Strand / Topic: United States History 1877 to the Present

Standard / Strand: Skills

• USII.1 Indicator / Standard:

  The student will demonstrate skills for historical and geographical analysis, including the ability to

  • USII.1a) Indicator: Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1877 to the present;
  • USII.1b) Indicator: Make connections between past and present;
  • USII.1c) Indicator: Sequence events in United States history from 1877 to the present;
  • USII.1d) Indicator: Interpret ideas and events from different historical perspectives;
  • USII.1e) Indicator: Evaluate and debate issues orally and in writing;
  • USII.1f) Indicator: Analyze and interpret maps that include major physical features;
  • USII.1g) Indicator: Use parallels of latitude and meridians of longitude to describe hemispheric location;
  • USII.1h) Indicator: Interpret patriotic slogans and excerpts from notable speeches and documents.

• USII.2 Indicator / Standard:

  The student will use maps, globes, photographs, pictures, and tables for

  • USII.2a) Indicator: Explaining how physical features and climate influenced the movement of people westward;
  • USII.2b) Indicator: Explaining relationships among natural resources, transportation, and industrial development after 1877;
  • USII.2c) Indicator: Locating the 50 states and the cities most significant to the historical development of the United States.

• USII.3 Indicator / Standard:

  The student will demonstrate knowledge of how life changed after the Civil War by

  • USII.3a) Indicator: Identifying the reasons for westward expansion;
  • USII.3b) Indicator: Explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion;
  • USII.3c) Indicator: Describing racial segregation, the rise of ''Jim Crow,'' and other constraints faced by African Americans in the post-Reconstruction South;
  • USII.3d) Indicator: Explaining the rise of big business, the growth of industry, and life on American farms;
  • USII.3e) Indicator: Describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women's suffrage, and the temperance movement.

• USII.4 Indicator / Standard: 1890s to 1945

  The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by

  • USII.4a) Indicator: Explaining the reasons for and results of the Spanish-American War;
  • USII.4b) Indicator: Explaining the reasons for the United States' involvement in World War I and its leadership role at the conclusion of the war.

• USII.5 Indicator / Standard:

  The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

  • USII.5a) Indicator: Explaining how developments in transportation (including the use of the automobile), communication, and electrification changed American life;
  • USII.5b) Indicator: Describing the social changes that took place, including Prohibition, and the Great Migration north;
  • USII.5c) Indicator: Examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O'Keeffe and including the Harlem Renaissance;
  • USII.5d) Indicator: Identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt's New Deal.

• USII.6 Indicator / Standard:

  The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by

  • USII.6a) Indicator: Identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;
  • USII.6b) Indicator: Describing the major events and turning points of the war in Europe and the Pacific;
  • USII.6c) Indicator: Describing the impact of World War II on the home front.

• USII.7 Indicator / Standard:

  The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

  • USII.7a) Indicator: Describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations;
  • USII.7b) Indicator: Describing the conversion from a wartime to a peacetime economy;
  • USII.7c) Indicator: Identifying the role of America's military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges;
  • USII.7d) Indicator: Describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

• USII.8 Indicator / Standard:

  The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by

  • USII.8a) Indicator: Examining the Civil Rights Movement and the changing role of women;
  • USII.8b) Indicator: Describing the development of new technologies and their impact on American life.

• WY.1. Content Standard: Citizenship/Government/Democracy

  Students demonstrate how structures of power, authority, and governance have developed historically and continue to evolve.

  • 1.1. Benchmark:

    Students identify the rights, duties, and responsibilities of a U.S. citizen.

  • 1.2. Benchmark:

    Students understand the historical perspective and issues involved in the development of the U.S. Constitution.

  • 1.3. Benchmark:

    Students recognize the basic principles of the U.S. Constitution, Bill of Rights, and other amendments and are able to identify those principles in real-life scenarios.

• WY.2. Content Standard: Culture/Cultural Diversity

  Students demonstrate an understanding of different cultures and how these cultures have contributed and continue to contribute to the world in which they live.

  • 2.1. Benchmark:

    Students explain how family systems, religion, language, literature, and the arts contribute to the development of cultures.

  • 2.2. Benchmark:

    Students describe cultural diversity and the interdependence of cultures.

• WY.3. Content Standard: Production, Distribution, and Consumption

  Students demonstrate an understanding of economic principles and concepts and describe the influence of economic factors on societies.

  • 3.1. Benchmark:

    Students communicate how economic considerations influence personal, local, state, national, and international decision-making.

  • 3.2. Benchmark:

    Students describe the systems of exchange of past and present.

  • 3.3. Benchmark:

    Students recognize basic concepts of economic systems.

• WY.4. Content Standard: Time, Continuity and Change

  Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world.

  • 4.1. Benchmark:

    Students identify people, events, problems, conflicts, and ideas and explain their historical significance.

  • 4.2. Benchmark:

    Students discuss current events to better understand the world in which they live.

  • 4.3. Benchmark:

    Students analyze the impact of historical events and people on present conditions, situations, or circumstances.

• WY.5. Content Standard: People, Places, and Environments

  Students demonstrate an understanding of interrelationships among people, places, and environments.

  • 5.1. Benchmark:

    Students use charts, maps, and graphs to answer questions dealing with people, places, events, or environments.

  • 5.2. Benchmark:

    Students apply the themes of geography to topics being studied.

  • 5.3. Benchmark:

    Students demonstrate an ability to organize and process spatial information; i.e., You Are Here maps of various areas.

• WI.A. Content Standard: Geography

  People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.

  • A.8.1. Performance Standard:

    Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place.

  • A.8.2. Performance Standard:

    Construct mental maps of selected locales, regions, states, and countries and draw maps from memory, representing relative location, direction, size, and shape.

  • A.8.3. Performance Standard:

    Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and land use, and compute population density.

  • A.8.4. Performance Standard:

    Conduct a historical study to analyze the use of the local environment in a Wisconsin community and to explain the effect of this use on the environment.

  • A.8.5. Performance Standard:

    Identify and compare the natural resource bases of different states and regions in the United States and elsewhere in the world, using a statistical atlas, aerial photographs, satellite images, and computer databases.

  • A.8.6. Performance Standard:

    Describe and distinguish between the environmental effects on the earth of short-term physical changes, such as those caused by floods, droughts, and snowstorms, and long-term physical changes, such as those caused by plate tectonics, erosion, and glaciation.

  • A.8.7. Performance Standard:

    Describe the movement of people, ideas, diseases, and products throughout the world.

  • A.8.8. Performance Standard:

    Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities.

  • A.8.9. Performance Standard:

    Describe how buildings and their decoration reflect cultural values and ideas, providing examples such as cave paintings, pyramids, sacred cities, castles, and cathedrals.

  • A.8.10. Performance Standard:

    Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment.

  • A.8.11. Performance Standard:

    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 suggest possible responses by various individuals, groups, and nations.

• WI.B. Content Standard: History

  Time, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.

  • B.8.1. Performance Standard:

    Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used.

  • B.8.2. Performance Standard:

    Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in United States and world history.

  • B.8.3. Performance Standard:

    Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history.

  • B.8.4. Performance Standard:

    Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians.

  • B.8.5. Performance Standard:

    Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently.

  • B.8.6. Performance Standard:

    Analyze important political values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights.

  • B.8.7. Performance Standard:

    Identify significant events and people in the major eras of United States and world history.

  • B.8.8. Performance Standard:

    Identify major scientific discoveries and technological innovations and describe their social and economic effects on society.

  • B.8.9. Performance Standard:

    Explain the need for laws and policies to regulate science and technology.

  • B.8.10. Performance Standard:

    Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations.

  • B.8.11. Performance Standard:

    Summarize major issues associated with the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.

  • B.8.12. Performance Standard:

    Describe how history can be organized and analyzed using various criteria to group people and events chronologically, geographically, thematically, topically, and by issues.

• WI.C. Content Standard: Political Science and Citizenship

  Power, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.

  • C.8.1. Performance Standard:

    Identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights.

  • C.8.2. Performance Standard:

    Identify, cite, and discuss important political documents, such as the Constitution, the Bill of Rights, and landmark decisions of the Supreme Court, and explain their function in the American political system.

  • C.8.3. Performance Standard:

    Explain how laws are developed, how the purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused.

  • C.8.4. Performance Standard:

    Describe and explain how the federal system separates the powers of federal, state, and local governments in the United States, and how legislative, executive, and judicial powers are balanced at the federal level.

  • C.8.5. Performance Standard:

    Explain how the federal system and the separation of powers in the Constitution work to sustain both majority rule and minority rights.

  • C.8.6. Performance Standard:

    Explain the role of political parties and interest groups in American politics.

  • C.8.7. Performance Standard:

    Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate.

  • C.8.8. Performance Standard:

    Identify ways in which advocates participate in public policy debates.

  • C.8.9. Performance Standard:

    Describe the role of international organizations such as military alliances and trade associations.

• WI.D. Content Standard: Economics

  Production, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.

  • D.8.1. Performance Standard:

    Describe and explain how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

  • D.8.2. Performance Standard: Identify and explain basic economic concepts

    supply, demand, production, exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and services.

  • D.8.3. Performance Standard:

    Describe Wisconsin's role in national and global economies and give examples of local economic activity in national and global markets.

  • D.8.4. Performance Standard:

    Describe how investments in human and physical capital, including new technology, affect standard of living and quality of life.

  • D.8.5. Performance Standard:

    Give examples to show how government provides for national defense; health, safety, and environmental protection; defense of property rights; and the maintenance of free and fair market activity.

  • D.8.6. Performance Standard:

    Identify and explain various points of view concerning economic issues, such as taxation, unemployment, inflation, the national debt, and distribution of income.

  • D.8.7. Performance Standard:

    Identify the location of concentrations of selected natural resources and describe how their acquisition and distribution generates trade and shapes economic patterns.

  • D.8.8. Performance Standard:

    Explain how and why people who start new businesses take risks to provide goods and services, considering profits as an incentive.

  • D.8.9. Performance Standard:

    Explain why the earning power of workers depends on their productivity and the market value of what they produce.

  • D.8.10. Performance Standard:

    Identify the economic roles of institutions such as corporations and businesses, banks, labor unions, and the Federal Reserve System.

  • D.8.11. Performance Standard:

    Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment.

• WI.E. Content Standard: The Behavioral Sciences

  Individuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

  • E.8.1. Performance Standard:

    Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.

  • E.8.2. Performance Standard:

    Give examples to explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development.

  • E.8.3. Performance Standard:

    Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people.

  • E.8.4. Performance Standard:

    Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.

  • E.8.5. Performance Standard:

    Describe and explain the means by which groups and institutions meet the needs of individuals and societies.

  • E.8.6. Performance Standard:

    Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.

  • E.8.7. Performance Standard:

    Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society.

  • E.8.8. Performance Standard:

    Give examples to show how the media may influence the behavior and decision-making of individuals and groups.

  • E.8.9. Performance Standard:

    Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United States, and the world.

  • E.8.10. Performance Standard:

    Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.

  • E.8.12. Performance Standard:

    Explain how beliefs and practices, such as ownership of property or status at birth, may lead to conflict among people of different regions or cultures and give examples of such conflicts that have and have not been resolved.

  • E.8.13. Performance Standard:

    Describe conflict resolution and peer mediation strategies used in resolving differences and disputes.

  • E.8.14. Performance Standard:

    Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.

  • E.8.15. Performance Standard:

    Describe cooperation and interdependence among individuals, groups, and nations, such as helping others in times of crisis.

• WA.1. Ealr / Domain: CIVICS

  The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

  • 1.2. Component / Goal:

    Understands the purposes, organization, and function of governments, laws, and political systems.

    • 1.2.3. Benchmark / Gle: FORMS OF GOVERNMENT

      Understands a variety of forms of government from the past or present.

  • 1.3. Component / Goal:

    Understands the purposes and organization of international relationships and United States foreign policy.

    • 1.3.1. Benchmark / Gle: INTERNATIONAL RELATIONSHIPS

      Analyzes how societies have interacted with one another in the past or present.

  • 1.4. Component / Goal:

    Understands civic involvement.

    • 1.4.1. Benchmark / Gle: CIVIC INVOLVEMENT

      Understands the historical origins of civic involvement.

• WA.2. Ealr / Domain: ECONOMICS.

  The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies

  • 2.1. Component / Goal:

    Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.

    • 2.1.1. Benchmark / Gle: ECONOMIC CHOICES

      Analyzes the costs and benefits of economic choices made by groups and individuals in the past or present.

  • 2.2. Component / Goal:

    Understands how economic systems function.

    • 2.2.1. Benchmark / Gle: ECONOMIC SYSTEMS

      Understands the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present.

    • 2.2.2. Benchmark / Gle: TRADE

      Understands how the forces of supply and demand have affected international trade in the past or present.

  • 2.3. Component / Goal:

    Understands the government's role in the economy.

    • 2.3.1. Benchmark / Gle: GOVERNMENT AND THE ECONOMY

      Understands the role of government in the world's economies through the creation of money, taxation, and spending in the past or present.

  • 2.4. Component / Goal:

    Understands the economic issues and problems that all societies face.

    • 2.4.1. Benchmark / Gle: ECONOMIC ISSUES

      Understands the distribution of wealth and sustainability of resources in the world in the past or present.

• WA.3. Ealr / Domain: GEOGRAPHY

  The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

  • 3.1. Component / Goal:

    Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.

    • 3.1.1. Benchmark / Gle: MAPS AND GEOGRAPHIC TOOLS

      Constructs and analyzes maps using scale, direction, symbols, legends and projections to gather information.

    • 3.1.2. Benchmark / Gle: CHARACTERISTICS AND SPATIAL ORGANIZATION OF PLACES AND REGIONS

      Identifies the location of places and regions in the world and understands their physical and cultural characteristics.

  • 3.2. Component / Goal:

    Understands human interaction with the environment.

    • 3.2.1. Benchmark / Gle: HUMAN-ENVIRONMENTAL INTERACTION

      Understands and analyzes how the environment has affected people and how people have affected the environment in the past or present.

    • 3.2.2. Benchmark / Gle: CULTURE

      Understands the characteristics of cultures in the world from the past or in the present.

    • 3.2.3. Benchmark / Gle: HUMAN MIGRATION

      Understands the geographic factors that influence the movement of groups of people in the past or present.

  • 3.3. Component / Goal:

    Understands the geographic context of global issues and events.

    • 3.3.1. Benchmark / Gle: GEOGRAPHIC CONTEXT OF GLOBAL ISSUES

      Understands that learning about the geography of the world helps us understand the global issue of sustainability.

• WA.4. Ealr / Domain: HISTORY

  The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

  • 4.1. Component / Goal:

    Understands historical chronology.

    • 4.1.1. Benchmark / Gle: CHRONOLOGY

      Analyzes different cultural measurements of time.

    • 4.1.2. Benchmark / Gle: CHRONOLOGICAL ERAS

      Understands how the rise of civilizations defines eras in ancient history by:

      • 4.1.2.a. Grade Level Expectation:

        Explaining and comparing the rise of civilizations from 8000 BCE to 200 CE on two or more continents.

      • 4.1.2.b. Grade Level Expectation:

        Explaining and comparing the rise of civilizations from 200 CE to 600 CE on two or more continents.

  • 4.2. Component / Goal:

    Understands and analyzes causal factors that have shaped major events in history.

    • 4.2.1. Benchmark / Gle: INDIVIDUALS AND MOVEMENTS

      Understands and analyzes how individuals and movements from ancient civilizations have shaped world history.

    • 4.2.2. Benchmark / Gle: CULTURES AND CULTURAL GROUPS

      Understands and analyzes how cultures and cultural groups in ancient civilizations contributed to world history.

    • 4.2.3. Benchmark / Gle: IDEAS AND TECHNOLOGY

      Understands and analyzes how technology and ideas from ancient civilizations have impacted world history.

  • 4.3. Component / Goal:

    Understands that there are multiple perspectives and interpretations of historical events.

    • 4.3.1. Benchmark / Gle: HISTORICAL INTERPRETATION

      Analyzes and interprets historical materials from a variety of perspectives in ancient history.

    • 4.3.2. Benchmark / Gle: MULTIPLE CAUSATION

      Analyzes multiple causal factors that shape major events in ancient history.

  • 4.4. Component / Goal:

    Uses history to understand the present and plan for the future.

    • 4.4.1. Benchmark / Gle: HISTORICAL ANTECENDENTS

      Analyzes how an event in ancient history helps us to understand a current issue.

• WA.5. Ealr / Domain: SOCIAL STUDIES SKILLS

  The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

  • 5.1. Component / Goal:

    Uses critical reasoning skills to analyze and evaluate positions.

    • 5.1.1. Benchmark / Gle: UNDERSTANDS REASONING

      Understands positions on an issue or event.

    • 5.1.2. Benchmark / Gle: EVALUATES REASONING

      Evaluates the significance of information used to support positions on an issue or event.

  • 5.2. Component / Goal:

    Uses inquiry-based research.

    • 5.2.1. Benchmark / Gle: FORMS QUESTIONS

      Creates and uses research questions to guide inquiry on an historical event.

    • 5.2.2. Benchmark / Gle: ANALYZES SOURCES

      Analyzes the validity, reliability, and credibility of information from a variety of primary and secondary sources while researching an issue or event.

  • 5.3. Component / Goal:

    Deliberates public issues.

    • 5.3.1. Benchmark / Gle: DELIBERATION

      Engages in discussions that clarify and address multiple viewpoints on public issues.

  • 5.4. Component / Goal:

    Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

    • 5.4.1. Benchmark / Gle: CREATES POSITION AND PRODUCT

      Analyzes multiple factors, compares two groups, generalizes, and connects past to present to formulate a thesis in a paper or presentation.

    • 5.4.2. Benchmark / Gle: CITING SOURCES

      Understands and demonstrates the ethical responsibility one has in using and citing sources and the rules related to plagiarism and copyrighting.

• TN.6.1. Content Standard: Culture

  Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

  • 6.1.01. Learning Expectation:

    Understand the nature and complexity of culture.

    • 6.1.01.a. Benchmark:

      Define the basic components of culture.

    • 6.1.01.b. Benchmark:

      Identify how communities reflect the cultural background of their inhabitants.

    • 6.1.01.c. Benchmark:

      Compare how cultures differ in their use of similar environments and resources.

    • 6.1.01.d. Benchmark:

      Analyze how human migration and cultural activities influence the character of a place.

  • 6.1.02. Learning Expectation:

    Recognize the role of major religions.

    • 6.1.02.a. Benchmark:

      Define religion.

    • 6.1.02.b. Benchmark:

      Describe the beliefs of the world major religions.

    • 6.1.02.c. Benchmark:

      Identify the founders of the world's major religions.

  • 6.1.03. Learning Expectation:

    Appreciate the relationship between physical environments and culture.

    • 6.1.03.a. Benchmark:

      Identify characteristics of a physical environment that contribute to the growth and development of a culture.

    • 6.1.03.b. Benchmark:

      Evaluate the effect of technology on a culture.

    • 6.1.03.c. Benchmark:

      Explain why individuals and groups respond differently to their physical and social environments.

  • 6.1.04. Learning Expectation:

    Recognize how cultural and individual's perceptions affect places and regions.

    • 6.1.04.a. Benchmark:

      Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference.

    • 6.1.04.b. Benchmark:

      Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding.

  • 6.1.05. Learning Expectation:

    Understand the role that diverse cultures and historical experiences had on the development of the world.

    • 6.1.05.a. Benchmark:

      Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture.

    • 6.1.05.b. Benchmark:

      Define cultural diffusion.

    • 6.1.05.c. Benchmark:

      Compare different ways in which cultural diffusion takes place.

  • 6.1.06. Learning Expectation:

    Understand the influence of science and technology on the development of culture through time.

    • 6.1.06.a. Benchmark:

      Construct a time line of technological innovations and rate the importance of technological advancements.

    • 6.1.06.b. Benchmark:

      Show through specific examples how science and technology have changed people's perceptions of the social and natural world.

    • 6.1.06.c. Benchmark:

      Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge.

• TN.6.2. Content Standard: Economics

  Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

  • 6.2.01. Learning Expectation:

    Understand fundamental economic concepts and their application to a variety of economic systems.

    • 6.2.01.a. Benchmark:

      Explain the relationship of supply and demand in early World History.

    • 6.2.01.b. Benchmark:

      Describe the change from hunter/gatherer economies to economies based on animal and plant domestication.

    • 6.2.01.c. Benchmark:

      Investigate the impact of trade on the economies of early civilizations.

  • 6.2.02. Learning Expectation:

    Discuss economic connections, conflicts, and interdependence.

    • 6.2.02.a. Benchmark:

      Define various types of economies and their methods of production and consumption.

    • 6.2.02.b. Benchmark:

      Apply economic concepts to evaluate historic developments.

    • 6.2.02.c. Benchmark:

      Explain the economic impact of improved communication and transportation.

    • 6.2.02.d. Benchmark:

      Appraise the relationship among scarcity of resources, economic development, and international conflict.

  • 6.2.03. Learning Expectation:

    Understand the potential costs and benefits of individual economic choices.

    • 6.2.03.a. Benchmark:

      Differentiate between needs and wants.

    • 6.2.03.b. Benchmark:

      Analyze how supply and demand, and change in technologies impact the cost for goods and services.

    • 6.2.03.c. Benchmark:

      Evaluate the relationship between creditors and debtors.

• TN.6.3. Content Standard: Geography

  Geography enables the students to see, understand and appreciate the web of relationships among people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

  • 6.3.01. Learning Expectation:

    Understand the characteristics and uses of maps.

    • 6.3.01.a. Benchmark:

      Use the basic elements of maps and mapping.

    • 6.3.01.b. Benchmark:

      Identify the locations of certain physical and human features and events on maps and globes.

  • 6.3.02. Learning Expectation:

    Know the location of places and geographic features, both physical and human.

    • 6.3.02.a. Benchmark:

      Identify the location of earth's major landforms such as continents, islands, and mountain ranges, and major bodies of water such as the oceans, seas, rivers, and gulfs.

    • 6.3.02.b. Benchmark:

      Describe the location of major physical characteristics such as landforms, climate, soils, water, features, vegetation, resources, and animal life, and human characteristics such as language groups, religions, political systems, economic systems, and population centers in the world.

    • 6.3.02.c. Benchmark:

      Explain how and why the location of geographic features both physical and human in the world change over time and space.

  • 6.3.03. Learning Expectation:

    Understand the characteristics and uses of spatial organization of Earth's surface.

    • 6.3.03.a. Benchmark:

      Identify concepts that define and describe spatial organization such as location, distance, direction, scale, movement and region.

    • 6.3.03.b. Benchmark:

      Explain how changing technology such as transportation and communication technology affect spatial relationships.

  • 6.3.04. Learning Expectation:

    Understand the physical and human characteristics of place.

    • 6.3.04.a. Benchmark:

      Describe how physical and human processes shape the characteristics of a place.

    • 6.3.04.b. Benchmark:

      Explain how technology shapes the physical and human characteristics of places.

    • 6.3.04.c. Benchmark:

      Explain why places have specific physical and human characteristics in different parts of the world.

• TN.6.4. Content Standard: Governance and Civics

  Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

  • 6.4.01. Learning Expectation:

    Explain the development of a people's need to belong and organize into a system of governance.

    • 6.4.01.a. Benchmark:

      Identify informal and formal forms of governance.

    • 6.4.01.b. Benchmark:

      Describe the purpose of governance and how its powers are acquired, used and justified.

    • 6.4.01.c. Benchmark:

      Analyze the necessity of establishing and enforcing the rule of law.

    • 6.4.01.d. Benchmark:

      Originate models of lower to higher forms of social and political orders.

  • 6.4.02. Learning Expectation:

    Describe the purposes and structure of governments.

    • 6.4.02.a. Benchmark:

      Identify written laws handed down from ancient civilizations.

    • 6.4.02.b. Benchmark:

      Explore the development of citizenship and government in ancient civilizations.

    • 6.4.02.c. Benchmark:

      Explain and apply concepts such as power, role, status, justice and influence to the examination of persistent issues and social problems.

    • 6.4.02.d. Benchmark:

      Recognize the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges in that place.

  • 6.4.03. Learning Expectation:

    Identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

    • 6.4.03.a. Benchmark:

      Identify natural resources that are necessary to the survival of a civilization.

    • 6.4.03.b. Benchmark:

      Differentiate between rights and privileges of the individual.

    • 6.4.03.c. Benchmark:

      Consider how cooperation and conflict affects the dissemination of resources, rights and privileges.

• TN.6.5. Content Standard: History

  History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

  • 6.5.01. Learning Expectation: World History Standards Era 1

    The Beginnings of Human Society: Recognize the importance of fire, weapons, and tools to early cultures and agriculture.

    • 6.5.01.a. Benchmark:

      List ancient weapons and tools.

    • 6.5.01.b. Benchmark:

      Understand the role of the environment in terms of influencing the development of weapons, and tools.

    • 6.5.01.c. Benchmark:

      Explain the role of agriculture in early settled communities.

    • 6.5.01.d. Benchmark:

      Recognize the immediate and long term impacts and influences of early agricultural communities such as Southwest Asia and the African Nile Valley.

  • 6.5.02. Learning Expectation: World History Standards Era 1

    The Beginnings of Human Society: Understand the place of historical events in the context of past, present and future.

    • 6.5.02.a. Benchmark:

      Describe the biological processes that shaped the earliest human communities.

    • 6.5.02.b. Benchmark:

      Identify the characteristics of hunter-gatherer communities in various continental regions in Africa versus the Americas.

    • 6.5.02.c. Benchmark:

      Explain how different early human communities expressed their beliefs.

  • 6.5.03. Learning Expectation: World History Standards Era 1

    The Beginnings of Human Society: Identify how to use historical information acquired from a variety of sources.

    • 6.5.03.a. Benchmark:

      Explain how geologists, archaeologists, and anthropologists study early human development.

    • 6.5.03.b. Benchmark:

      Identify scientific evidence regarding early human settlements in Africa.

  • 6.5.04. Learning Expectation: World History Standards Era 2

    Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Recognize the importance of agriculture, evolution of writing, education, law, and trade in the development of early civilizations.

    • 6.5.04.a. Benchmark:

      Describe the characteristics of writing in Mesopotamia, Egypt, and the Indus valley and how their written records shaped political, legal, religious, and cultural life.

    • 6.5.04.b. Benchmark:

      Compare and contrast the Mycenaean Greek development of agriculture, writing, education, law and trade with another society.

    • 6.5.04.c. Benchmark:

      Explain how the development of different types of tools, laws, and religion influenced early Chinese civilization.

  • 6.5.05. Learning Expectation: World History Standards Era 2

    Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Understand the place of historical events in the context of past, present and future.

    • 6.5.05.a. Benchmark:

      Compare and contrast how the economic, political, cultural, and environmental factors among the ancient civilizations of Egypt, Indus River Valley, China, and Mesopotamia shaped their histories.

    • 6.5.05.b. Benchmark:

      Explain the decline of the Indus Valley civilization.

    • 6.5.05.c. Benchmark:

      Identify significant individuals and events in Egyptian civilization.

    • 6.5.05.d. Benchmark:

      Describe the characteristics of Aryan society.

  • 6.5.06. Learning Expectation: World History Standards Era 2

    Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Identify how to use historical information acquired from a variety of sources.

    • 6.5.06.a. Benchmark:

      Describe what archaeological evidence reveals about Chinese history during the Chang Dynasty.

    • 6.5.06.b. Benchmark:

      Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments.

  • 6.5.07. Learning Expectation: World History Standards Era 3

    Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Recognize the influence of major religions between both ancient eastern and western cultures.

    • 6.5.07.a. Benchmark:

      Illustrate the placement of major religions on the earth's surface.

    • 6.5.07.b. Benchmark:

      Compare and contrast elements of Judaism, Christianity, and Islam.

    • 6.5.07.c. Benchmark:

      Identify the causes and spread of Christianity.

    • 6.5.07.d. Benchmark:

      Explain the origins of Buddhism and fundamental Buddhist beliefs.

  • 6.5.08. Learning Expectation: World History Standards Era 3

    Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Understand the place of historical events in the context of past, present, and future.

    • 6.5.08.a. Benchmark:

      Explain the patterns of Phoenician political organization, culture, and trade in the Mediterranean basin.

    • 6.5.08.b. Benchmark:

      Describe the development of Greek city-states and their political and social characteristics.

    • 6.5.08.c. Benchmark:

      Identify the characteristics of the Assyrian and Babylonian Empires.

    • 6.5.08.d. Benchmark:

      Explain the impact and achievements of the Hellenistic period on art, mathematics, science, philosophy, and political thought.

    • 6.5.08.e. Benchmark:

      Understand the origins and social framework of Roman society.

    • 6.5.08.f. Benchmark:

      Identify fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties.

  • 6.5.09. Learning Expectation: World History Standards Era 3

    Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Identify how to use historical information acquired from a variety of sources.

    • 6.5.09.a. Benchmark:

      Compare geographical and architectural features of Egypt.

    • 6.5.09.b. Benchmark:

      Identify major cultural elements of Greek society such as sculpture, architecture, and pottery.

    • 6.5.09.c. Benchmark:

      Explore the role of art, literature, and mythology in Greek society by analyzing primary sources.

    • 6.5.09.d. Benchmark:

      Explain the political, commercial and cultural uses of Latin and Greek as universal languages of the Roman Empire.

  • 6.5.10. Learning Expectation: World History Standards Era 3

    Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Understand the rise and decline of ancient civilizations.

    • 6.5.10.a. Benchmark:

      Construct time lines to show sequences of important dates and events.

    • 6.5.10.b. Benchmark:

      Identify cause and effect of events leading to the rise and decline of civilizations.

    • 6.5.10.c. Benchmark:

      Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies.

  • 6.5.11. Learning Expectation: World History Standards Era 4

    Expanding Zones of Exchange and Encounter (300AD-1000 AD): Understand feudalism and the rise of the Christian church a dominant factor in Medieval Europe.

    • 6.5.11.a. Benchmark:

      Identify the spread of Christian belief in Europe.

    • 6.5.11.b. Benchmark:

      Diagram the social structure of medieval society.

    • 6.5.11.c. Benchmark:

      Explain the significance of Norse migrations and invasions.

    • 6.5.11.d. Benchmark:

      Describe social class and gender roles in Medieval Europe.

  • 6.5.12. Learning Expectation: World History Standards Era 4

    Expanding Zones of Exchange and Encounter (300AD-1000 AD): Understand the place of historical events in the context of past, present and future.

    • 6.5.12.a. Benchmark:

      Understand the significant features of Mayan and Andean civilization as in their location of cities, road systems, sea routes, status of elite women and men, art, and architecture.

    • 6.5.12.b. Benchmark:

      Recognize the importance of maritime and overland trade routes linking regions of Afro-Eurasian societies.

  • 6.5.13. Learning Expectation: World History Standards Era 4

    Expanding Zones of Exchange and Encounter (300AD-1000 AD): Identify how to use historical information acquired from a variety of sources.

    • 6.5.13.a. Benchmark:

      List the major achievements in technology, astronomy, and medicine in the Gupta societies.

    • 6.5.13.b. Benchmark:

      Identify monastic examples of preserving Greco-Roman and early Christian learning.

    • 6.5.13.c. Benchmark:

      Read an example of African oral history for its historical importance.

  • 6.5.14. Learning Expectation: World History Standards Era 4

    Expanding Zones of Exchange and Encounter (300AD-1000 AD): Understand the achievements of great African and Asian empires.

    • 6.5.14.a. Benchmark:

      Identify the spread of Islamic belief in Asia and Africa.

    • 6.5.14.b. Benchmark:

      Explain how the influence of Islamic ideas and practices influenced culture and social behavior.

    • 6.5.14.c. Benchmark:

      Describe the characteristics of and development of great African and Asian civilizations.

    • 6.5.14.d. Benchmark:

      Identify the impact of Chinese society on surrounding cultures in terms of assimilation of ideas and political autonomy.

  • 6.5.15. Learning Expectation: World History Standards Era 5

    The Emergence of Europe (1200-1500AD): Appreciate the shift in institutions from a church dominated society to the rise of science, philosophy, and art.

    • 6.5.15.a. Benchmark:

      Recognize the developments of science, philosophy, and art in the 14th and 15th centuries.

    • 6.5.15.b. Benchmark:

      Understand the significant developments of medieval English in legal and constitutional practices and how this shaped the development of European governments.

    • 6.5.15.c. Benchmark:

      Recognize the origins and the economic, social, and political impact of the plague upon Eurasian societies.

    • 6.5.15.d. Benchmark:

      Judge the significance of the Reformation on the development of Europe.

  • 6.5.16. Learning Expectation: World History Standards Era 5

    The Emergence of Europe (1200-1500AD): Understand the place of historical events in the context of past, present and future.

    • 6.5.16.a. Benchmark:

      Compare and contrast feudalism and manoralism.

    • 6.5.16.b. Benchmark:

      Explain the cultural characteristics of Islamic society such as a common language, religious text, and society and how this led to cohesiveness across regions.

    • 6.5.16.c. Benchmark:

      Identify features of trade routes in Asia, Europe, and Africa.

    • 6.5.16.d. Benchmark:

      Describe the roles and motivations of squires, saints, and soldiers in Christian Europe.

    • 6.5.16.e. Benchmark:

      Describe the economic, social, and religious features of West Africa.

  • 6.5.17. Learning Expectation: World History Standards Era 5

    The Emergence of Europe (1200-1500AD): Identify how to use historical information acquired from a variety of sources.

    • 6.5.17.a. Benchmark:

      Identify aspects of the architecture of Medieval Europe and how some elements may still be seen in local and modern architecture.

    • 6.5.17.b. Benchmark:

      Compare and contrast art, architecture, and education in medieval Christian and Spanish Muslim society.

    • 6.5.17.c. Benchmark:

      Rate the importance of foreign sources in recording the history in areas of Mongol domination as in the travels of Marco Polo and Ibn Battuta.

• TN.6.6. Content Standard: Individuals, Groups, and Interactions

  Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

  • 6.6.01. Learning Expectation:

    Understand the impact of individual and group decisions on citizens and communities.

    • 6.6.01.a. Benchmark:

      Recognize that individuals can belong to groups but still have their own identity.

    • 6.6.01.b. Benchmark:

      Relate personal changes to social, cultural, and historical contexts.

    • 6.6.01.c. Benchmark:

      Describe personal connections to place, as associated with community, nation and world.

    • 6.6.01.d. Benchmark:

      Describe ways regional, ethnic, and national cultures influence individuals' daily lives.

  • 6.6.02. Learning Expectation:

    Understand how groups can impact change at world levels.

    • 6.6.02.a. Benchmark:

      Identify and describe ways family, groups, and community influence the individual's daily life and personal choices.

    • 6.6.02.b. Benchmark:

      Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.

    • 6.6.02.c. Benchmark:

      Analyze group and institutional influences on people, events, and elements of culture.

• SD.6.W. Goal / Strand: World History

  Students will understand the emergence and development of world civilizations and cultures over time and place.

  • 6.W.1. Indicator / Benchmark:

    Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

    • 6.W.1.1. Standard:

      (Analysis) Students are able to explain the development of society during the Stone Age.

    • 6.W.1.2. Standard:

      (Analysis) Students are able to explain the development of the River Valley civilizations based on their geographic locations.

    • 6.W.1.3. Standard:

      (Analysis) Students are able to explain the development of Mediterranean civilizations.

    • 6.W.1.4. Standard:

      (Analysis) Students are able to explain the development of the Middle Eastern civilizations.

    • 6.W.1.5. Standard: (Analysis) Students are able to explain the development of the African empires (Examples

      Ghana, Mali, Songhai, Niger).

    • 6.W.1.6. Standard: (Analysis) Students are able to explain the development of the Mesoamerican/Andean empires (Examples

      Toltec, Olmec, Maya, Aztec, Inca).

    • 6.W.1.7. Standard: (Synthesis) Students are able to summarize the political, economic, and social changes that occurred during the Middle Ages (Examples

      rise of church leadership, tribal migrations, feudal system, Crusades, diseases, 100 Years War, job specialization, trade fairs).

  • 6.W.2. Indicator / Benchmark:

    Evaluate the interaction of world cultures and civilizations, philosophies, and religions.

    • 6.W.2.1. Standard: (Analysis) Students are able to describe how the structure of Stone Age society changed because of the agricultural revolution (Examples

      domestication of animals and plants, rise of trading centers).

    • 6.W.2.2. Standard:

      (Comprehension) Students are able to identify the cultural contributions of the River Valley Civilizations.

    • 6.W.2.3. Standard:

      (Comprehension) Students are able to identify the cultural contributions of the Mediterranean civilizations.

    • 6.W.2.4. Standard:

      (Comprehension) Students are able to identify the cultural contributions of the Middle Eastern civilizations.

    • 6.W.2.5. Standard: (Comprehension) Students are able to identify the cultural contributions of the African empires (Examples

      slave trade, Muslim traders, Timbuktu, tribal society).

    • 6.W.2.6. Standard: (Comprehension) Students are able to identify the cultural contributions of the Mesoamerican/Andean Empires (Examples

      calendar, astronomy, mathematics, step pyramids, recreation and games, agriculture, class structure, religion, irrigation).

    • 6.W.2.7. Standard: (Comprehension) Students are able to identify the cultural contributions of the Middle Ages (Examples

      rise of middle class, government, Magna Carta, art, architecture).

• SD.6.C. Goal / Strand: Civics (Government)

  Students will understand the historical development and contemporary role of governmental power and authority.

  • 6.C.1. Indicator / Benchmark:

    Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.

    • 6.C.1.1. Standard: (Application) Students are able to relate forms of governments to their civilizations (Examples

      priest-kings vs. god-kings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism).

    • 6.C.1.2. Standard: (Synthesis) Students are able to identify relationships of events, ideals, and written documents to changes in civilizations (Examples (events)

      spread of disease, Crusades, Black Death; (ideals): Platonic philosophy, rise of major religions; (documents): Hammurabi's Code, Twelve Tablets of Rome, Justinian Code, Magna Carta).

  • 6.C.2. Indicator / Benchmark:

    Analyze the constitutional rights and responsibilities of United States citizens.

    • 6.C.2.1. Standard: (Evaluation) Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today (Example

      Roman citizenship compared to United States citizenship).

• SD.6.E. Goal / Strand: Economics

  Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

  • 6.E.1. Indicator / Benchmark:

    Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.

    • 6.E.1.1. Standard: (Application) Students are able to explain societies' attempts to satisfy their basic needs and wants by utilizing resources (Examples

      hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership).

    • 6.E.1.2. Standard: (Knowledge) Students are able to identify basic economic systems through the Middle Ages (Examples

      traditional, market).

    • 6.E.1.3. Standard: (Application) Students are able to identify the effects of economic systems on society (Examples

      urbanization, specialization, class system, trade routes, gender roles; money values, standardization of money systems).

• RI.1. Domain / Statement Of Enduring Knowledge: Civics and Government

  Civic Life, Politics, and Government.

  • 1.a. Assessment Target:

    Student should be able to explain the meaning of the terms civic life, politics, and government.

  • 1.b. Assessment Target:

    Student should be able to evaluate, take, and defend positions on why government is necessary and the purposes government should serve.

  • 1.c. Assessment Target:

    Student should be able to describe the essential characteristics of limited and unlimited government.

  • 1.d. Assessment Target:

    Student should be able to explain the importance of the rule of law for the protection of individual rights and the common good.

  • 1.e. Assessment Target:

    Student should be able to explain alternative uses of the term constitution and to distinguish between governments with a constitution and a constitutional government.

  • 1.f. Assessment Target:

    Student should be able to explain the various purposes constitutions serve.

  • 1.g. Assessment Target:

    Students will be able to explain those conditions that are essential for the flourishing of constitutional government.

  • 1.h. Assessment Target:

    Student should be able to describe the major characteristics of systems of shared powers and of parliamentary systems.

  • 1.i. Assessment Target:

    Student should be able to explain the advantages and disadvantages of confederal, federal, and unitary systems of government.

• RI.2. Domain / Statement Of Enduring Knowledge: Civics and Government

  Foundations of the American Political System.

  • 2.a. Assessment Target:

    Student should be able to explain the essential ideas of American constitutional government.

  • 2.b. Assessment Target:

    Student should be able to identify and explain the importance of historical experience and geographic, social, and economic factors that have helped to shape American society.

  • 2.c. Assessment Target:

    Student should be able to evaluate, take, and defend positions on the importance of voluntarism in American society.

  • 2.d. Assessment Target:

    Student should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life.

  • 2.e. Assessment Target:

    Student should be able to explain the importance of shared political values and principles to American society.

  • 2.f. Assessment Target:

    Student should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity.

  • 2.g. Assessment Target:

    Student should be able to explain the meaning and importance of the fundamental values and principles of American democracy.

  • 2.h. Assessment Target:

    Student should be able to evaluate, take, and defend positions on issues in which fundamental values and principles are in conflict.

  • 2.i. Assessment Target:

    Student should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities.

• RI.3. Domain / Statement Of Enduring Knowledge: Civics and Government

  Purposes, Values, and Principles of American Democracy.

  • 3.a. Assessment Target:

    Student should be able to explain how the powers of the national government are distributed, shared, and limited.

  • 3.b. Assessment Target:

    Student should be able to explain how and why powers are distributed and shared between national and state governments in the federal system.

  • 3.c. Assessment Target:

    Student should be able to explain the major responsibilities of the national government and foreign policy.

  • 3.d. Assessment Target:

    Student should be able to explain the necessity of taxes and the purposes for which taxes are used.

  • 3.e. Assessment Target:

    Student should be able to explain why states have constitutions, their purposes, and the relationship of state constitutions to federal constitutions.

  • 3.f. Assessment Target:

    Student should be able to describe the organization and major responsibilities of state and local governments.

  • 3.g. Assessment Target:

    Student should be able to identify their representatives in the legislative branches as well as the heads of the executive branches of their local, state, and national governments.

  • 3.h. Assessment Target:

    Student should be able to explain the importance of law in the American constitutional system.

  • 3.i. Assessment Target:

    Student should be able to explain and apply criteria useful in evaluating rules and laws.

  • 3.j. Assessment Target:

    Student should be able to evaluate, take, and defend positions on current issues regarding judicial protection of individual rights.

  • 3.k. Assessment Target:

    Student should be able to explain what is meant by the public agenda.

  • 3.l. Assessment Target:

    Student should be able to evaluate, take, and defend positions on the influence of the media on American political life.

  • 3.m. Assessment Target:

    Student should be able to explain how political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.

  • 3.n. Assessment Target:

    Student should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process.

  • 3.o. Assessment Target:

    Student should be able to explain how public policy is formed and carried out at local, state, and national levels and what roles individuals can play in the process.

• RI.4. Domain / Statement Of Enduring Knowledge: Civics and Government

  World Affairs.

  • 4.a. Assessment Target:

    Student should be able to explain how the world is organized politically.

  • 4.b. Assessment Target:

    Student should be able to explain how nation-states interact with each other.

  • 4.c. Assessment Target:

    Student should be able to explain how the United States foreign policy is made and the means by which it is carried out.

  • 4.d. Assessment Target:

    Student should be able to explain the role of major international organizations in the world today.

  • 4.e. Assessment Target:

    Student should be able to describe the influence of American political idea on other nations.

  • 4.f. Assessment Target:

    Student should be able to explain the effects of significant political, demographic, and environmental trends in the world.

• RI.5. Domain / Statement Of Enduring Knowledge: Civics and Government

  Roles of the Citizen in American Democracy.

  • 5.a. Assessment Target:

    Student should be able to explain the meaning of American citizenship.

  • 5.b. Assessment Target:

    Student should be able to explain how one becomes a citizen of the United States.

  • 5.c. Assessment Target:

    Student should be able to evaluate, take, and defend positions on the issue involving personal rights.

  • 5.d. Assessment Target:

    Student should be able to evaluate, take, and defend positions on issues involving political rights.

  • 5.e. Assessment Target:

    Student should be able to evaluate, take, and defend positions on issues involving economic rights.

  • 5.f. Assessment Target:

    Student should be able to evaluate, take, and defend positions on issues regarding the proper scope and limits of rights.

  • 5.g. Assessment Target:

    Student should be able to evaluate, take, and defend positions on the importance of personal responsibilities to the individual and to society.

  • 5.h. Assessment Target:

    Student should be able to evaluate, take, and defend positions on the importance of civic responsibilities to the individual and society.

  • 5.i. Assessment Target:

    Student should be able to evaluate, take, and defend positions on the importance of certain dispositions or traits of character to themselves and American constitutional democracy.

  • 5.j. Assessment Target:

    Student should be able to explain the relationship between participating in civic and political life and the attainment of individual and public goals.

  • 5.k. Assessment Target:

    Student should be able to explain the difference between political and social participation.

  • 5.l. Assessment Target:

    Student should be able to describe the means by which Americans can monitor and influence politics and government.

  • 5.m. Assessment Target:

    Student should be able to explain the importance of political leadership and public service in a constitutional democracy.

  • 5.n. Assessment Target:

    Student should be able to explain the importance of knowledge to competent and responsible participation in American democracy.

• RI.1. Domain / Statement Of Enduring Knowledge: Geography

  The World in Spatial Terms.

  • 1.a. Assessment Target:

    Student knows and understands the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models.

  • 1.b. Assessment Target:

    Student knows and understands how to make and use maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns.

  • 1.c. Assessment Target:

    Student knows and understands the relative advantages and disadvantages of using maps, globes, aerial and other photographs, satellite-produced images, and models to solve geographic problems.

  • 1.d. Assessment Target:

    Student knows and understands the distribution of major physical and human features at different scales (local to global).

  • 1.e. Assessment Target:

    Student knows and understands how to translate mental maps into appropriate graphics to display geographic information and answer geographic questions.

  • 1.f. Assessment Target:

    Student knows and understands how perception influences people's mental maps and attitudes about places.

  • 1.g. Assessment Target:

    Student knows and understands how to use the elements of space to describe spatial patterns.

  • 1.h. Assessment Target:

    Student knows and understands how to use spatial concepts to explain spatial structure.

  • 1.i. Assessment Target:

    Student knows and understands how spatial processes shape patterns of spatial organization.

  • 1.j. Assessment Target:

    Student knows and understands how to model spatial organization.

• RI.2. Domain / Statement Of Enduring Knowledge: Geography

  Places and Regions.

  • 2.a. Assessment Target:

    Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).

  • 2.b. Assessment Target:

    Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).

  • 2.c. Assessment Target:

    Student knows and understands how physical and human processes together shape places.

  • 2.d. Assessment Target:

    Student knows and understands the elements and types of regions.

  • 2.e. Assessment Target:

    Student knows and understands how and why regions change.

  • 2.f. Assessment Target:

    Student knows and understands the connections among regions.

  • 2.g. Assessment Target:

    Student knows and understands the influences and effects of regional labels and images.

  • 2.h. Assessment Target:

    Student knows and understands how personal characteristics affect our perception of places and regions.

  • 2.i. Assessment Target:

    Student knows and understands how culture and technology affect perception of places and regions.

  • 2.j. Assessment Target:

    Student knows and understands how places and regions serve as cultural symbols.

• RI.3. Domain / Statement Of Enduring Knowledge: Geography

  Physical Systems.

  • 3.a. Assessment Target:

    Student knows and understands how physical processes shape patterns in the physical environment.

  • 3.b. Assessment Target:

    Student knows and understands how Earth-Sun relationships affect physical processes and patterns on Earth.

  • 3.c. Assessment Target:

    Student knows and understands how physical processes influence the formation and distribution of resources.

  • 3.d. Assessment Target:

    Student knows and understands how to predict the consequences of physical processes on Earth's surface.

  • 3.e. Assessment Target:

    Student knows and understands the local and global patterns of ecosystems.

  • 3.f. Assessment Target:

    Student knows and understands how ecosystems work.

  • 3.g. Assessment Target:

    Student knows and understands how physical processes produce changes in ecosystems.

  • 3.h. Assessment Target:

    Student knows and understands how human activities influence changes in ecosystems.

• RI.4. Domain / Statement Of Enduring Knowledge: Geography

  Human Systems.

  • 4.a. Assessment Target:

    Student knows and understands the demographic structure of a population.

  • 4.b. Assessment Target:

    Student knows and understands the reasons for spatial variations in population distribution.

  • 4.c. Assessment Target:

    Student knows and understands the types and historical patterns of human migration.

  • 4.d. Assessment Target:

    Student knows and understands the effects of migration on the characteristics of places.

  • 4.e. Assessment Target:

    Student knows and understands the spatial distribution of culture at different scales (local to global).

  • 4.f. Assessment Target:

    Student knows and understands how to read elements of the landscape as a mirror of culture.

  • 4.g. Assessment Target:

    Student knows and understands the processes of cultural diffusion.

  • 4.h. Assessment Target:

    Student knows and understands ways to classify economic activity.

  • 4.i. Assessment Target:

    Student knows and understands the basis for global interdependence.

  • 4.j. Assessment Target:

    Student knows and understands reasons for the spatial patterns of economic activities.

  • 4.k. Assessment Target:

    Student knows and understands how changes in technology, transportation, and communication affect the location of economic activities.

  • 4.l. Assessment Target:

    Student knows and understands the spatial patterns of settlement in different regions of the world.

  • 4.m. Assessment Target:

    Student knows and understands what human events led to the development of cities.

  • 4.n. Assessment Target:

    Student knows and understands the causes and consequences of urbanization.

  • 4.o. Assessment Target:

    Student knows and understands the internal spatial structure of urban settlements.

  • 4.p. Assessment Target:

    Student knows and understands the multiple territorial divisions of the student's own world.

  • 4.q. Assessment Target:

    Student knows and understands how cooperation and conflict among people contribute to political divisions of Earth's surface.

  • 4.r. Assessment Target:

    Student knows and understands how cooperation and conflict among people contribute to economic and social divisions of Earth's surface.

• RI.5. Domain / Statement Of Enduring Knowledge: Geography

  Environment and Society.

  • 5.a. Assessment Target:

    Student knows and understands the consequences of human modification of the physical environment.

  • 5.b. Assessment Target:

    Student knows and understands how human modifications of the physical environment in one place often lead to changes in other places.

  • 5.c. Assessment Target:

    Student knows and understands the role of technology in the human modification of the physical environment.

  • 5.d. Assessment Target:

    Student knows and understands human responses to variations in physical systems.

  • 5.e. Assessment Target:

    Student knows and understands how the characteristics of different physical environments provide opportunities for or place constraints on human activities.

  • 5.f. Assessment Target:

    Student knows and understands how natural hazards affect human activities.

  • 5.g. Assessment Target:

    Student knows and understands the worldwide distribution and use of resources.

  • 5.h. Assessment Target:

    Student knows and understands why people have different viewpoints regarding resource use.

  • 5.i. Assessment Target:

    Student knows and understands how technology affects the definitions of, access to, and use of resources.

  • 5.j. Assessment Target:

    Student knows and understands the fundamental role of energy resources in society.

• RI.6. Domain / Statement Of Enduring Knowledge: Geography

  Uses of Geography.

  • 6.a. Assessment Target:

    Student knows and understands how the spatial organization of a society changes over time.

  • 6.b. Assessment Target:

    Student knows and understands how people's differing perceptions of places, peoples, and resources have affected events and conditions in the past.

  • 6.c. Assessment Target:

    Student knows and understands how geographic contexts have influenced events and conditions in the past.

  • 6.d. Assessment Target:

    Student knows and understands how the interaction of physical and human systems may shape present and future conditions on Earth.

  • 6.e. Assessment Target:

    Student knows and understands how varying points of view on geographic context influence plans for change.

  • 6.f. Assessment Target:

    Student knows and understands how to apply the geographic point of view to solve social and environmental problems by making geographically informed decisions.

• RI.1. Domain / Statement Of Enduring Knowledge: History

  Chronological Thinking.

  • 1.a. Assessment Target:

    The student distinguishes between past, present, and future time.

  • 1.b. Assessment Target:

    The student identifies in historical narratives the temporal structure of a historical narrative or story.

  • 1.c. Assessment Target:

    The student establishes temporal order in constructing historical narratives of their own.

  • 1.d. Assessment Target:

    The student measures and calculates calendar time.

  • 1.e. Assessment Target:

    The student interprets data presented in time lines.

  • 1.f. Assessment Target:

    The student reconstructs patterns of historical succession and duration.

  • 1.g. Assessment Target:

    The student compares alternative models for periodization.

• RI.2. Domain / Statement Of Enduring Knowledge: History

  Historical Comprehension.

  • 2.a. Assessment Target:

    The student reconstructs the literal meaning of a historical passage.

  • 2.b. Assessment Target:

    The student identifies the central question(s) the historical narrative addresses.

  • 2.c. Assessment Target:

    The student reads historical narratives imaginatively.

  • 2.d. Assessment Target:

    The student evidences historical perspectives.

  • 2.e. Assessment Target:

    The student draws upon data in historical maps.

  • 2.f. Assessment Target:

    The student utilizes visual and mathematical data presented in charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers.

  • 2.g. Assessment Target:

    The student draws upon visual, literary, and musical sources.

• RI.3. Domain / Statement Of Enduring Knowledge: History

  Historical Analysis and Interpretation.

  • 3.a. Assessment Target:

    The student identifies the author or source of the historical document or narrative.

  • 3.b. Assessment Target:

    The student compares and contrasts differing sets of ideas, values, personalities, behaviors, and institutions.

  • 3.c. Assessment Target:

    The student differentiates between historical facts and historical interpretations.

  • 3.d. Assessment Target:

    The student considers multiple perspectives.

  • 3.e. Assessment Target:

    The student analyzes cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance.

  • 3.f. Assessment Target:

    The student challenges arguments of historical inevitability.

  • 3.g. Assessment Target:

    The student compares competing historical narratives.

  • 3.h. Assessment Target:

    The student holds interpretations of history as tentative.

  • 3.i. Assessment Target:

    The student evaluates major debates among historians.

  • 3.j. Assessment Target:

    The student hypothesizes the influence of the past.

• RI.4. Domain / Statement Of Enduring Knowledge: History

  Historical Research Capabilities.

  • 4.a. Assessment Target:

    The student formulates historical questions.

  • 4.b. Assessment Target:

    The student obtains historical data.

  • 4.c. Assessment Target:

    The student interrogates historical data.

  • 4.d. Assessment Target:

    The student identifies the gaps in the available records, marshal contextual knowledge and perspectives of the time and place, and construct a sound historical interpretation.

• RI.5. Domain / Statement Of Enduring Knowledge: History

  Historical Issues: Analysis and Decision Making.

  • 5.a. Assessment Target:

    The student identifies the issues and problems in the past.

  • 5.b. Assessment Target:

    The student marshals evidence of antecedent circumstances and contemporary factors contributing to problems and alternative courses of action.

  • 5.c. Assessment Target:

    The student identifies relevant historical antecedents.

  • 5.d. Assessment Target:

    The student evaluates alternative courses of action.

  • 5.e. Assessment Target:

    The student formulates a position or course of action on an issue.

  • 5.f. Assessment Target:

    The student evaluates the implementation of a decision.

• RI.1. Domain / Statement Of Enduring Knowledge: United States History

  Era 1: Three Worlds Meet (Beginning 1620).

  • 1.a. Assessment Target:

    The student compares characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.

  • 1.b. Assessment Target:

    The student knows and understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

• RI.2. Domain / Statement Of Enduring Knowledge: United States History

  Era 2: Colonization and Settlement (1585-1763).

  • 2.a. Assessment Target:

    The student knows and understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control on North America and the Caribbean.

  • 2.b. Assessment Target:

    The student knows and understands how political, religious, and social institutions emerged in the English colonies.

  • 2.c. Assessment Target:

    The student knows and understands how the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas.

• RI.3. Domain / Statement Of Enduring Knowledge: United States History

  Era 3: Revolution and the New Nation (1754-1820s).

  • 3.a. Assessment Target:

    The student knows and understands the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory.

  • 3.b. Assessment Target:

    The student knows and understands the impact of the American Revolution on politics, economy and society.

  • 3.c. Assessment Target:

    The student knows and understands the institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.

• RI.4. Domain / Statement Of Enduring Knowledge: United States History

  Era 4: Expansion and Reform (1801-1861).

  • 4.a. Assessment Target:

    The student knows and understands the territorial expansion of the United States between 1801 and 1861, and how it affected relations with external powers and Native Americans.

  • 4.b. Assessment Target:

    The student knows and understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.

  • 4.c. Assessment Target:

    The student knows and understands the extension, restriction, and reorganization of political democracy after 1800.

  • 4.d. Assessment Target:

    The student knows and understands the sources and character of cultural, religious, and social reform movements in the antebellum period.

• RI.5. Domain / Statement Of Enduring Knowledge: United States History

  Era 5: Civil War and Reconstruction (1850-1877).

  • 5.a. Assessment Target:

    The student knows and understands the causes of the Civil War.

  • 5.b. Assessment Target:

    The student knows and understands the course and character of the Civil War and its effects on the American people.

  • 5.c. Assessment Target:

    The student knows and understands how various reconstruction plans succeeded or failed.

• RI.6. Domain / Statement Of Enduring Knowledge: United States History

  Era 6: The Development of the Industrial United States (1870-1900).

  • 6.a. Assessment Target:

    The student knows and understands how the rise of corporations, heavy industry, and mechanized farming transformed the American people.

  • 6.b. Assessment Target:

    The student knows and understands the massive immigration after 1870 and how new social patterns, conflicts and ideas of national unity developed amid growing cultural diversity.

  • 6.c. Assessment Target:

    The student knows and understands the rise of the American labor movement and how political issues reflected social and economic changes.

  • 6.d. Assessment Target:

    The student knows and understands Federal Indian policy and the United States foreign policy after the Civil War.

• RI.7. Domain / Statement Of Enduring Knowledge: United States History

  Era 7: The Emergency of Modern America (1890-1930).

  • 7.a. Assessment Target:

    The student knows and understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption.

  • 7.b. Assessment Target:

    The student knows and understands the changing role of the United States in world affairs through World War I.

  • 7.c. Assessment Target:

    The student knows and understands how the United States changed from the end of World War I to the eve of the Great Depression.

• RI.8. Domain / Statement Of Enduring Knowledge: United States History

  Era 8: The Great Depression and World War II (1929-1945).

  • 8.a. Assessment Target:

    The student knows and understands the causes of the Great Depression and how it affected American Society.

  • 8.b. Assessment Target:

    The student knows and understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state.

  • 8.c. Assessment Target:

    The student knows and understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs.

• RI.9. Domain / Statement Of Enduring Knowledge: United States History

  Era 9: Postwar United States (1945 to early 1970s).

  • 9.a. Assessment Target:

    The student knows and understands the economic boom and social transformation of postwar United States.

  • 9.b. Assessment Target:

    The student knows and understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.

  • 9.c. Assessment Target:

    The student knows and understands domestic policies after World War II.

  • 9.d. Assessment Target:

    The student knows and understands the struggle for racial and gender equality and the extension of civil Liberties.

• RI.10. Domain / Statement Of Enduring Knowledge: United States History

  Era 10: Contemporary United States (1968 to the Present).

  • 10.a. Assessment Target:

    The student knows and understands recent developments in foreign and domestic polities.

  • 10.b. Assessment Target:

    The student knows and understands economic, social, and cultural developments in contemporary United States.

• RI.1. Domain / Statement Of Enduring Knowledge: World History

  Era 1: The Beginnings of Human Society.

  • 1.a. Assessment Target:

    The student knows and understands the biological and cultural processes that gave rise to the earliest human communities.

  • 1.b. Assessment Target:

    The student knows and understands the process that led to the emergency of agricultural societies around the world.

• RI.2. Domain / Statement Of Enduring Knowledge: World History

  Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE.

  • 2.a. Assessment Target:

    The student knows and understands the biological and cultural processes that gave rise to the earliest human communities.

  • 2.b. Assessment Target:

    The student knows and understands the processes that led to the emergency of agricultural societies around the world.

  • 2.c. Assessment Target:

    The student knows and understands the major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus Valley.

  • 2.d. Assessment Target:

    The student knows and understands how agrarian societies spread and new states emerged in the third and second millennia BCE.

• RI.3. Domain / Statement Of Enduring Knowledge: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE.

  • 3.a. Assessment Target: The student knows and understands the innovation and change from 1000-600 BCE

    horses, ships, iron, and monotheistic faith.

  • 3.b. Assessment Target:

    The student knows and understands the emergency of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE.

  • 3.c. Assessment Target:

    The student knows and understands how major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE.

  • 3.d. Assessment Target:

    The student knows and understands the development of early agrarian civilizations in Mesoamerica.

  • 3.e. Assessment Target:

    The student knows and understands major global trends from 1000 BCE-300 CE.

• RI.4. Domain / Statement Of Enduring Knowledge: World History

  Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE.

  • 4.a. Assessment Target:

    The student knows and understands the Imperial crises and their aftermath, 300-700 CE.

  • 4.b. Assessment Target:

    The student knows and understands the causes and consequences of the rise of Islamic civilization in the 7th-10th centuries.

  • 4.c. Assessment Target:

    The student knows and understands major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-900 CE.

  • 4.d. Assessment Target:

    The student knows and understands the search for political, social, and cultural redefinition in Europe, 500-1000 CE.

  • 4.e. Assessment Target:

    The student knows and understands the development of agricultural societies and new states in tropical Africa and Oceania.

  • 4.f. Assessment Target:

    The student knows and understands the rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE.

  • 4.g. Assessment Target:

    The student knows and understands the major global trends from 3000-1000 CE.

• RI.5. Domain / Statement Of Enduring Knowledge: World History

  Era 5: Intensified Hemispheric Interactions, 1000-1500 CE.

  • 5.a. Assessment Target:

    The student knows and understands the maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.

  • 5.b. Assessment Target:

    The student knows and understands the redefining of European society and culture, 1000-1300 CE.

  • 5.c. Assessment Target:

    The student knows and understands the rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1300.

  • 5.d. Assessment Target:

    The student knows and understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries.

  • 5.e. Assessment Target:

    The student knows and understands the patterns of crisis and recovery in Afro-Eurasia, 1300-1450.

  • 5.f. Assessment Target:

    The student knows and understands the expansion of states and civilizations in the Americas, 1000-1500.

  • 5.g. Assessment Target:

    The student knows and understands the major global trends from 1000-1500 CE.

• RI.6. Domain / Statement Of Enduring Knowledge: World History

  Era 6: The Emergency of the First Global Age, 1450-1770.

  • 6.a. Assessment Target:

    The student knows and understands how the transoceanic inter-linking of all major regions of the world from 1450-1600 led to global transformations.

  • 6.b. Assessment Target:

    The student knows and understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.

  • 6.c. Assessment Target:

    The student knows and understands how large territorial empires dominated much of Eurasia between the 16th and 18th centuries.

  • 6.d. Assessment Target:

    The student knows and understands economic, political, and cultural interrelations among peoples of Africa, Europe and the Americas, 1500-1750.

  • 6.e. Assessment Target:

    The student knows and understands transformations in Asian societies in the era of European expansion.

  • 6.f. Assessment Target:

    The student knows and understands the major global trends from 1450-1770.

• RI.7. Domain / Statement Of Enduring Knowledge: World History

  Era 7: An Age of Revolutions 1750-1914.

  • 7.a. Assessment Target:

    The student knows and understands the causes and consequences of political revolutions in the late 18th and early 19th centuries.

  • 7.b. Assessment Target:

    The student knows and understands the causes and consequences of the agricultural and industrial revolutions 1700-1850.

  • 7.c. Assessment Target:

    The student knows and understands the transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870.

  • 7.d. Assessment Target:

    The student knows and understands patterns of nationalism, state building, and social reform in Europe and the Americas, 1830-1914.

  • 7.e. Assessment Target:

    The student knows and understands patterns of global change in the era of Western military and economic domination, 1800-1914.

  • 7.f. Assessment Target:

    The student knows and understands the major global trends from 1750-1914.

• RI.8. Domain / Statement Of Enduring Knowledge: World History

  Era 8: A Half-Century of Crisis and Achievement, 1900-1945.

  • 8.a. Assessment Target:

    The student knows and understands the reform, revolution, and social change in the world economy of the early century.

  • 8.b. Assessment Target:

    The student knows and understands the causes and global consequences of World War I.

  • 8.c. Assessment Target:

    The student knows and understands the search for peace and stability in the 1920s and 1930s.

  • 8.d. Assessment Target:

    The student knows and understands the causes and global consequences of World War II.

  • 8.e. Assessment Target:

    The student knows and understands the major global trends from 1900 to the end of World War II.

• RI.9. Domain / Statement Of Enduring Knowledge: World History

  Era 9: The 20th Century Since 1945: Promises and Paradoxes.

  • 9.a. Assessment Target:

    The student knows and understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.

  • 9.b. Assessment Target:

    The student knows and understands the search for community, stability, and peace in an interdependent world.

  • 9.c. Assessment Target:

    The student knows and understands the major global trends since World War II.

• RI.10. Domain / Statement Of Enduring Knowledge: World History

  World History Across the Eras.

  • 10.a. Assessment Target:

    The student knows and understands the long-term changes and recurring patterns in world history.

• PA.5.1.6. Academic Standard: Civics and Government

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

  • 5.1.6.A. Standard Statement:

    Explain the purpose of government.

  • 5.1.6.B. Standard Statement:

    Explain the importance of the rule of law for the protection of individual rights and the common good in the community, state, nation and world.

  • 5.1.6.C. Standard Statement:

    Describe the principles and ideals shaping government. (Equality, Majority rule/Minority rights, Popular sovereignty, Privacy, Checks and balances, Separation of powers)

  • 5.1.6.D. Standard Statement:

    Explain the basic principles and ideals within documents of Pennsylvania government. (Charter of 1681, Charter of Privileges, Pennsylvania Constitution, Pennsylvania Declaration of Rights)

  • 5.1.6.E. Standard Statement:

    Explain the basic principles and ideals within documents of United States government.

  • 5.1.6.F. Standard Statement:

    Explain the meaning of the Preamble to the Constitution of the Commonwealth of Pennsylvania and compare it to the Preamble of the Constitution of the United States.

  • 5.1.6.G. Standard Statement:

    Describe the proper use, display and respect for the United States Flag and explain the significance of patriotic activities. (Reciting The Pledge of Allegiance, Standing for The National Anthem)

  • 5.1.6.H. Standard Statement:

    Describe the roles played by the framers of the basic documents of governments of Pennsylvania and the United States.

  • 5.1.6.I. Standard Statement:

    Describe and compare the making of rules by direct democracy and by a republican form of government.

  • 5.1.6.J. Standard Statement:

    Describe how the government protects individual and property rights and promotes the common good.

  • 5.1.6.K. Standard Statement:

    Describe the purpose of symbols and holidays.

  • 5.1.6.L. Standard Statement:

    Explain the role of courts in resolving conflicts involving the principles and ideals of government. (Local, State, Federal)

  • 5.1.6.M. Standard Statement:

    Explain the basic principles and ideals found in famous speeches and writings (e.g., 'Governments, like clocks, go from the motion people give them,' William Penn; 'A date that will live in infamy,' Franklin D. Roosevelt).

• PA.5.2.6. Academic Standard: Civics and Government

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

  • 5.2.6.A. Standard Statement:

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

  • 5.2.6.B. Standard Statement:

    Explain the relationship between rights and responsibilities.

  • 5.2.6.C. Standard Statement:

    Explain ways citizens resolve conflicts in society and government.

  • 5.2.6.D. Standard Statement:

    Describe the importance of political leadership and public service.

  • 5.2.6.E. Standard Statement:

    Identify examples of the rights and responsibilities of citizenship.

  • 5.2.6.F. Standard Statement:

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

  • 5.2.6.G. Standard Statement:

    Explain the importance of participating in government and civic life.

• PA.5.3.6. Academic Standard: Civics and Government

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

  • 5.3.6.A. Standard Statement:

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

  • 5.3.6.B. Standard Statement:

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

  • 5.3.6.C. Standard Statement:

    Explain how government actions affect citizens' daily lives.

  • 5.3.6.D. Standard Statement:

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

  • 5.3.6.E. Standard Statement:

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

  • 5.3.6.F. Standard Statement:

    Describe the voting process. (Pennsylvania; United States)

  • 5.3.6.G. Standard Statement:

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

  • 5.3.6.I. Standard Statement:

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

  • 5.3.6.J. Standard Statement:

    Describe the influence of media in reporting issues.

  • 5.3.6.K. Standard Statement:

    Describe forms of government. (Limited, Unlimited)

• PA.5.4.6. Academic Standard: Civics and Government

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

  • 5.4.6.A. Standard Statement:

    Explain the concept of nation-states.

  • 5.4.6.B. Standard Statement:

    Describe how nation-states coexist in the world community.

  • 5.4.6.C. Standard Statement:

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

  • 5.4.6.D. Standard Statement:

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

  • 5.4.6.E. Standard Statement:

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

• PA.6.1.6. Academic Standard: Economics

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

  • 6.1.6.A. Standard Statement:

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

  • 6.1.6.B. Standard Statement:

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

  • 6.1.6.C. Standard Statement:

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

  • 6.1.6.D. Standard Statement:

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

• PA.6.2.6. Academic Standard: Economics

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

  • 6.2.6.A. Standard Statement:

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

  • 6.2.6.B. Standard Statement:

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

  • 6.2.6.C. Standard Statement:

    Explain the function of money and its use in society.

  • 6.2.6.D. Standard Statement:

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

  • 6.2.6.E. Standard Statement:

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

  • 6.2.6.F. Standard Statement:

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

  • 6.2.6.G. Standard Statement:

    Explain how taxes affect the price of goods and services.

  • 6.2.6.H. Standard Statement:

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

  • 6.2.6.I. Standard Statement:

    Identify and describe public goods.

  • 6.2.6.J. Standard Statement:

    Explain the cost and benefits of taxation.

  • 6.2.6.K. Standard Statement:

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

  • 6.2.6.L. Standard Statement:

    Explain what an exchange rate is.

• PA.6.3.6. Academic Standard: Economics

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

  • 6.3.6.A. Standard Statement:

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

  • 6.3.6.B. Standard Statement:

    Explain how limited resources and unlimited wants cause scarcity.

  • 6.3.6.C. Standard Statement:

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

  • 6.3.6.D. Standard Statement:

    Explain the costs and benefits of an economic decision.

  • 6.3.6.E. Standard Statement:

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

  • 6.3.6.F. Standard Statement:

    Explain how negative and positive incentives affect choices.

• PA.6.4.6. Academic Standard: Economics

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

  • 6.4.6.A. Standard Statement:

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

  • 6.4.6.B. Standard Statement:

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

  • 6.4.6.C. Standard Statement:

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

  • 6.4.6.D. Standard Statement:

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

  • 6.4.6.E. Standard Statement:

    Explain how specialization and trade lead to interdependence.

  • 6.4.6.F. Standard Statement:

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

  • 6.4.6.G. Standard Statement:

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

• PA.6.5.6. Academic Standard: Economics

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

  • 6.5.6.A. Standard Statement:

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

  • 6.5.6.B. Standard Statement:

    Explain the concept of labor productivity.

  • 6.5.6.C. Standard Statement:

    Compare the number of employees at different businesses.

  • 6.5.6.D. Standard Statement:

    Explain how profits and losses serve as incentives.

  • 6.5.6.E. Standard Statement:

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

  • 6.5.6.F. Standard Statement:

    Identify entrepreneurs in Pennsylvania. (Historical, Contemporary)

  • 6.5.6.G. Standard Statement:

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

  • 6.5.6.H. Standard Statement:

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

• PA.7.1.6. Academic Standard: Geography

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

  • 7.1.6.A. Standard Statement:

    Describe geographic tools and their uses.

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

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

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

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

    • 7.1.6.A.3. Standard Descriptor:

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

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

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

  • 7.1.6.B. Standard Statement:

    Describe and locate places and regions.

    • 7.1.6.B.1. Standard Descriptor:

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

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

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

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

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

    • 7.1.6.B.4. Standard Descriptor:

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

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

      Dependence and interdependence; Access and movement.

• PA.7.2.6. Academic Standard: Geography

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

  • 7.2.6.A. Standard Statement:

    Describe the physical characteristics of places and regions.

    • 7.2.6.A.1. Standard Descriptor:

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

    • 7.2.6.A.2. Standard Descriptor:

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

    • 7.2.6.A.3. Standard Descriptor:

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

  • 7.2.6.B. Standard Statement:

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

    • 7.2.6.B.1. Standard Descriptor:

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

    • 7.2.6.B.2. Standard Descriptor:

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

    • 7.2.6.B.3. Standard Descriptor:

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

    • 7.2.6.B.4. Standard Descriptor:

      Plate tectonics and Hydrologic cycle.

• PA.7.3.6. Academic Standard: Geography

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

  • 7.3.6.A. Standard Statement:

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

    • 7.3.6.A.1. Standard Descriptor:

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

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

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

  • 7.3.6.B. Standard Statement:

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

    • 7.3.6.B.1. Standard Descriptor:

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

    • 7.3.6.B.2. Standard Descriptor:

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

  • 7.3.6.C. Standard Statement:

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

    • 7.3.6.C.1. Standard Descriptor:

      Current and past settlement patterns in the local area.

    • 7.3.6.C.2. Standard Descriptor:

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

  • 7.3.6.D. Standard Statement:

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

    • 7.3.6.D.1. Standard Descriptor:

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

    • 7.3.6.D.2. Standard Descriptor:

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

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

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

  • 7.3.6.E. Standard Statement:

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

    • 7.3.6.E.1. Standard Descriptor:

      Spatial pattern of political units in Pennsylvania.

    • 7.3.6.E.2. Standard Descriptor:

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

• PA.7.4.6. Academic Standard: Geography

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

  • 7.4.6.A. Standard Statement:

    Describe the impacts of physical systems on people.

    • 7.4.6.A.1. Standard Descriptor:

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

    • 7.4.6.A.2. Standard Descriptor:

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

  • 7.4.6.B. Standard Statement:

    Describe the impacts of people on physical systems.

    • 7.4.6.B.1. Standard Descriptor:

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

    • 7.4.6.B.2. Standard Descriptor:

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

• PA.8.1.6. Academic Standard: History

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

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

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

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

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

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

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

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

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

• PA.8.2.6. Academic Standard: History

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

  • 8.2.6.A. Standard Statement:

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

    • 8.2.6.A.1. Standard Descriptor:

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

    • 8.2.6.A.2. Standard Descriptor:

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

    • 8.2.6.A.3. Standard Descriptor:

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

    • 8.2.6.A.4. Standard Descriptor:

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

    • 8.2.6.A.5. Standard Descriptor:

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

  • 8.2.6.B. Standard Statement:

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

    • 8.2.6.B.1. Standard Descriptor:

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

    • 8.2.6.B.2. Standard Descriptor:

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

  • 8.2.6.C. Standard Statement:

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

    • 8.2.6.C.1. Standard Descriptor:

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

    • 8.2.6.C.2. Standard Descriptor:

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

    • 8.2.6.C.3. Standard Descriptor:

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

    • 8.2.6.C.4. Standard Descriptor:

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

    • 8.2.6.C.5. Standard Descriptor:

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

    • 8.2.6.C.6. Standard Descriptor:

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

    • 8.2.6.C.7. Standard Descriptor:

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

    • 8.2.6.C.8. Standard Descriptor:

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

  • 8.2.6.D. Standard Statement:

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

    • 8.2.6.D.1. Standard Descriptor:

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

    • 8.2.6.D.2. Standard Descriptor:

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

    • 8.2.6.D.3. Standard Descriptor:

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

    • 8.2.6.D.4. Standard Descriptor:

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

    • 8.2.6.D.5. Standard Descriptor:

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

• PA.8.3.6. Academic Standard: History

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

  • 8.3.6.A. Standard Statement:

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

    • 8.3.6.A.1. Standard Descriptor:

      Native Americans, Africans and Europeans.

    • 8.3.6.A.2. Standard Descriptor:

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

    • 8.3.6.A.3. Standard Descriptor:

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

    • 8.3.6.A.4. Standard Descriptor:

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

    • 8.3.6.A.5. Standard Descriptor:

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

  • 8.3.6.B. Standard Statement:

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

    • 8.3.6.B.1. Standard Descriptor:

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

    • 8.3.6.B.2. Standard Descriptor:

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

    • 8.3.6.B.3. Standard Descriptor:

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

  • 8.3.6.C. Standard Statement:

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

    • 8.3.6.C.1. Standard Descriptor:

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

    • 8.3.6.C.2. Standard Descriptor:

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

    • 8.3.6.C.3. Standard Descriptor:

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

    • 8.3.6.C.4. Standard Descriptor:

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

    • 8.3.6.C.5. Standard Descriptor:

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

    • 8.3.6.C.6. Standard Descriptor:

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

    • 8.3.6.C.7. Standard Descriptor:

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

    • 8.3.6.C.8. Standard Descriptor:

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

  • 8.3.6.D. Standard Statement:

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

    • 8.3.6.D.1. Standard Descriptor:

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

    • 8.3.6.D.2. Standard Descriptor:

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

    • 8.3.6.D.3. Standard Descriptor:

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

    • 8.3.6.D.4. Standard Descriptor:

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

    • 8.3.6.D.5. Standard Descriptor:

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

• PA.8.4.6. Academic Standard: History

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

  • 8.4.6.A. Standard Statement:

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

    • 8.4.6.A.1. Standard Descriptor:

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

    • 8.4.6.A.2. Standard Descriptor:

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

    • 8.4.6.A.3. Standard Descriptor:

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

    • 8.4.6.A.4. Standard Descriptor:

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

  • 8.4.6.B. Standard Statement:

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

    • 8.4.6.B.1. Standard Descriptor:

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

    • 8.4.6.B.2. Standard Descriptor:

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

    • 8.4.6.B.3. Standard Descriptor:

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

    • 8.4.6.B.4. Standard Descriptor:

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

  • 8.4.6.C. Standard Statement:

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

    • 8.4.6.C.1. Standard Descriptor:

      Africa (e.g., Apartheid).

    • 8.4.6.C.2. Standard Descriptor:

      Americas (e.g., European conquest).

    • 8.4.6.C.3. Standard Descriptor:

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

    • 8.4.6.C.4. Standard Descriptor:

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

  • 8.4.6.D. Standard Statement:

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

    • 8.4.6.D.1. Standard Descriptor:

      Africa (e.g., imperialism).

    • 8.4.6.D.2. Standard Descriptor:

      Americas (e.g., European diseases).

    • 8.4.6.D.3. Standard Descriptor:

      Asia (e.g., trade routes).

    • 8.4.6.D.4. Standard Descriptor:

      Europe (e.g., Counter reformation).

• OK.1. Content Standard / Course: World Studies

  The student will develop and practice the process skills of social studies.

  • 1.1. Strand / Standard:

    Locate, gather, and analyze information from primary and secondary sources, such as artifacts, diaries, letters, art, music, literature, newspapers, and contemporary media.

  • 1.2. Strand / Standard:

    Identify, evaluate, and draw conclusions from different kinds of maps, graphs, charts, diagrams, timelines, and other representations such as photographs and satellite produced images or computer-based technologies.

  • 1.3. Strand / Standard:

    Interpret information from a broad selection of research materials such as encyclopedias, almanacs, dictionaries, atlases and cartoons.

• OK.2. Content Standard / Course: World Studies

  The student will use geographic representations to draw conclusions.

  • 2.1. Strand / Standard:

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

  • 2.2. Strand / Standard:

    Compare political, physical, and thematic maps,

  • 2.3. Strand / Standard:

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

• OK.3. Content Standard / Course: World Studies

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

  • 3.1. Strand / Standard:

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

  • 3.2. Strand / Standard:

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

  • 3.3. Strand / Standard:

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

• OK.4. Content Standard / Course: World Studies

  The student will compare and contrast political and economic systems.

  • 4.1. Strand / Standard:

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

  • 4.2. Strand / Standard:

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

• ND.1. Content Standard: Skills and Resources

  Students apply Social Studies skills and resources.

  • 6.1.1. Benchmark: Resources

    Use a variety of primary and secondary resources (e.g., magazines, journals, artifacts, interviews) to gather and interpret information

  • 6.1.2. Benchmark: Time Lines

    Construct, compare, and interpret complex time lines (e.g., multiple time lines)

  • 6.1.3. Benchmark: Geographic Tools

    Use geographic tools (e.g., maps, globes, graphs, diagrams, almanacs, GIS) and concepts to locate and describe physical features of places

• ND.2. Content Standard: Important Historical Events

  Students understand important historical events.

  • 6.2.1. Benchmark: World History

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

  • 6.2.2. Benchmark: World History

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

  • 6.2.3. Benchmark: World History

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

  • 6.2.4. Benchmark: World History

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

  • 6.2.5. Benchmark: World History

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

  • 6.2.6. Benchmark: World History

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

  • 6.2.7. Benchmark: World History

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

  • 6.2.8. Benchmark: World History

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

  • 6.2.9. Benchmark: World History

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

  • 6.2.10. Benchmark: World History

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

  • 6.2.11. Benchmark: World History

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

  • 6.2.12 Benchmark: World History

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

  • 6.2.13 Benchmark: World History

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

  • 6.2.13. Benchmark: World History

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

• ND.3. Content Standard: Economic Concepts

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

  • 6.3.1. Benchmark: Early Economics

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

  • 6.3.2. Benchmark: Early Economics

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

  • 6.3.3. Benchmark: Early Economics

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

• ND.4. Content Standard: Government and Citizenship

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

  • 6.4.1. Benchmark: Government Systems

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

  • 6.4.2. Benchmark: Government Systems

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

• ND.5. Content Standard: Concepts of Geography

  Students understand and apply concepts of geography.

  • 6.5.1. Benchmark: Human Geography

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

  • 6.5.2. Benchmark: Human Geography

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

• ND.6. Content Standard: Human Development and Behavior

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

  • 6.6.1. Benchmark: Culture

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

  • 6.6.2. Benchmark: Culture

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