indicator:</h5> Identify technological and military developments of World War I and World War II; e.g., trench warfare, airplane, military armament.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>3.2. Objective:</h4> Investigate political and economic development of post-World War II Europe to the present.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>3.2.a. Indicator:</h5> Examine political developments of Europe; e.g., NATO, Cold War, Eastern Europe unrest.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>3.2.b. Indicator:</h5> Explore the economic development of Europe; e.g., the Common Market, European Union.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.4. Standard: People</h3> Students explore the cultures of ancient civilizations.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>4.1. Objective:</h4> Explore the culture of the Fertile Crescent and ancient Egypt.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.1.a. Indicator:</h5> Examine the role and characteristics of political and social structures in the Fertile Crescent and their significance to the modern world; e.g., Hammurabi's Code, slave labor, gender roles.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.1.b. Indicator:</h5> Explore the importance of religion in ancient Egypt; e.g., governance, art, architecture, everyday life, hieroglyphics.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>4.2. Objective:</h4> Explore the cultures of ancient Greece and Rome.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.2.a. Indicator:</h5> Compare life in Athens and Sparta; e.g., government, recreation, religion, arts, theatre, science.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.2.b. Indicator:</h5> Describe life in ancient Rome; e.g., government, religion, recreation, art.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.2.c. Indicator:</h5> Examine manmade structures of Rome; e.g., aqueducts, roads, Coliseum.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>4.3. Objective:</h4> Identify the roots of democratic and republican forms of government.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.3.a. Indicator:</h5> Describe the components of Greek democracy; e.g., assembly, citizenship, banishment.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.3.b. Indicator:</h5> Describe the representative government of Rome; e.g., senate, citizenship, noncitizens, slaves, Plebeians.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.3.c. Indicator:</h5> Identify important leaders of Greece and Rome; e.g., Pericles, Caesar.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>4.4. Objective:</h4> Participate in democratic processes.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.4.a. Indicator:</h5> Take part in establishing classroom rules.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.4.b. Indicator:</h5> Compare the responsibilities of a good citizen in the United States to a good citizen in Greece and Rome.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.4.c. Indicator:</h5> Practice the responsibilities of good citizenship; e.g., patriotism, respect others, be responsible.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.4.d. Indicator:</h5> Make a contribution to the school, neighborhood, and community; e.g., service project.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>4.4.e. Indicator:</h5> Participate in patriotic tradition; e.g., pledge allegiance to the flag.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.5. Standard: People</h3> Students examine the development of European culture from the Middle Ages to 1900.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>5.1. Objective:</h4> Describe life under the feudal system.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.1.a. Indicator:</h5> Compare the lives of a feudal lord and serf.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.1.b. Indicator:</h5> Examine the role of religion in everyday life.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.1.c. Indicator:</h5> Describe economic structures of the Feudal system.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>5.2. Objective:</h4> Explore the impact of inventions and new knowledge leading to and during the Renaissance.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.2.a. Indicator:</h5> Explore technological and scientific developments of the time period.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.2.b. Indicator:</h5> Examine the influence of merchant princes of Italy on the development of art and architecture.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.2.c. Indicator:</h5> Identify the Renaissance Masters and their contributions to art and architecture, perspective, portraiture, and sculpture.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.2.d. Indicator:</h5> Analyze the impact of the Reformation on Western Europe.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>5.3. Objective:</h4> Examine social and economic issues of Europe from 1700-1900.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.3.a. Indicator:</h5> Determine the impact of the Industrial Revolution on Europe; e.g., labor, manufacturing, trade, availability of goods.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.3.b. Indicator:</h5> Identify the social classes of Europe; e.g., aristocracy, merchants, commoners.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.3.c. Indicator:</h5> Describe the impact of the French and Russian Revolutions on the people of Europe.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>5.3.d. Indicator:</h5> Describe how social and economic issues led to emigration.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.6. Standard: People</h3> Students examine the development of European culture from 1900 to the present.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>6.1. Objective:</h4> Analyze the impact of war on Europe.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>6.1.a. Indicator:</h5> Examine the reasons for war; e.g., religion, politics, power, economics.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>6.1.b. Indicator:</h5> Identify the governance structures of Europe 1900-1945; e.g., fascism, socialism, communism.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>6.1.c. Indicator:</h5> Analyze the consequences of war on Europe; e.g., poverty, famine, disease, destruction of life and property.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>6.2. Objective:</h4> Explore the culture and current events of modern Europe.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>6.2.a. Indicator:</h5> Examine governance and economic structures.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>6.2.b. Indicator:</h5> Explore the effect of world influence on country traditions; e.g., pop music, clothing, food.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>6.2.c. Indicator:</h5> Investigate issues facing Europe today; e.g., pollution, economics, social structure, country borders.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.7. Standard: Places</h3> Students explore the geographical features of ancient civilizations.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>7.1. Objective:</h4> Examine the major physical and political features of early civilizations.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7.1.a. Indicator:</h5> Compare the physical features surrounding the Fertile Crescent and ancient Egypt; e.g., water, deserts, mountains.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7.1.b. Indicator:</h5> Examine the importance of water in the development of civilization.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7.1.c. Indicator:</h5> Analyze the importance of geographical features and climate in agriculture.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7.1.d. Indicator:</h5> Compare historical and modern maps of the region.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>7.2. Objective:</h4> Explain how the physical geography of a region determines isolation or economic expansion.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7.2.a. Indicator:</h5> Examine the impact of mountains and seas on ancient Greece.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7.2.b. Indicator:</h5> Analyze the geographic features that aided Rome's growth; e.g., Mediterranean Sea, Red Sea, Nile River, mountains, plains, valleys.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>7.2.c. Indicator:</h5> Compare historical and modern maps of the region.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.8. Standard: Places</h3> Students examine the boundary changes of Europe from the Renaissance to 1900.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>8.1. Objective:</h4> Analyze the influence of geographic features in determining country borders.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>8.1.a. Indicator:</h5> Use maps to identify the geographic features of Europe.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>8.1.b. Indicator:</h5> Relate the establishment of countries to the physical features of Europe.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>8.2. Objective:</h4> Determine the influence of political change on country borders.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>8.2.a. Indicator:</h5> Compare maps of Europe from 1700 to 1900.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>8.2.b. Indicator:</h5> Describe the role of politics in changing country borders from 1700 to 1900.</li></ul></li></ul></li><li class='teaching_standards-li1'><h3 class='teaching_standards-level1h'>UT.9. Standard: Places</h3> Students analyze European boundary changes from 1900 to the present.<ul><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>9.1. Objective:</h4> Investigate the role of invasion on changing political boundaries of Europe.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>9.1.a. Indicator:</h5> Compare the changes in country borders before and after World War I.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>9.1.b. Indicator:</h5> Locate the Allied and Axis powers during World War II.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>9.1.c. Indicator:</h5> Compare pre- and post-World War II boundaries.</li></ul></li><li class='teaching_standards-li2'><h4 class='teaching_standards-level2h'>9.2. Objective:</h4> Describe the changes in country borders after the breakup of the Soviet Union in 1990 and today.<ul><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>9.2.a. Indicator:</h5> Identify the European countries that emerged in 1990.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>9.2.b. Indicator:</h5> Compare maps of Europe in 1990 with those of today.</li><li class='teaching_standards-li3'><h5 class='teaching_standards-level3h'>9.2.c. Indicator:</h5> Identify current political and physical boundaries of modern Europe.</li></ul></li></ul></li></ul>

(Note: By the completion of eighth grade, New Jersey students are expected to master the following standards.)

Social Studies Standard 6.1—U.S. History: America in the World

All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

• Era: Three Worlds Meet (Beginnings to 1620)

  Indigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and due to their interactions with Europeans. European exploration expanded global economic and cultural exchange into the Western Hemisphere.

• A: Civics, Government, and Human Rights

  • 6.1.8.A.1.a: Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.

• B: Geography, People, and the Environment

  • 6.1.8.B.1.a: Describe migration and settlement patterns of Native American groups, and explain how these patterns affected interactions in different regions of the Western Hemisphere.
  • 6.1.8.B.1.b: Analyze the world in spatial terms, using historical maps to determine what led to the exploration of new water and land routes.

• C: Economics, Innovation, and Technology

  • 6.1.8.C.1.a: Evaluate the impact of science, religion, and technology innovations on European exploration.
  • 6.1.8.C.1.b: Explain why individuals and societies trade, how trade functions, and the role of trade during this period.

• D: History, Culture, and Perspectives

  • 6.1.8.D.1.a: Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.
  • 6.1.8.D.1.b: Explain how interactions among African, European, and Native American groups began a cultural transformation.
  • 6.1.8.D.1.c: Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture from different perspectives.

• Era: Colonization and Settlement (1585-1763)

  The colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems. The slave labor system and the loss of Native American lives had a lasting impact on the development of the United States and American culture.

• A: Civics, Government, and Human Rights

  • 6.1.8.A.2.a: Determine the roles of religious freedom and participatory government in various North American colonies.
  • 6.1.8.A.2.b: Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions.
  • 6.1.8.A.2.c: Explain how race, gender, and status affected social, economic, and political opportunities during Colonial times.

• B: Geography, People, and the Environment

  • 6.1.8.B.2.a: Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies.
  • 6.1.8.B.2.b: Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World.

• C: Economics, Innovation, and Technology

  • 6.1.8.C.2.a: Relate slavery and indentured servitude to Colonial labor systems.
  • 6.1.8.C.2.b: Explain the system of mercantilism and its impact on the economies of the colonies and European countries.
  • 6.1.8.C.2.c: Analyze the impact of triangular trade on multiple nations and groups.

• D: History, Culture, and Perspectives

  • 6.1.8.D.2.a: Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas.
  • 6.1.8.D.2.b: Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed.

• Era: Revolution and the New Nation (1754-1820s)

  Disputes over political authority and economic issues contributed to a movement for independence in the colonies. The fundamental principles of the United States Constitution serve as the foundation of the United States government today.

• A: Civics, Government, and Human Rights

  • 6.1.8.A.3.a: Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period.
  • 6.1.8.A.3.b: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.
  • 6.1.8.A.3.c: Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.
  • 6.1.8.A.3.d: Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government.
  • 6.1.8.A.3.e: Determine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties.
  • 6.1.8.A.3.f: Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.
  • 6.1.8.A.3.g: Evaluate the impact of the Constitution and Bill of Rights on current day issues.

• B: Geography, People, and the Environment

  • 6.1.8.B.3.a: Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies.
  • 6.1.8.B.3.b: Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans.
  • 6.1.8.B.3.c: Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War.
  • 6.1.8.B.3.d: Explain why New Jerseyís location played an integral role in the American Revolution.

• C: Economics, Innovation, and Technology

  • 6.1.8.C.3.a: Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies.
  • 6.1.8.C.3.b: Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time.
  • 6.1.8.C.3.c: Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country.

• D: History, Culture, and Perspectives

  • 6.1.8.D.3.a: Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution.
  • 6.1.8.D.3.b: Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.
  • 6.1.8.D.3.c: Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.
  • 6.1.8.D.3.d: Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.
  • 6.1.8.D.3.e: Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.
  • 6.1.8.D.3.f: Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.
  • 6.1.8.D.3.g: Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution.

• Era: Expansion and Reform (1801-1861)

  Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions.

• A: Civics, Government, and Human Rights

  • 6.1.8.A.4.a: Explain the changes in Americaís relationships with other nations by analyzing policies, treaties, tariffs, and agreements.
  • 6.1.8.A.4.b: Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.
  • 6.1.8.A.4.c: Assess the extent to which voting rights were expanded during the Jacksonian period.

• B: Geography, People, and the Environment

  • 6.1.8.B.4.a: Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.
  • 6.1.8.B.4.b: Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans.

• C: Economics, Innovation, and Technology

  • 6.1.8.C.4.a: Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing the new nation.
  • 6.1.8.C.4.b: Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation.
  • 6.1.8.C.4.c: Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.

• D: History, Culture, and Perspectives

  • 6.1.8.D.4.a: Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted.
  • 6.1.8.D.4.b: Explore efforts to reform education, womenís rights, slavery, and other issues during the Antebellum period.
  • 6.1.8.D.4.c: Explain the growing resistance to slavery and New Jerseyís role in the Underground Railroad.

• Era: Civil War and Reconstruction (1850-1877)

  The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery. The Civil War and Reconstruction had a lasting impact on the development of the United States.

• A: Civics, Government, and Human Rights

  • 6.1.8.A.5.a: Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.
  • 6.1.8.A.5.b: Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South.

• B: Geography, People, and the Environment

  • 6.1.8.B.5.a: Determine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War.

• C: Economics, Innovation, and Technology

  • 6.1.8.C.5.a: Assess the human and material costs of the Civil War in the North and South.
  • 6.1.8.C.5.b: Analyze the economic impact of Reconstruction on the South from different perspectives.

• D: History, Culture, and Perspectives

  • 6.1.8.D.5.a: Prioritize the causes and events that led to the Civil War from different perspectives.
  • 6.1.8.D.5.b: Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.
  • 6.1.8.D.5.c: Examine the roles of women, African Americans, and Native Americans in the Civil War.
  • 6.1.8.D.5.d: Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.

Social Studies Standard 6.2—World History/Global Studies

All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

• Era: The Beginnings of Human Society—Paleolithic and Neolithic Ages

  Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived.

• A: Civics, Government, and Human Rights

  • 6.2.8.A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies.

• B: Geography, People, and the Environment

  • 6.2.8.B.1.a: Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies.
  • 6.2.8.B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources.

• C: Economics, Innovation, and Technology

  • 6.2.8.C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations.
  • 6.2.8.C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies.

• D: History, Culture, and Perspectives

  • 6.2.8.D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time.
  • 6.2.8.D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures.
  • 6.2.8.D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records.

• Era: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)—Ancient River Valley Civilizations

  Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies.

• A: Civics, Government, and Human Rights

  • 6.2.8.A.2.a: Explain why different ancient river valley civilizations developed similar forms of government.
  • 6.2.8.A.2.b: Explain how codifying laws met the needs of ancient river valley societies.
  • 6.2.8.A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations.

• B: Geography, People, and the Environment

  • 6.2.8.B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations.
  • 6.2.8.B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now.

• C: Economics, Innovation, and Technology

  • 6.2.8.C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations.

• D: History, Culture, and Perspectives

  • 6.2.8.D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.
  • 6.2.8.D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations.
  • 6.2.8.D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline.
  • 6.2.8.D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies.

• Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE)

  Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations.

• A: Civics, Government, and Human Rights

  • 6.2.8.A.3.a: Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires.
  • 6.2.8.A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations.
  • 6.2.8.A.3.c: Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution.
  • 6.2.8.A.3.d: Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now.
  • 6.2.8.A.3.e: Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system.

• B: Geography, People, and the Environment

  • 6.2.8.B.3.a: Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.
  • 6.2.8.B.3.b: Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise.

• C: Economics, Innovation, and Technology

  • 6.2.8.C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.
  • 6.2.8.C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.
  • 6.2.8.C.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.

• D: History, Culture, and Perspectives

  • 6.2.8.D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.
  • 6.2.8.D.3.b: Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
  • 6.2.8.D.3.c: Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China.
  • 6.2.8.D.3.d: Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.
  • 6.2.8.D.3.e: Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.
  • 6.2.8.D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.

• Era: Expanding Exchanges and Encounters (500 CE-1450 CE)

  The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most peopleís daily lives remained unchanged.

• A: Civics, Government, and Human Rights

  • 6.2.8.A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
  • 6.2.8.A.4.b: Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order.
  • 6.2.8.A.4.c: Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.

• B: Geography, People, and the Environment

  • 6.2.8.B.4.a: Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empiresí relationships with other parts of the world.
  • 6.2.8.B.4.b: Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers.
  • 6.2.8.B.4.c: Determine how Africaís physical geography and natural resources posed challenges and opportunities for trade and development.
  • 6.2.8.B.4.d: Explain why the Arabian Peninsulaís physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
  • 6.2.8.B.4.e: Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.
  • 6.2.8.B.4.f: Explain how the geographies of China and Japan influenced their development and their relationship with one another.
  • 6.2.8.B.4.g: Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations.
  • 6.2.8.B.4.h: Explain how the locations, land forms, and climates of Mexico, Central America, and South America affected the development of Mayan, Aztec, and Incan societies, cultures, and economies.

• C: Economics, Innovation, and Technology

  • 6.2.8.C.4.a: Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
  • 6.2.8.C.4.b: Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas.
  • 6.2.8.C.4.c: Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class.
  • 6.2.8.C.4.d: Analyze the relationship between trade routes and the development of powerful city-states and kingdoms in Africa.
  • 6.2.8.C.4.e: Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.

• D: History, Culture, and Perspectives

  • 6.2.8.D.4.a: Explain how contact between nomadic peoples and sedentary populations had both positive and negative political, economic, and cultural consequences.
  • 6.2.8.D.4.b: Analyze how religion both unified and divided people.
  • 6.2.8.D.4.c: Analyze the role of religion and economics in shaping each empireís social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.
  • 6.2.8.D.4.d: Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.
  • 6.2.8.D.4.e: Assess the demographic, economic, and religious impact of the plague on Europe.
  • 6.2.8.D.4.f: Determine which events led to the rise and eventual decline of European feudalism.
  • 6.2.8.D.4.g: Analyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty.
  • 6.2.8.D.4.h: Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.
  • 6.2.8.D.4.i: Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the impact Islam continues to have on African society.
  • 6.2.8.D.4.j: Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.

Social Studies Standard 6.3—Active Citizenship in the 21st Century

All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

• Active citizens in the 21st century:

  1. Recognize the causes and effects of prejudice on individuals, groups, and society.
  2. Recognize the value of cultural diversity, as well as the potential for misunderstanding.
  3. Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes.
  4. Listens open-mindedly to views contrary to their own.
  5. Collaboratively develop and practice strategies for managing and resolving conflict.
  6. Demonstrate understanding of democratic values and processes.
  7. Recognize that the actions or inactions of individuals, groups, and nations can have intended and unintended consequences.
  8. Challenge unfair viewpoints and behavior by taking action.
  9. Make informed and reasoned decisions.
  10. Accept decisions that are made for the common good.

• A: Civics, Government, and Human Rights

  • 6.3.8.A.1: Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion.
  • 6.3.8.A.2: Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature).
  • 6.3.8.A.3: Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education.

• B: Geography, People, and the Environment

  • 6.3.8.B.1: Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action.

• C: Economics, Innovation, and Technology

  • 6.3.8.C.1: Contact local officials and community members to obtain information about the local school district or municipal budget and assess budget priorities.

• D: History, Culture, and Perspectives

  • 6.3.8.D.1: Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.

Social Studies Skills

Essential Question:

What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Construct timelines of the events occurring during major eras.
• Explain how major events are related to one another in time.
• Select and use various geographic representations to compare information about people, places, regions, and environments.
• Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.
• Compare and contrast differing interpretations of current and historical events.
• Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.
• Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

CO.1. Standard: History

Prepared Graduates:

1. Develop an understanding of how people view, construct, and interpret history
2. Analyze key historical periods and patterns of change over time within and across nations and cultures

CO.1.1. Concepts and skills students master:

• Analyze and interpret historical sources to ask and research historical questions

Evidence Outcomes

Students can:

• a. Identify ways different cultures record history
• b. Interpret documents and data from multiple primary and secondary sources while formulating historical questions. Sources to include but not limited to art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts
• c. Critique information to determine if it is sufficient to answer historical questions

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. What questions help us understand the development and interaction of peoples in the Western Hemisphere?
2. How can different sources on the same topic vary and how can we determine which sources are most helpful in interpreting the past?
3. What are the key primary sources that help to understand the history of the Western Hemisphere?
4. How does the author or creator of a source influence the interpretation?

Relevance and Application:

1. Individuals identify points of view, seek multiple sources, and develop and defend a thesis with evidence throughout life.
2. Technology is used to explore and evaluate for accuracy of information.
3. The context and content from the past is used to make connections to the present.

Nature of History:

1. Historical thinkers evaluate historical sources for purpose, audience, point of view, context, reliability and authenticity.
2. Historical thinkers use primary and secondary sources to evaluate and develop hypotheses and interpretations of historical events and figures that are supported by evidence.

CO.1.2. Concepts and skills students master:

• The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another

Evidence Outcomes

Students can:

• a. Explain how people, products, cultures, and ideas interacted and are interconnected over key eras in the Western Hemisphere
• b. Determine and explain the historical context of key people, events, and ideas over time including the examination of different perspectives from people involved. Topics to include but not limited to Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange
• c. Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. Why have civilizations succeeded and failed?
2. To what extent does globalization depend on a society's resistance and adaptation to change over time?
3. What factors influenced the development of civilizations and nations?

Relevance and Application:

1. Historical information and context are used to interpret, evaluate, and inform decisions or policies regarding current issues such as the impact of the Columbian exchange on the world today.
2. Philosophies and ideas from history continue to inform and affect the present such as the Aztec, Maya, and Inca influence.
3. Technological developments continue to evolve and affect the present. For example, the speed of communication is almost instantaneous with blogs and the Internet.

Nature of History:

1. Historical thinkers analyze patterns and themes throughout time.
2. Historical thinkers study people places, ideas, and events to construct the story of
   history from multiple perspectives.
3. Historical thinkers use chronology to organize time.
4. Historical thinkers examine data for point of view, historical context, or propaganda.

CO.2. Standard: Geography

Prepared Graduates:

1. Develop spatial understanding, perspectives, and personal connections to the world
2. Examine places and regions and the connections among them

CO.2.1. Concepts and skills students master:

• Use geographic tools to solve problems

Evidence Outcomes

Students can:

• a. Use longitude, latitude, and scale on maps and globes to solve problems
• b. Collect and analyze data to interpret regions in the Western Hemisphere
• c. Ask multiple types of questions after examining geographic sources
• d. Interpret and communicate geographic data to justify potential solutions to problems
• e. Distinguish different types of maps and use them in analyzing an issue

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How can geographic tools be used to solve problems in the future?
2. How does where we live influence how we live?
3. How do populations, physical features, resources, and perceptions of places and regions change over time?
4. How has land been acquired by countries?
5. How have geographic factors influenced human settlement and economic activity?

Relevance and Application:

1. Technology is used by individuals and businesses to answer geographic problems such as the spread of disease, migration patterns, and distribution and loss of resources like water supplies.
2. Geographic tools help to solve problems in daily life. For example, a car GIS is used to find a location, maps are used by tourists, and directions are found on the Internet.

Nature of Geography:

1. Spatial thinkers use geographic tools to develop spatial thinking and awareness.
2. Spatial thinkers evaluate patterns that connect people and their problems to the
   world.

CO.2.2. Concepts and skills students master:

• Human and physical systems vary and interact

Evidence Outcomes

Students can:

• a. Classify and analyze the types of connections between places
• b. Identify physical features and explain their effects on people in the Western Hemisphere
• c. Give examples of how people have adapted to their physical environment
• d. Analyze positive and negative interactions of human and physical systems in the Western Hemisphere

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. What are different ways to define the Western Hemisphere based on human and physical systems?
2. How have people interacted with the environment over time in a positive or negative way?
3. How has globalization affected people and places?
4. In what ways are places on Earth interdependent?

Relevance and Application:

1. The study of how human and physical systems vary and interact helps to make better choices, decisions, and predictions. For example, resource distribution or trade is based on geographic features and environmental changes over time effect a business.
2. Businesses analyze data regarding physical and human systems to make informed choices regarding production, trade, and resource acquisition.
3. Nations use geographic information about human and physical systems to make decisions such as establishing trade routes, locating cities, trade centers and capitals, and establishing outposts and security systems like forts and walls.

Nature of Geography:

1. Spatial thinkers examine places and regions and the connections among them.

CO.3. Standard: Economics

Prepared Graduates:

1. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy
2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)

CO.3.1. Concepts and skills students master:

• Identify and analyze different economic systems

Evidence Outcomes

Students can:

• a. Describe the characteristic of traditional, command, market, and mixed economic systems
• b. Explore how different economic systems affect job and career options and the population’s standards of living
• c. Use economic reasoning to explain why certain careers are more common in one region than in another and how specialization results in more interdependence

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How do different systems address the production of goods?
2. How are scarce resources distributed in different types of economic systems?
3. How do different economies control the means of production and distribution of goods and services?

Relevance and Application:

1. Economic development varies and can be compared across countries in the Western Hemisphere including levels of education and average income.
2. Governments and the private sector in the Western Hemisphere cooperate to distribute goods and services, specialize, and are interdependent in the global economy.
3. Career opportunities are influenced by the type of economic system.

Nature of Economics:

1. Economic thinkers study how and why individuals make decisions about purchases.
2. Economic thinkers analyze why different markets develop in different locations.
3. Economic thinkers study the effects of different types of economies on global interdependence.

CO.3.2. Concepts and skills students master:

• Saving and investing are key contributors to financial well-being (PFL)

Evidence Outcomes

Students can:

• a. Differentiate between saving and investing
• b. Give examples of how saving and investing can improve financial well-being
• c. Describe the advantages and disadvantages of saving for short- and medium-term goals
• d. Explain the importance of an emergency fund
• e. Explain why saving is a prerequisite to investing
• f. Explain how saving and investing income can improve financial well-being

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. Why is it important to save and invest?
2. What types of items would an individual save for to purchase?
3. What are risky investments and why would someone make that type of investment?
4. Why is it important to research and analyze information prior to making financial decisions?

Relevance and Application:

1. It’s important to understand why to save and invest for the future.
2. Technology allows individuals and businesses to track investment earnings.
3. The creation of criteria for use of emergency funds helps to save responsibly.
4. The comparison of returns of various savings and investment options and an adjustment of the investments for good financial decision-making.

Nature of Economics:

1. Financially responsible individuals manage savings and investments for their financial well-being.
2. Financially responsible individuals understand the risks and rewards associated with investing and saving.

CO.4. Standard: Civics

Prepared Graduates:

1. Analyze origins, structure, and functions of governments and their impacts on societies and citizens
2. Analyze and practice rights, roles, and responsibilities of citizens

CO.4.1. Concepts and skills students master:

• Analyze the interconnectedness of the United States and other nations

Evidence Outcomes

Students can:

• a. Discuss advantages and disadvantages of living in an interconnected world
• b. Examine changes and connections in ideas about citizenship in different times and places
• c. Describe how groups and individuals influence the government and other nations
• d. Explain how political ideas and significant people have interacted, are interconnected, and have influenced nations
• e. Analyze political issues from both a national and global perspective over time
• f. Identify historical examples illustrating how Americans from diverse backgrounds perceived and reacted to various global issues

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. What does it mean to live in an interconnected world?
2. How can you be a productive member of the global community and a contributing citizen of the United States?
3. Why are there greater challenges and opportunities when multiple groups interact?
4. Why are national and global viewpoints sometimes different?

Relevance and Application:

1. Nations are interconnected and affect each other on a daily basis. For example, businesses are affected by the laws, regulations, nations and markets are damaged by drought, earthquakes and other natural disasters throughout the world.
2. Technology provides daily information regarding the interaction between the United States government and other nations.

Nature of Civics:

1. Responsible community members discuss and analyze how various government decisions impact people, places, and history.
2. Responsible community members analyze how the actions of individuals and groups can have a local, nation, and international impact.
3. Responsible community members analyze the relationship between rights and responsibility in national and global contexts.

CO.4.2. Concepts and skills students master:

• Compare multiple systems of government

Evidence Outcomes

Students can:

• a. Describe different forms of government
• b. Identify how different forms of government relate to their citizens. Topics to include but limited to democracy and authoritarian government
• c. Compare the economic components of different forms of government
• d. Compare various governments’ and the liberties of their citizens

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How do you define good government?
2. What evidence can you find of effective and ineffective governments in the past and the present?
3. What would a government look like if you created it?
4. What are the consequences if a government does not provide for the common good?

Relevance and Application:

1. The ability to understand the different forms of government affects daily life.For example, employees work in international corporations and tourists visit countries with different laws, rules, and regulations.
2. Knowledge of government is essential for understanding the implications of events around the world.

Nature of Civics:

1. Responsible community members discuss personal and national actions and their global consequences.
2. Responsible community members identify ways in which lives are enriched and challenged because of the interconnected nature of a global society.

Theme: Regions and People of the Eastern Hemisphere

In grade six, students study the Eastern Hemisphere (Africa, Asia, Australia and Europe), its geographic features, early history, cultural development and economic change. Students learn about the development of river civilizations in Africa and Asia, including their governments, cultures and economic systems. The geographic focus includes the study of contemporary regional characteristics, the movement of people, products and ideas, and cultural diversity. Students develop their understanding of the role of consumers and the interaction of markets, resources and competition.

• History Strand

  • Historical Thinking and Skills

    • 1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.

  • Early Civilizations

    • 2. Early civilizations (India, Egypt, China and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today.

• Geography Strand

  • Spatial Thinking and Skills

    • 3. Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.
    • 4. Latitude and longitude can be used to identify absolute location.

  • Places and Regions

    • 5. Regions can be determined, classified and compared using various criteria (e.g., landform, climate, population, cultural, or economic).

  • Human Systems

    • 6. Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment.
    • 7. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today.
    • 8. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism).

• Government Strand

  • Civic Participation and Skills

    • 9. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy.

  • Roles and Systems of Government

    • 10. Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizensí liberties and responsibilities varies according to limits on governmental authority.

• Economics Strand

  • Economic Decision Making and Skills

    • 11. Economists compare data sets to draw conclusions about relationships among them.
    • 12. The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies.

  • Scarcity

    • 13. The fundamental questions of economics include what to produce, how to produce and for whom to produce.
    • 14. When regions and/or countries specialize, global trade occurs.

  • Markets

    • 15. The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of inputs (human resources, natural resources and capital) used.

  • Financial Literacy

    • 16. When selecting items to buy, individuals can compare the price and quality of available goods and services.

(Note: By the completion of sixth grade, Vermont students are expected to master the following standards.)

Vermont Academic Content Standards: History and Social Sciences

• Inquiry

  • H&SS5-6:1—Social and Historical Questioning

    Students initiate an inquiry by:

    • Asking relevant and focusing questions that will lead to independent research based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., How will global warming affect me and my community? Does intolerance exist in my school or community?).

  • H&SS5-6:2—Hypothesis/Research Statement

    Students develop a hypothesis, thesis, or research statement by:

    • Using prior knowledge, relevant questions, and facts to develop a prediction and/or propose an explanation or solution.

  • H&SS5-6:3—Research Plan

    Students design research by:

    • Identifying the quality and quantity of information needed, including primary and secondary sources.
    • Identifying tools, tasks, and procedures needed for conducting an inquiry, including a plan for citing sources.
    • Determining possible ways to present data (e.g., Power-Point, hypercard, report, graph, etc.).

  • H&SS5-6:4—Conducting Research

    Students conduct research by:

    • Referring to and following a plan for an inquiry.
    • Locating relevant materials such as print, electronic, and human resources.
    • Applying criteria from the research plan to analyze the quality (e.g., credibility of a Web site) and quantity (e.g., minimum number of sources) of information gathered.
    • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases. (e.g., recording relevant details of a historical or geographical landmark).
    • Citing sources.

  • H&SS5-6:5

    Students develop reasonable explanations that support the research statement by:

    • Organizing and displaying information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters, timelines, models, simulations, and/or dramatizations.
    • Determining the validity and reliability of the document or information (e.g., evaluating why an author’s point of view affects the reliability of the source).
    • Using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, sequencing, and/or justifying (e.g., identifying ethnic or cultural perspectives missing from a historical account).
    • Revising explanations as necessary based on peer critique, expert opinion, etc.

  • H&SS5-6:6

    Students make connections to research by:

    • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by asking follow-up questions, by proposing additional research).
    • Explaining how their research has led to a clearer understanding of an issue or idea.
    • Proposing solutions to problems based on their findings, and asking additional questions.
    • Identifying what was easy or difficult about following the research plan, and making suggestions for improvement.

  • H&SS5-6:7

    Students communicate their findings by:

    • Developing and giving oral, written, or visual presentations for various audiences.
    • Soliciting and responding to feedback.
    • Pointing out possibilities for continued or further research.

• History

  • H&SS5-6:8

    Students connect the past with the present by:

    • Explaining differences between historic and present day objects in the United States and/or the world, evaluating how the use of the object and the object itself changed over time, (e.g., comparing modes of transportation used in past and present exploration in order to evaluate the impact and effects of those changes).
    • Describing ways that life in the United States and/or the world has both changed and stayed the same over time, and explaining why these changes have occurred (e.g., In what ways would the life of a teenager during the American Revolution be different from the life of a teenager today? What factors have contributed to these differences?).
    • Investigating how events, people, and ideas have shaped the United States and/or the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the civil rights movement change the U.S., and how might the U.S. be different if it had never happened?).

  • H&SS5-6:9

    Students show understanding of how humans interpret history by:

    • Identifying different types of primary and secondary sources, and understanding the benefits and limitations both bring to the study of history (e.g., interviews, biographies, magazine articles, and eyewitness accounts).
    • Reading and interpreting historic maps.
    • Identifying multiple perspectives in historic and current events (e.g., How might one of Santa Anna’s soldiers describe the events at the Alamo? How might an American soldier describe the same events?).
    • Identifying attitudes, values, and behaviors of people in different historical contexts (e.g., What values justified denying women the vote?).
    • Identifying how technology can lead to a different interpretation of history (e.g., archeological excavation, using online primary source documents).

  • H&SS5-6:10

    Students show understanding of past, present, and future time by:

    • Identifying the beginning, middle, and end of an historical
      narrative or story.
    • Constructing time lines of significant historical developments in the nation and world, designating appropriate equidistant intervals of time and recording events according to the order in which they occurred.
    • Interpreting data presented in time lines.
    • Measuring and calculating calendar time by years, decades, centuries, and millennia (e.g., How old are the great pyramids of Egypt?).
    • Making predictions and/or decisions based on an understanding of the past and the present.
    • Identifying an important event in the United States and/or world, and describing multiple causes and effects of that event.
    • Explaining transitions between eras that occurred over time (e.g., the end of the Colonial era) as well as those that occurred as a result of a pivotal event (e.g., September 11th, the writing of the Declaration of Independence).

• Physical and Cultural Geography

  • H&SS5-6:11

    Students interpret geography and solve geographic problems by:

    • Identifying characteristics of states, countries, and continents using resources such as landmarks, models, maps, photographs, atlases, internet, video, reference materials, GIS and mental mapping.
    • Observing, comparing, and analyzing patterns of state, national, and global land use (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities.
    • Locating the physical and political regions of the United States and the world (e.g., Plains, NE Coast, New England, South, West, etc.).
    • Locating selected cities and countries in the world of historical and current importance using absolute and relative location (e.g., capitals, Boston, NYC, London, Iraq, etc.).
    • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones.
    • Constructing and reading a variety of effective representations of the earth such as maps, globes, and photographs (e.g., physical, political, topographic, computer generated, and special purpose maps).
    • Identifying and using basic elements of a map.
    • Using grid systems to locate places on maps and globes (e.g., longitude and latitude).
    • Using appropriate geographic resources to answer geographic questions and to analyze patterns of spatial variation (e.g., Why do more people live in Chittenden County than any other county in Vermont?; examining soil quality in relation to land use).

  • H&SS5-6:12

    Students show understanding of human interaction with the environment over time by:

    • Describing how people have changed the environment in the U.S. and world for specific purposes (e.g., development of urban environments, modification of crops, reforestation).
    • Generating information related to the impact of human activities on the physical environment (for example, through field studies, mapping, interviewing, and using scientific instruments) in order to draw conclusions and recommend actions (e.g., accompanying a naturalist working to identify areas in need of preservation).
    • Identifying different viewpoints regarding resource use in the U.S. and world (e.g., interview the owner of a hybrid or electric vehicle.).
    • Describing how the environment influences a particular demographic factor, such as disease/epidemic rates, life expectancy, infant mortality rate, population growth rate (e.g., describe how environmental factors influence income).
    • Recognizing patterns of voluntary and involuntary migration in the U.S. and world.

  • H&SS5-6:13

    Students analyze how and why cultures continue and change over time by:

    • Identifying expressions of culture in the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., investigating cultural expressions of the Harlem Renaissance).
    • Describing the contributions of various cultural groups to the world, both past and present .
    • Identifying how location influences cultural traits (e.g., comparing clothing, food, religion/values, government, and art across four ancient cultures in relation to location).
    • Identifying ways in which culture in the United States and the world has changed.

• Civics, Government and Society

  • H&SS5-6:14

    Students act as citizens by:

    • Describing and defining the rights, principles, and responsibilities of citizenship in the U.S. (e.g., the right to vote and the responsibility to obey the law).
    • Giving examples of ways people act as members of a global community (e.g., purchasing products made in other countries).
    • Demonstrating positive interaction with group members (e.g., participating in a service project).
    • Identifying problems and proposing solutions in the local community, state, nation, or world.
    • Explaining their own point of view on issues that affect themselves and society; being able to explain an opposing point of view (e.g. bullies, victims, witnesses; voting age; smoking; violence on TV).
    • Giving examples of ways in which political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.
    • Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., interview members of an advocacy group).
    • Describing how an American’s identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples.
    • Establishing rules and/or policies for a group, school, and/or community, and defending them.

  • H&SS5-6:15

    Students show understanding of various forms of government by:

    • Describing how rules and laws are created (e.g., participating in a simulation about creating a new law).
    • Identifying key documents on which U.S. laws are based and where to find them (e.g., Declaration of Independence, Bill of Rights, U.S. Constitution).
    • Describing how government decisions impact and/or relate to their lives.
    • Identifying the basic functions, structures and purposes of governments within the United States.
    • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion).
    • Defining criteria for selecting leaders at the school, community, state, national and international levels.

  • H&SS5-6:16

    Students examine how different societies address issues of human interdependence by:

    • Identifying a current or historic issue related to basic human rights (e.g., civil rights; women’s movement).
    • Explaining how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/ or social position.
    • Describing the purposes and functions of governmental and nongovernmental international organizations (e.g., the United Nations).
    • After examining issues from more than one perspective, defining and defending the rights and needs of others in the, community, nation, and world (e.g., participating in a forum on child slavery).
    • Describing differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity.
    • Citing examples, both past and present, of how diversity has led to change (e.g., foods; internment camps; slavery).
    • Identifying examples of interdependence among states and nations (e.g., natural resources).
    • Comparing and contrasting behaviors that foster cooperation among groups and governments (e.g., assigned roles of participation; clear expectations and goal setting).
    • Explaining conditions that contribute to conflict within and among individuals, communities, and nations (e.g., investigating the political, social, and economic causes of the American Revolution).
    • Explaining ways in which conflicts can be resolved peacefully (e.g., melting pot vs. salad bowl).

  • H&SS5-6:17

    Students examine how access to various institutions affects justice, reward, and power by:

    • Describing how different groups gain or have been denied access to various institutions, and exploring alternative ways of getting access (e.g., Women’s right to vote, access for disabled, petition).
    • Identifying examples of tensions between belief systems and government policies and laws (e.g. Christmas trees may exclude people who are not Christian; Pledge of Allegiance).

• Economics

  • H&SS5-6:18

    Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:

    • Tracing the production, distribution, and consumption of goods in the U.S. (e.g., creating a map showing the flow of oil to and from the U.S.; creating a map depicting the African slave trade).
    • Examining how producers in the U.S. have used natural, human, and capital resources to produce goods and services and describing long-term effects of these uses (e.g., What long-term effects did the growth of tobacco in the Chesapeake Bay area have on humans?).
    • Describing the causes and effects of economic activities on the environment in the U.S. (e.g., examining why ski areas make snow and the effects of snowmaking on the environment).

  • H&SS5-6:19

    Students show understanding of the interconnectedness between government and the economy by:

    • Identifying goods and services provided by local, state, and national governments (e.g., disaster relief, business subsidies) and why these are needed.
    • Explaining the relationship between taxation and governmental goods and services in the U.S. (e.g., given data, students create a pie chart of budget allocations).
    • Recognizing that the U.S. government creates its own currency for use as money (e.g., investigating various forms of money printed throughout the history of the U.S.).

  • H&SS5-6:20

    Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

    • Defining and applying basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional or national economic question or problem (e.g., what were the opportunity costs of westward migration?).
    • Explaining what happens when people's needs and/or wants exceed their available resources (e.g., analyzing photographs from the Dust Bowl).
    • Comparing price, quality, and features of goods and services.
    • Identifying the pros and cons of saving money over time (e.g., immediate vs. delayed gratification).

Content Suggestion:

World Regional Studies of up to four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying China might include the Han Dynasty, Communist Revolution and modern China. In that Grades 6-7 will provide a student’s first significant exposure to world history, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

• 1. Identify examples of interactions between the United States and other countries/areas worldwide. (e.g. current events, relief funds for worldwide disasters, UN peacekeeping)
• 2. Compare and contrast historical events in other nations with those in U.S. history (e.g. settlement, revolution, U.S. Constitution, effects of natural disasters).
• 3. Compare and contrast the influence of leaders in other nations with those in the U.S. history (e.g. pharaohs vs. presidents, Mandela vs. Martin Luther King).

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 1, “Culture”
NCSS 2, “Time, Continuity, and Change”

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

• 4. Compare and contrast how the status of family, gender and ethnicity has evolved in Connecticut and the United States in relation to other areas worldwide.

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 2, “Time, Continuity, and Change”
NCSS 4, “Individual Development and Identity”

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

• 5. Explain how a civilization/ nation’s arts, architecture, music and literature reflect its culture and history.

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
1.3.5 NCSS 1 “Culture”
4 NCSS 4, “Individual Development and Identity”
7 NCSS 1, “Culture”
8 NCSS 5, “Individuals, Groups, and Institutions”

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

• 9. Locate and describe specific places on a map using latitude and longitude.
• 10. Examine geographic factors that help explain historical events or contemporary issues.
• 11. Explain the distribution of physical features across the Earth’s surface using appropriate maps.

Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Global Literacy
Communication
I&TL: 3
9 NCSS 3, “People, Places, and Environments”
10 NCSS 3, “People, Places, and Environments”
11 NCSS 3, “People, Places, and Environments”

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

• 12. Describe how civilizations used technology to manipulate the environment (e.g. canals, dams, landfill projects).
• 13. Analyze and illustrate how the environment affects a nation/civilization’s economic and social development.

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
12 NCSS 7, “Production, Distribution, and Consumption”, 8, “Science, Technology, and Society”
13 NCSS 7, “Production, Distribution, and Consumption

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

• 14. Compare and contrast significant world trade patterns in both the past and present.
• 15. Evaluate the positive and/or negative impacts of mass human migrations on both people and a nation/region.

Correlations

Critical Thinking and Problem Solving Skills
I&TL: 1, 2, 3, 5, 6
14 NCSS 3, “People, Places, and Environments”
9, “Global Connections”
15 NCSS 3, “People, Places, and Environments”
7, “Production, Distribution, and Consumption”

1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

Grade Level Expectations
Students will be able to:

• 16. Compare and contrast different forms of governance in the past and present (e.g. monarchy, dictatorship, representative democracy, parliament).

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 6, “Power, Authority, and Governance” 10, “Civic Ideals and Practices”

1.8 – The interactions between citizens and their government in the making and implementation of laws.

Grade Level Expectations
Students will be able to:

• 17. Compare and contrast the roles of citizens in different forms of governments.
• 18. Analyze and critique examples where governments in other nations have changed through violent or peaceful means.

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 6, “Power, Authority, and Governance”, 10, “Civic Ideals and Practices”

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

• 19. Compare and contrast the rights and responsibilities of citizens under different forms of government throughout the world.

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 10, “Civic Ideals and Practices”

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

• 20. Compare and contrast the availability and distribution of resources across world regions.

Correlations

Critical Thinking and Problem Solving Skills
Financial Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 7, “Production, Distribution, and Consumption”

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

• 21. Compare and contrast different economic systems in the world.

Correlations

Critical Thinking and Problem Solving Skills
Global Awareness
Financial Literacy
I&TL: 1, 2, 3, 5, 6
NCSS 7, “Production, Distribution, and Consumption

1.12 – The interdependence of local, national and global
economies.

Grade Level Expectations
Students will be able to:

• 22. Identify economic resources in the world and analyze their relationship to international trade.
• 23. Analyze the impact of specialization on production and trade.

Correlations

Critical Thinking and Problem Solving Skills
I&TL: 3

1.13 – The characteristics of and interactions among culture, social systems and institutions.

Grade Level Expectations
Students will be able to:

• 24. Compare similarities and differences of cultural groups in different world regions (e.g. beliefs, values, traditions, institutions).
• 25. Analyze the relationship among culture, government and social systems in various countries.
• 26. Describe how social, cultural and economic circumstances influence individual lives.

Correlations

Critical Thinking and Problem Solving Skills Civic Literacy Communication
I&TL: 1, 2, 3, 5, 6
24 NCSS, 3, “People, Places, and Environments” 9, “Global Connections”
25 NCSS 9, “Global Connections” 10, “Civic Ideals and Practices”
26 NCSS 7, “Production, Distribution, and Consumption”, 9, “Global Connections” 10, “Civic Ideals and Practices

Standard 2: History/Social Studies Literacy

Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

• 1. Gather information from multiple print and digital sources, including text, visuals, charts, graphs and maps.
• 2. Cite specific textual evidence to support analysis of primary and secondary sources.
• 3. Answer questions about content gathered from print and non-print sources
• 4. Summarize information about primary and secondary sources
• 5. Determine the central ideas or information of a primary or secondary source and provide an accurate summary.
• 6. Identify key steps in a text’s description of a process related to history/social studies (e.g. how a bill becomes a law, how interest rates are raised or lowered)
• 7. Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
• 8. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Correlations

RH- 1, 2, 3, 10 RI6-3
WHST- 7,8
Communication
Information Literacy
ICT Literacy
I&TL: 1, 2, 3, 5, 6

2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

• 9. Compare information about the same event using a variety of primary sources.
• 10. Analyze the relationship between a primary and secondary source on the same topic.
• 11. Assess primary and secondary sources, including Internet sources, to determine accuracy and validity.
• 12. Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts) and detect and analyze propaganda, censorship and bias.
• 13. Distinguish among fact, opinion, and reasoned judgment in a text.
• 14. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
• 15. Describe how a text presents information (e.g. sequentially, comparatively, causally).
• 16. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• 17. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
• 18. Evaluate the credibility of a speaker (e.g. hidden agendas, slants or biases).
• 19. Analyze maps and charts to support conclusions about historical events.
• 20. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Correlations

Communication
Information Literacy
ICT Literacy
RH-4, 5, 6, 7, 9
RI6- 8, 9
WHST-8
SL6-3
I&TL: 1,2,3,5,6

2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

Grade Level Expectations
Students will be able to:

• 21. Write arguments using discipline-specific content.
• 22. Write informative/explanatory texts, including the narration of historical events, that incorporates research and information to describe a social studies event or issue.
• 23. Integrate information from multiple print and digital sources while avoiding plagiarism.

Correlations

RH-1
WHST-1, 2, 6, 8
Communication Information Literacy
I&TL: 4, 5, 6, 7

2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

Grade Level Expectations
Students will be able to:

• 24. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
• 25. Respond orally to opposing points of view and cite appropriate evidence.
• 26. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation

Correlations

Communication
SL6- 1, 3, 4
I&TL: 1, 2, 3, 5, 6

2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

Grade Level Expectations
Students will be able to:

• 27. Present social studies topics using visual forms of evidence, including multimedia components (e.g. maps, pictures, portraits, graphs, video, sound) to clarify information.
• 28. Create maps of areas, regions or nations and provide relevant information.
• 29. Make and use maps, globes, models and databases to analyze spatial distributions and patterns.

Correlations

Communication
SL6-4, 5
I&TL: 1,2,3,4,5,6,7

Standard 3: Civic Engagement

Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

Grade Level Expectations
Students will be able to:

• 1. Evaluate the impact of historical background on a specific event or issue.
• 2. Evaluate the quality of evidence from various sources supporting a point of view.

Correlations

Information Literacy
I&TL: 1, 2, 3, 4, 5, 6, 7

3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

Grade Level Expectations
Students will be able to:

• 3. Compare and contrast how two or more groups or nations might view a historical or contemporary issue.
• 4. Cite evidence to summarize the feelings and outlook of people engaged in a historical event (e.g. immigrant experience, wartime experiences).

Correlations

Flexibility and Adaptability
I&TL: 1, 2, 3, 4, 5, 6, 7

3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

Grade Level Expectations
Students will be able to:

• 5. Identify and evaluate the significance of any one factor influencing a contemporary event.

Correlations

Critical Thinking and Problem Solving Skills
I&TL: 1, 2, 3, 4, 5, 6, 7

• HI.SS.6.1. Content Standard / Course: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
  • SS.6.1.1. Content Standard / Performance Indicator: Causes And Effects in History Define causal relationships in historical chronologies
• HI.SS.6.2. Content Standard / Course: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
  • SS.6.2.1. Content Standard / Performance Indicator: Historical Inquiry Frame and answer questions through historical research
  • SS.6.2.2. Content Standard / Performance Indicator: Historical Empathy Explain the past on its own terms; not judging it solely by present-day norms and values
• HI.SS.6.3. Content Standard / Course: History WORLD CULTURES/HISTORY-Understand important historical events from ancient times through the Renaissance
  • SS.6.3.1. Content Standard / Performance Indicator: Ancient Societies, 3000 B.C.E. to 500 B.C.E. Examine written and physical evidence from ancient societies in Mesopotamia, Egypt, the Indus River Valley, and the Yellow River Valley
  • SS.6.3.2. Content Standard / Performance Indicator: Ancient Societies, 3000 B.C.E. to 500 B.C.E. Compare the writing, artifacts, and architectural remains from the Maya, Aztec, Inca, and early Pacific Island societies
  • SS.6.3.3. Content Standard / Performance Indicator: Classical Societies, 500 B.C.E to 500 C.E Compare classical societies, including China during the reign of Han Wudi; Maurya India under Ashoka; Greek city-states under Pericles; and the Roman Empire under Augustus
  • SS.6.3.4. Content Standard / Performance Indicator: Classical Societies, 500 B.C.E to 500 C.E Describe the key figures and major beliefs of the major religious and philosophical traditions of ancient and classical times, including Judaism, Confucianism, Daoism, Hinduism, Buddhism, Greek philosophy, Christianity, and Islam
  • SS.6.3.5. Content Standard / Performance Indicator: Post-Classical Societies, 500 C.E. to 1500 C.E. Compare post-classical societies, including China at the time of Tang Taizong, the Abbasid dynasty at the time of Harun al-Rashid, the Carolingian Empire at the time of Charlemagne, and the Mali Empire at the time of Mansa Musa
  • SS.6.3.6. Content Standard / Performance Indicator: Post-Classical Societies, 500 C.E. to 1500 C.E. Describe the trade networks, including the Silk Road and Saharan caravan trade; conflicts, including the Crusades and Mongol conquests; communications; and exchanges, including Chinese inventions and the bubonic plague, that linked the post-classical societies
  • SS.6.3.7. Content Standard / Performance Indicator: Post-Classical Societies, 500 C.E. to 1500 C.E. Describe the re-establishment of Chinese imperial rule and the voyages of Zheng He
  • SS.6.3.8. Content Standard / Performance Indicator: Post-Classical Societies, 500 C.E. to 1500 C.E. Explain the impact of the Renaissance and the European voyages of exploration
• HI.SS.6.4. Content Standard / Course: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions and the similarities and differences in government across cultural perspectives
  • SS.6.4.1. Content Standard / Performance Indicator: Foundations of Democracy Identify the foundations of democracy in classical Greece and Rome
• HI.SS.6.5. Content Standard / Course: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
  • SS.6.5.1. Content Standard / Performance Indicator: There are no benchmarks for this standard for this Grade/Course.
• HI.SS.6.6. Content Standard / Course: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
  • SS.6.6.1. Content Standard / Performance Indicator: Cultural Systems and Practices Examine the ways in which different cultures have influenced families and communities
  • SS.6.6.2. Content Standard / Performance Indicator: Cultural Dynamics/Change And Continuity Use examples of changing culture to identify and analyze ways to respond to cultural differences and problems within and across groups (e.g., stereotyping, ethics)
• HI.SS.6.7. Content Standard / Course: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  • SS.6.7.1. Content Standard / Performance Indicator: Places and Regions Describe the development of agriculture in the Tigris, Euphrates, and Nile river valleys
  • SS.6.7.2. Content Standard / Performance Indicator: Human Systems Describe the impact of printing, the compass, and gunpowder in China and Europe
  • SS.6.7.3. Content Standard / Performance Indicator: Human Systems Analyze patterns of cultural encounters and exchanges and assess their impact on societies
• HI.SS.6.8. Content Standard / Course: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
  • SS.6.8.1. Content Standard / Performance Indicator: Limited Resources and Choice Explain exchanges of salt, gold, and other trade over the trans-Saharan trade routes and the impact of these exchanges
  • SS.6.8.2. Content Standard / Performance Indicator: Limited Resources and Choice Describe, in terms of opportunity cost, why it was so difficult for Christopher Columbus to find financial support for his voyages
  • SS.6.8.3. Content Standard / Performance Indicator: Limited Resources and Choice Explain the impact of the exchange of products throughout the Indian Ocean basin from CE 500 to CE 1500

(Note: Between grades 6–9, Idaho students are expected to cover the following standards.)

• Geography: Eastern Hemisphere

  • Standard 1: History

    Students in Geography-Eastern Hemisphere build an understanding of the cultural and social development of human civilization.

    Goal 1.8:

    Build an understanding of the cultural and social development of human civilization.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.1.8.1 Describe major aspects of the civilizations of the Eastern Hemisphere prior to European contact.
    • 6-9.GEH.1.8.2 Examine the impact of Europeans on indigenous cultures in the Eastern Hemisphere.
    • 6-9.GEH.1.8.3 Compare various approaches to European colonization in the Eastern Hemisphere.
    • 6-9.GEH.1.8.4 Explain how and why events may be interpreted differently according to the points of view of participants and observers.
    • 6-9.GEH.1.8.5 Describe the historical origins, central beliefs, and spread of major religions, including Judaism, Christianity, Islam, Hinduism, Buddhism, and Confucianism.

  • Standard 2: Geography

    Students in Geography-Eastern Hemisphere analyze the spatial organizations of people, places, and environment on the earth’s surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, trace the migration and settlement of human populations on the earth’s surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments overtime.

    Goal 2.1:

    Analyze the spatial organizations of people, places, and environment on the earth’s surface.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.2.1.1 Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each. (469.01b)
    • 6-9.GEH.2.1.2 Apply latitude and longitude to locate places on Earth and describe the uses of technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).
    • 6-9.GEH.2.1.3 Use mental maps to answer geographic questions. (469.01b)
    • 6-9.GEH.2.1.4 Analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event. (473.01a)

    Goal 2.2:

    Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.2.2.1 Explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth. (469.03f)
    • 6-9.GEH.2.2.2 Locate, map, and describe the climate regions of the Eastern Hemisphere and their impact on human activity and living conditions.
    • 6-9.GEH.2.2.3 Identify major biomes and explain ways in which the natural environment of places in the Eastern Hemisphere relates to their climate. (469.03a)
    • 6-9.GEH.2.2.4 Explain how physical processes have shaped Earth’s surface. Classify these processes according to those that have built up Earth’s surface (mountain-building and alluvial deposition) and those that wear away at Earth’s surface (erosion). (469.03c)
    • 6-9.GEH.2.2.5 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)

    Goal 2.3:

    Trace the migration and settlement of human populations on the earth’s surface.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.2.3.1 Identify the names and locations of countries and major cities in the Eastern Hemisphere.
    • 6-9.GEH.2.3.2 Describe major physical characteristics of regions in the Eastern Hemisphere.
    • 6-9.GEH.2.3.3 Identify patterns of population distribution and growth in the Eastern Hemisphere and explain changes in these patterns, which have occurred over time. (469.04b)

    Goal 2.4:

    Analyze the human and physical characteristics of different places and regions.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.2.4.1 Use maps, charts, and graphs to compare rural and urban populations in selected countries in the Eastern Hemisphere.
    • 6-9.GEH.2.4.2 Compare and contrast cultural patterns in the Eastern Hemisphere, such as language, religion, and ethnicity. (469.04c)
    • 6-9.GEH.2.4.3 Analyze the locations of the major manufacturing and agricultural regions of the Eastern Hemisphere.

    Goal 2.5:

    Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.2.5.1 Analyze the distribution of natural resources in the Eastern Hemisphere.
    • 6-9.GEH.2.5.2 Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of the Eastern Hemisphere. (469.05c)
    • 6-9.GEH.2.5.3 Give examples of how land forms and water, climate, and natural vegetation have influenced historical trends and developments in the Eastern Hemisphere. (469.06c)
    • 6-9.GEH.2.5.4 Identify contrasting perspectives of environmental issues that affect the Eastern Hemisphere.
    • 6-9.GEH.2.5.5 Explain how human-induced changes in the physical environment in one place can cause changes in another place, such as acid rain, air and water pollution, deforestation. (469.05b)

  • Standard 3: Economics

    Students in Geography-Eastern Hemisphere explain basic economic concepts and identify different influences on economic systems.

    Goal 3.1:

    Explain basic economic concepts.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.3.1.1 Define scarcity and its impact on decision making such as trade and settlement.

    Goal 3.2:

    Identify different influences on economic systems.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.3.2.1 Describe how different economic systems in the Eastern Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce.
    • 6-9.GEH.3.2.2 Compare the standard of living of various countries of the Eastern Hemisphere today using Gross Domestic Product (GDP) per capita as an indicator.
    • 6-9.GEH.3.2.3 Analyze current economic issues in the countries of the Eastern Hemisphere using a variety of information resources.
    • 6-9.GEH.3.2.4 Identify economic connections between a local community and the countries of the Eastern Hemisphere.
    • 6-9.GEH.3.2.5 Identify specific areas of the Eastern Hemisphere with important natural resource deposits.
    • 6-9.GEH.3.2.6 Investigate how physical geography, productive resources, specialization, and trade have influenced the way people earn income.

  • Standard 4: Civics and Government

    Students in Geography-Eastern Hemisphere build an understanding of comparative government.

    Goal 4.5:

    Build an understanding of comparative government.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.4.5.1 Identify the major forms of government in the Eastern Hemisphere and compare them with the United States.
    • 6-9.GEH.4.5.2 Give examples of the different routes to independence from colonial rule taken by countries.

  • Standard 5: Global Perspectives

    Students in Geography-Eastern Hemisphere build an understanding of multiple perspectives and global interdependence.

    Goal 5.1:

    Build an understanding of multiple perspectives and global interdependence.
    Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:

    • 6-9.GEH.5.1.1 Discuss how social institutions, including the family, religion, and education, influence behavior in different societies in the Eastern Hemisphere.
    • 6-9.GEH.5.1.2 Give examples of how language, literature, and the arts shaped the development and transmission of culture in the Eastern Hemisphere.
    • 6-9.GEH.5.1.3 Define ethnocentrism and give examples of how this attitude can lead to cultural misunderstandings.
    • 6-9.GEH.5.1.4 Discuss present conflicts between cultural groups and nation-states in the Eastern Hemisphere.
    • 6-9.GEH.5.1.5 Give examples of the benefits of global connections, such as developing opportunities for trade, cooperating in seeking solutions to mutual problems, learning for technological advances, acquiring new perspectives, and benefiting from developments in architecture, music, and the arts.
    • 6-9.GEH.5.1.6 Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and speculate possible responses by various individuals, groups, and nations.

• Geography: Western Hemisphere

  • Standard 1: History

    Students in Geography-Western Hemisphere build an understanding of the cultural and social development of human civilization.

    Goal 1.8:

    Build an understanding of the cultural and social development of human civilization.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.1.8.1 Describe major aspects of the civilizations of the Western Hemisphere prior to European contact, such as Mesoamerica.
    • 6-9.GWH.1.8.2 Examine the impact of Europeans on indigenous cultures in the Western Hemisphere.
    • 6-9.GWH.1.8.3 Compare various approaches to European colonization in the Western Hemisphere.
    • 6-9.GWH.1.8.4 Explain how and why events may be interpreted differently according to the points of view of participants and observers.

  • Standard 2: Geography

    Students in Geography-Western Hemisphere analyze the spatial organizations of people, places, and environment on the earth’s surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, trace the migration and settlement of human populations on the earth’s surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments over time.

    Goal 2.1:

    Analyze the spatial organizations of people, places, and environment on the earth’s surface.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.2.1.1 Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each. (469.01b)
    • 6-9.GWH.2.1.2 Apply latitude and longitude to locate places on Earth and describe the uses of technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).
    • 6-9.GWH.2.1.3 Use mental maps to answer geographic questions. (469.01b)
    • 6-9.GWH.2.1.4 Analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event. (473.01a)

    Goal 2.2:

    Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.2.2.1 Explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth. (469.03f)
    • 6-9.GWH.2.2.2 Locate, map, and describe the climate regions of the Western Hemisphere and their impact on human activity and living conditions.
    • 6-9.GWH.2.2.3 Identify major biomes and explain ways in which the natural environment of places in the Western Hemisphere relates to their climate. (469.03a)
    • 6-9.GWH.2.2.4 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)

    Goal 2.3:

    Trace the migration and settlement of human populations on the earth’s surface.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.2.3.1 Identify the names and locations of countries and major cities in the Western Hemisphere.
    • 6-9.GWH.2.3.2 Describe major physical characteristics of regions in the Western Hemisphere.
    • 6-9.GWH.2.3.3 Identify patterns of population distribution and growth in the Western Hemisphere and explain changes in these patterns which have occurred over time. (469.04b)

    Goal 2.4:

    Analyze the human and physical characteristics of different places and regions.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.2.4.1 Describe major cultural characteristics of regions in the Western Hemisphere.
    • 6-9.GWH.2.4.2 Compare and contrast cultural patterns in the Western Hemisphere, such as language, religion, and ethnicity. (469.04c)
    • 6-9.GWH.2.4.3 Analyze the locations of the major manufacturing and agricultural regions of the Western Hemisphere.

    Goal 2.5:

    Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.2.5.1 Analyze the distribution of natural resources in the Western Hemisphere.
    • 6-9.GWH.2.5.2 Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of the Western Hemisphere. (469.05c)
    • 6-9.GWH.2.5.3 Give examples of how land forms and water, climate, and natural vegetation have influenced historical trends and developments in the Western Hemisphere. (469.06c)
    • 6-9.GWH.2.5.4 Identify contrasting perspectives of environmental issues that affect the Western Hemisphere.
    • 6-9.GWH.2.5.5 Explain how human-induced changes in the physical environment in one place can cause changes in another place such as acid rain, air and water pollution, deforestation. (469.05b)

  • Standard 3: Economics

    Students in Geography-Western Hemisphere explain basic economic concepts and identify different influences on economic systems.

    Goal 3.1:

    Explain basic economic concepts.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.3.1.1 Define scarcity and its impact on decision making such as trade and settlement.

    Goal 3.2:

    Identify different influences on economic systems.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.3.2.1 Describe how different economic systems in the Western Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce.
    • 6-9.GWH.3.2.2 Compare the standard of living of various countries of the Western Hemisphere today using Gross Domestic Product (GDP) per capita as an indicator.
    • 6-9.GWH.3.2.3 Analyze current economic issues in the countries of the Western Hemisphere using a variety of information resources.
    • 6-9.GWH.3.2.4 Identify economic connections between a local community and the countries of the Western Hemisphere.

  • Standard 4: Civics and Government

    Students in Geography-Western Hemisphere build an understanding of comparative government.

    Goal 4.5:

    Build an understanding of comparative government.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.4.5.1 Identify the major forms of government in the Western Hemisphere and compare them with the United States.

  • Standard 5: Global Perspectives

    Students in Geography-Western Hemisphere build an understanding of multiple perspectives and global interdependence.

    Goal 5.1:

    Build an understanding of multiple perspectives and global interdependence.
    Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

    • 6-9.GWH.5.1.1 Discuss how social institutions, including family, religion, and education, influence behavior in different societies in the Western Hemisphere.
    • 6-9.GWH.5.1.2 Give examples of how language, literature, and the arts shaped the development and transmission of culture in the Western Hemisphere.
    • 6-9.GWH.5.1.3 Define ethnocentrism and give examples of how this attitude can lead to cultural misunderstandings.
    • 6-9.GWH.5.1.4 Discuss present conflicts between cultural groups and nation-states in the Western Hemisphere.

• World History and Civilization

  • Standard 1: History

    Students in World History and Civilization explain the rise of human civilization, trace how natural resources and technological advances have shaped human civilization, build an understanding of the cultural and social development of human civilization, and identify the role of religion in the development of human civilization.

    Goal 1.6:

    Explain the rise of human civilization.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.1.6.1 Describe types of evidence used by anthropologists, archaeologists, and other scholars to reconstruct early human and cultural development. (462.01a)
    • 6-9.WHC.1.6.2 Describe the characteristics of early hunter-gatherer communities. (462.01b)
    • 6-9.WHC.1.6.3 Analyze the characteristics of early civilizations.

    Goal 1.7:

    Trace how natural resources and technological advances have shaped human civilization.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.1.7.1 Explain how man adapted the environment for civilization to develop. (462.04a)
    • 6-9.WHC.1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Middle Ages, Early-Modern, and Modern European societies and civilizations. (462.04b)

    Goal 1.8:

    Build an understanding of the cultural and social development of human civilization.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.1.8.1 Find examples of how writing, art, architecture, mathematics, and science have evolved in western civilization over time. (462.05b)
    • 6-9.WHC.1.8.2 Identify the origins and characteristics of different social classes.
    • 6-9.WHC.1.8.3 Describe how the structure of family changes in relation to socioeconomic conditions.

    Goal 1.9:

    Identify the role of religion in the development of human civilization.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.1.9.1 Explain the relationship between religion and the peoples understanding of the natural world. (462.07c)
    • 6-9.WHC.1.9.2 Explain how religion shaped the development of western civilization. (462.07a)
    • 6-9.WHC.1.9.3 Discuss how religion influenced social behavior and created social order. (462.07b)
    • 6-9.WHC.1.9.4 Describe why different religious beliefs were sources of conflict.

  • Standard 2: Geography

    Students in World History and Civilization analyze the spatial organizations of people, places, and environment on the earth’s surface, trace the migration and settlement of human populations on the earth’s surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments over time.

    Goal 2.1:

    Analyze the spatial organizations of people, places, and environment on the earth’s surface.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models.

    Goal 2.3:

    Trace the migration and settlement of human populations on the earth’s surface.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.2.3.1 Identify main reasons for major migrations of people. (463.03a)
    • 6-9.WHC.2.3.2 Explain how climate affects human migration and settlement. (463.03b)
    • 6-9.WHC.2.3.3 Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions. (463.03c)
    • 6-9.WHC.2.3.4 Explain how transportation routes stimulate growth of cities and the exchange of goods, knowledge, and technology. (463.03d)

    Goal 2.4:

    Analyze the human and physical characteristics of different places and regions.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.2.4.1 Explain the impact of waterways on civilizations. (463.02b)

    Goal 2.5:

    Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.2.5.1 Explain how the resources of an area can be the source of conflict between competing groups. (463.04a)
    • 6-9.WHC.2.5.2 Illustrate how the population growth rate impacts a nation's resources. (463.04b)
    • 6-9.WHC.2.5.3 Explain how rapid growth of cities can lead to economic, social, and political problems. (463.04c)
    • 6-9.WHC.2.5.4 Describe how the conservation of resources is necessary to maintain a healthy environment. (463.04d)

  • Standard 3: Economics

    Students in World History and Civilization explain basic economic concepts and identify different influences on economic systems

    Goal 3.1:

    Explain basic economic concepts.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.3.1.1 Explain how historically people have relied on their natural resources to meet their needs. (465.01b)
    • 6-9.WHC.3.1.2 List examples that show how economic opportunity and a higher standard of living are important factors in the migration of people. (465.01c)
    • 6-9.WHC.3.1.3 Analyze the role of money as a means of exchange. (465.02a)
    • 6-9.WHC.3.1.4 Describe alternative means of exchange. (465.02b)

    Goal 3.2:

    Identify different influences on economic systems.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.3.2.1 Analyze the impact of economic growth on European society. (465.03a)
    • 6-9.WHC.3.2.2 Trace the evolution of hunting-gathering, agrarian, industrial and technological economic systems.
    • 6-9.WHC.3.2.3 Identify influential economic thinkers and the impact of their philosophies.
    • 6-9.WHC.3.2.4 Identify important economic organizations that have influenced economic growth.

  • Standard 4: Civics and Government

    Students in World History and Civilization build an understanding of the evolution of democracy.

    Goal 4.4:

    Build an understanding of the evolution of democracy.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.4.4.1 Describe the role of government in population movements throughout western civilization. (462.05d)
    • 6-9.WHC.4.4.2 Analyze the various political influences which shaped western civilization including the City-State, Monarchy, Republic, Nation-State, and Democracy.
    • 6-9.WHC.4.4.3 Analyze and evaluate the global expansion of liberty and democracy through revolution and reform movements in challenging authoritarian or despotic regimes. (464.02a)

  • Standard 5: Global Perspectives

    Students in World History and Civilization build an understanding of multiple perspectives and global interdependence.

    Goal 5.1:

    Build an understanding of multiple perspectives and global interdependence.
    Objective(s): By the end of World History and Civilization, the student will be able to:

    • 6-9.WHC.5.1.1 Explain common reasons and consequences for the breakdown of order among nation-states, such as conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law.
    • 6-9.WHC.5.1.2 Explain the global consequences of major conflicts in the 20th century, such as World War I; World War II, including the Holocaust; and the Cold War.
    • 6-9.WHC.5.1.3 Evaluate why peoples unite for political, economic, and humanitarian reasons.

• U.S. History I

  • Standard 1: History

    Students in U.S. History I build an understanding of the cultural and social development of the United States, trace the role of migration and immigration of people in the development of the United States, identify the role of American Indians in the development of the United States, analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States, and trace the role of exploration and expansion in the development of the United States.

    Goal 1.1:

    Build an understanding of the cultural and social development of the United States.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.1.1.1 Compare and contrast the different cultural and social influences that emerged in the North American colonies. (479.01a)
    • 6-12.USH1.1.1.2 Describe the experiences of culturally, ethnically, and racially different groups existing as part of American society prior to the Civil War. (479.01b)
    • 6-12.USH1.1.1.3 Analyze the common traits, beliefs, and characteristics that unite the United States as a nation and a society. (479.01c)
    • 6-12.USH1.1.1.4 Discuss the causes and effects of various compromises and conflicts in American history such as the American Revolution, Civil War and Reconstruction.
    • 6-12.USH1.1.1.5 Compare and contrast early cultures and settlements that existed in North America prior to European contact.

    Goal 1.2:

    Trace the role of migration and immigration of people in the development of the United States.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.1.2.1 Analyze the religious, political, and economic motives of European immigrants who came to North America.
    • 6-12.USH1.1.2.2 Explain the motives and consequences for slavery and other forms of involuntary immigration to North America.
    • 6-12.USH1.1.2.3 Analyze the concept of Manifest Destiny and its impact on American Indians and the development of the United States.

    Goal 1.3:

    Identify the role of American Indians in the development of the United States.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.1.3.1 Trace federal policies and treaties such as removal, reservations, and allotment throughout history that have impacted contemporary American Indians.
    • 6-12.USH1.1.3.2 Explain how and why events may be interpreted differently according to the points of view of participants and observers.
    • 6-12.USH1.1.3.3 Discuss the resistance of American Indians to assimilation.

    Goal 1.4:

    Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.1.4.1 Explain the consequences of scientific and technological inventions and changes on the social and economic lives of the people in the development the United States.
    • 6-12.USH1.1.4.2 Explain how the development of various modes of transportation increased economic prosperity and promoted national unity.

    Goal 1.5:

    Trace the role of exploration and expansion in the development of the United States.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.1.5.1 Examine the development of diverse cultures in what is now the United States.
    • 6-12.USH1.1.5.2 Identify significant countries and their roles and motives in the European exploration of the Americas.
    • 6-12.USH1.1.5.3 Describe and analyze the interactions between native peoples and the European explorers.
    • 6-12.USH1.1.5.4 Summarize the major events in the European settlement of North America from Jamestown to the end of the 18th century.
    • 6-12.USH1.1.5.5 Identify the United States territorial expansion between 1801 and 1861 and explain internal and external conflicts.

  • Standard 2: Geography

    Students in U.S. History I analyze the spatial organizations of people, places, and environment on the earth’s surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, and trace the migration and settlement of human populations on the earth’s surface.

    Goal 2.1:

    Analyze the spatial organizations of people, places, and environment on the earth’s surface.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models.

    Goal 2.2:

    Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.2.2.1 Analyze ways in which the physical environment affected political and economic development.

    Goal 2.3:

    Trace the migration and settlement of human populations on the earth’s surface.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.2.3.1 Describe Pre-Columbian migration to the Americas.
    • 6-12.USH1.2.3.2 Illustrate westward migration across North America.

  • Standard 3: Economics

    Students in U.S. History I explain basic economic concepts, identify different influences on economic systems, and analyze the different types of economic institutions.

    Goal 3.1:

    Explain basic economic concepts.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.3.1.1 Describe the economic characteristics of mercantilism.
    • 6-12.USH1.3.1.2 Compare the economic development of the North with the South.

    Goal 3.2:

    Identify different influences on economic systems.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.3.2.1 Describe the emergence and evolution of a market economy.
    • 6-12.USH1.3.2.2 Analyze the role of government policy in the early economic development of the United States.

    Goal 3.3:

    Analyze the different types of economic institutions.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.3.3.1 Evaluate the role of financial institutions in the economic development of the United States.

  • Standard 4: Civics and Government

    Students in U.S. History I build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have rights and assume responsibilities, and the evolution of democracy.

    Goal 4.1:

    Build an understanding of the foundational principles of the American political system.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.4.1.1 Trace the development of constitutional democracy in the United States, such as the Mayflower Compact, colonial assemblies, Bacon’s Rebellion.
    • 6-12.USH1.4.1.2 Identify fundamental values and principles as expressed in basic documents such as the Declaration of Independence, Articles of Confederation, and the United States Constitution.
    • 6-12.USH1.4.1.3 Evaluate issues in which fundamental values and principles are in conflict, such as between liberty and equality, individual interests and the common good, and majority rule and minority protections.

    Goal 4.2:

    Build an understanding of the organization and formation of the American system of government.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.4.2.1 Explain how the executive, legislative, and judicial powers are distributed and shared among the three branches of national government.
    • 6-12.USH1.4.2.2 Explain how and why powers are distributed and shared between national and state governments in a federal system.

    Goal 4.3:

    Build an understanding that all people in the United States have rights and assume responsibilities.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.4.3.1 Provide and evaluate examples of social and political leadership in early American history.
    • 6-12.USH1.4.3.2 Describe ways in which citizens participated in early American public life.

    Goal 4.4:

    Build an understanding of the evolution of democracy.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.4.4.1 Describe the role of gender, race, ethnicity, religion, and national origin on the development of individual/political rights.

  • Standard 5: Global Perspectives

    Students in U.S. History I build an understanding of multiple perspectives and global interdependence.

    Goal 5.1:

    Build an understanding of multiple perspectives and global interdependence.
    Objective(s): By the end of U.S. History I, the student will be able to:

    • 6-12.USH1.5.1.1 Explain the significance of principle policies and events in the United States’ relations with the world, such as the War of 1812, Monroe Doctrine, and Mexican and Spanish American Wars.
    • 6-12.USH1.5.1.2 Evaluate the major foreign policy positions that have characterized the United States’ relations with the world, such as isolationism and imperialism.
    • 6-12.USH1.5.1.3 Analyze how national interest shapes foreign policy.

• IN.1. Standard: History Students will explore the key historic movements, events and figures that contributed to the development of modern Europe and America from early civilizations through modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments.
  • 6.1.1. Proficiency Statement: Historical Knowledge Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E.: Describe the rise; the political, technological and cultural achievements; and the decline of ancient civilizations in Europe and Mesoamerica. Individuals, Society and Culture)
  • 6.1.2. Proficiency Statement: Historical Knowledge Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E.: Describe and compare the beliefs, the spread and the influence of religions
  • 6.1.3. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Explain the continuation and contributions of the Eastern Roman Empire after the fall of the Western Roman Empire.
  • 6.1.4. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Describe and explain the development and organization of political, cultural, social and economic systems in Europe and the Americas. (Individuals, Society and Culture)
  • 6.1.5. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Analyze the diverse points of view and interests of those involved in the Crusades and give examples of the changes brought about by the Crusades.
  • 6.1.6. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe and Mesoamerica.
  • 6.1.7. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Explain the effects of the Black Death, or bubonic plague, along with economic, environmental and social factors that led to the decline of medieval society.
  • 6.1.8. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe. (Individuals, Society and Culture)
  • 6.1.9. Proficiency Statement: Historical Knowledge Medieval Period: 400 A.D. /C.E. - 1500 A.D. /C.E.: Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest. (Individuals, Society and Culture)
  • 6.1.10. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Examine and explain the outcomes of European colonization on the Americas and the rest of the world. (Individuals, Society and Culture)
  • 6.1.11. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Compare Spanish and Portuguese colonies in Mexico and South America with French and British colonies in North America.
  • 6.1.12. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Describe the Reformations and their effects on European and American society. (Individuals, Society and Culture)
  • 6.1.13. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Explain the origin and spread of scientific, political, and social ideals associated with the Age of Enlightenment. (Individuals, Society and Culture)
  • 6.1.14. Proficiency Statement: Historical Knowledge Early Modern Era: 1500 to 1800: Describe the origins, developments and innovations of the Industrial Revolution and explain the changes it brought about. (Individuals, Society and Culture)
  • 6.1.15. Proficiency Statement: Historical Knowledge Modern Era: 1700 to the present: Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the rest of the world. (Individuals, Society and Culture)
  • 6.1.16. Proficiency Statement: Historical Knowledge Modern Era: 1700 to the present: Trace the individuals, beliefs and events that represent various political ideologies during the nineteenth and twentieth centuries. (Individuals, Society and Culture)
  • 6.1.17. Proficiency Statement: Historical Knowledge Modern Era: 1700 to the present: Compare the opportunities and dangers related to the development of a highly technological society.
  • 6.1.18. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. (Individuals, Society and Culture)
  • 6.1.19. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Define and use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based.
  • 6.1.20. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Recognize historical perspectives in fiction and nonfiction by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
  • 6.1.21. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history. (Individuals, Society and Culture)
  • 6.1.22. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record.
  • 6.1.23. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas. (Individuals, Society and Culture)
  • 6.1.24. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved.
• IN.2. Standard: Civics and Government Students will compare and contrast forms of government in different historical periods with contemporary political structures of Europe and the Americas and examine the rights and responsibilities of individuals in different political systems.
  • 6.2.1. Proficiency Statement: Foundations of Government Identify and compare major forms of historical and contemporary governments in Europe and the Americas.
  • 6.2.2. Proficiency Statement: Foundations of Government Explain how elements of Greek direct democracy and Roman representative democracy are present in modern systems of government.
  • 6.2.3. Proficiency Statement: Foundations of Government Examine key ideas of Magna Carta (1215), the Petition of Right (1628), and the English Bill of Rights (1689) as documents to place limits on the English monarchy.
  • 6.2.4. Proficiency Statement: Foundations of Government Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to 1700.
  • 6.2.5. Proficiency Statement: Functions of Government Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human rights.
  • 6.2.6. Proficiency Statement: Functions of Government Identify the functions of international political organizations in the world today.
  • 6.2.7. Proficiency Statement: Roles of Citizens Define and compare citizenship and the citizen's role in selected countries of Europe and the Americas.
• IN.3. Standard: Geography Students will identify the characteristics of climate regions in Europe and the Americas and describe major physical features, countries and cities of Europe and the Western Hemisphere.
  • 6.3.1. Proficiency Statement: The World in Spatial Terms Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.
  • 6.3.2. Proficiency Statement: The World in Spatial Terms Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational technology, such as Global Positioning Systems (GPS) to distinguish absolute and relative location and to describe Earth's surfaces.
  • 6.3.3. Proficiency Statement: Places and Regions Describe and compare major physical characteristics of regions in Europe and the Americas.
  • 6.3.4. Proficiency Statement: Physical Systems Places and Regions: Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere.
  • 6.3.5. Proficiency Statement: Physical Systems Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas.
  • 6.3.6. Proficiency Statement: Physical Systems Explain how ocean currents and winds influence climate differences on Europe and the Americas.
  • 6.3.7. Proficiency Statement: Physical Systems Locate and describe the climate regions of Europe and the Americas and explain how and why they differ.
  • 6.3.8. Proficiency Statement: Physical Systems Identify major biomes of Europe and the Americas and explain how these are influenced by climate.
  • 6.3.9. Proficiency Statement: Human Systems Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts, graphs, and satellite images and aerial photography.
  • 6.3.10. Proficiency Statement: Human Systems Explain that cultures change in three ways: cultural diffusion, invention and innovation. (Individuals, Society and Culture)
  • 6.3.11. Proficiency Statement: Human Systems Define the terms anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past. (Individuals, Society and Culture)
  • 6.3.12. Proficiency Statement: Environment and Society Compare the distribution of natural gas, oil, forests, uranium, minerals, coal, seafood and water in countries such as Brazil, Mexico, Canada, Great Britain and Russia.
  • 6.3.13. Proficiency Statement: Environment and Society Explain the impact of humans on the physical environment in Europe and the Americas.
  • 6.3.14. Proficiency Statement: Environment and Society Explain and give examples of how nature has impacted the physical environment and human populations in specific areas of Europe and the Americas.
• IN.4. Standard: Economics Students will examine the influence of physical and cultural factors upon the economic systems of countries in Europe and the Americas.
  • 6.4.1. Proficiency Statement: Give examples of how trade related to key developments in the history of Europe and the Americas.
  • 6.4.2. Proficiency Statement: Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods.
  • 6.4.3. Proficiency Statement: Explain why international trade requires a system for exchanging currency between various countries.
  • 6.4.4. Proficiency Statement: Describe how different economic systems (traditional, command, market and mixed) in Europe and the Americas answer the basic economic questions on what to produce, how to produce and for whom to produce.
  • 6.4.5. Proficiency Statement: Explain how financial institutions (banks, credit unions and stocks-and-bonds markets) channel funds from savers to borrowers and investors.
  • 6.4.6. Proficiency Statement: Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product (GDP) per capita as an indicator.
  • 6.4.7. Proficiency Statement: Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources.
  • 6.4.8. Proficiency Statement: Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace.
  • 6.4.9. Proficiency Statement: Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a country who are not directly involved in the consumption or production of a product.
  • 6.4.10. Proficiency Statement: Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options.