SD.7.C. Goal / Strand: Civics (Government)

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

• 7.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.

  • 7.C.1.1. Standard: (Analysis) Students are able to describe how government impacts the characteristics of place (Examples

    laws and norms, political boundaries).

  • 7.C.1.2. Standard: (Comprehension) Students are able to identify historical events that impacted individual governments (Examples

    Quebec's attempt at secession, fall of Berlin Wall, Puerto Rico becoming a commonwealth).

• 7.C.2. Indicator / Benchmark:

  Analyze the constitutional rights and responsibilities of United States citizens.

  • 7.C.2.1. Standard: (Synthesis) Students are able to describe how citizens impact social and political issues (Examples

    patriotism, volunteerism, nationalism).

SD.7.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.

• 7.E.1. Indicator / Benchmark:

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

  • 7.E.1.1. Standard:

    (Analysis) Students are able to explain how the availability of resources provides for or challenges human activities.

  • 7.E.1.2. Standard: (Application) Students are able to describe how economic activity affects standard of living (Examples

    education vs. income, gross vs. net income, production price vs. sale price, opportunity costs, role of entrepreneurship).

  • 7.E.1.3. Standard: (Application) Students are able to describe the role of trade barriers and agreements in the global economy (Examples

    quotas, tariffs, European Union, NAFTA).

  • 7.E.1.4. Standard: (Analysis) Students are able to describe how technology affects the economic development of places and regions (Examples

    developed vs. developing countries, impact of industrialization and urbanization).

  • 7.E.1.5. Standard: (Application) Students are able to describe the relationship between government and economic systems in different countries (Examples

    free market, democracy, and U.S.; communism and Cuba; socialism and Sweden; exchange rates and their impact on trade).

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.5.2.9. 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:

• 5.2.9.A. Standard Statement:

  Contrast the essential rights and responsibilities of citizens in systems of government. (Autocracy, Democracy, Oligarchy, Republic)

• 5.2.9.B. Standard Statement:

  Analyze citizens' rights and responsibilities in local, state and national government.

• 5.2.9.C. Standard Statement:

  Analyze skills used to resolve conflicts in society and government.

• 5.2.9.D. Standard Statement:

  Analyze political leadership and public service in a republican form of government.

• 5.2.9.E. Standard Statement:

  Explain the importance of the political process to competent and responsible participation in civic life.

• 5.2.9.F. Standard Statement:

  Analyze the consequences of violating laws of Pennsylvania compared to those of the United States.

• 5.2.9.G. Standard Statement:

  Analyze political and civic participation in government and society.

PA.5.3.9. 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:

• 5.3.9.A. Standard Statement:

  Explain the structure, organization and operation of the local, state, and national governments including domestic and national policy-making.

• 5.3.9.B. Standard Statement:

  Compare the responsibilities and powers of the three branches within the national government.

• 5.3.9.C. Standard Statement:

  Explain how a bill becomes a law on a federal, state, and local level.

• 5.3.9.D. Standard Statement:

  Explain how independent government agencies create, amend and enforce regulatory policies. (Local (e.g., Zoning Board); State (e.g., Pennsylvania Public Utility Commission); National (e.g., Federal Communications Commission))

• 5.3.9.E. Standard Statement:

  Explain how citizens participate in choosing their leaders through political parties, campaigns and elections.

• 5.3.9.F. Standard Statement:

  Explain the election process. (Voter registration, Primary Elections, Caucuses, Political party conventions, General Elections, Electoral College)

• 5.3.9.G. Standard Statement:

  Explain how the government protects individual rights. (Equal protection, Habeas Corpus, Right Against Self Incrimination, Double Jeopardy, Right of Appeal, Due Process)

• 5.3.9.H. Standard Statement:

  Analyze how interest groups provide opportunities for citizens to participate in the political process.

• 5.3.9.I. Standard Statement:

  Analyze how and why government raises money to pay for its operation and services.

• 5.3.9.J. Standard Statement:

  Analyze the importance of freedom of the press.

• 5.3.9.K. Standard Statement:

  Identify and explain systems of government. (Autocracy, Democracy, Oligarchy, Republic)

PA.5.4.9. 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:

• 5.4.9.A. Standard Statement:

  Explain how the United States is affected by policies of nation-states, governmental and non-governmental organizations.

• 5.4.9.B. Standard Statement:

  Explain the role of the United States in world affairs.

• 5.4.9.C. Standard Statement:

  Explain the effects United States political ideas have had on other nations.

• 5.4.9.D. Standard Statement:

  Contrast how the three branches of federal government function in foreign policy.

• 5.4.9.E. Standard Statement:

  Explain the development and the role of the United Nations and other international organizations, both governmental and non-governmental.

PA.6.1.9. 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:

• 6.1.9.A. Standard Statement:

  Analyze the similarities and differences in economic systems.

• 6.1.9.B. Standard Statement:

  Explain how traditional, command and market economies answer the basic economic questions.

• 6.1.9.C. Standard Statement:

  Explain how economic indicators reflect changes in the economy. (Consumer Price Index (CPI); Gross Domestic Product (GDP); Unemployment rate)

• 6.1.9.D. Standard Statement:

  Describe historical examples of expansion, recession and depression in the United States.

PA.6.2.9. 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:

• 6.2.9.A. Standard Statement:

  Explain the flow of goods, services and resources in a mixed economy.

• 6.2.9.B. Standard Statement:

  Analyze how the number of consumers and producers affects the level of competition within a market.

• 6.2.9.C. Standard Statement:

  Explain the structure and purpose of the Federal Reserve System.

• 6.2.9.D. Standard Statement:

  Analyze the functions of economic institutions (e.g., corporations, not-for-profit institutions).

• 6.2.9.E. Standard Statement:

  Explain the laws of supply and demand and how these affect the prices of goods and services.

• 6.2.9.F. Standard Statement:

  Analyze how competition among producers and consumers affects price, costs, product quality, service, product design, variety and advertising.

• 6.2.9.G. Standard Statement:

  Contrast the largest sources of tax revenue with where most tax revenue is spent in Pennsylvania.

• 6.2.9.H. Standard Statement:

  Analyze the economic roles of governments in market economies. (Economic growth and stability, Legal frameworks, Other economic goals (e.g., environmental protection, competition))

• 6.2.9.I. Standard Statement:

  Explain how government provides public goods.

• 6.2.9.J. Standard Statement:

  Contrast the taxation policies of the local, state and national governments in the economy.

• 6.2.9.K. Standard Statement:

  Interpret how media reports can influence perceptions of the costs and benefits of decisions.

• 6.2.9.L. Standard Statement:

  Explain how the price of one currency is related to the price of another currency (e.g., Japanese yen in American dollar, Canadian dollar in Mexican nuevo peso).

PA.6.3.9. 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:

• 6.3.9.A. Standard Statement:

  Describe ways to deal with scarcity. (Community, Pennsylvania, United States)

• 6.3.9.B. Standard Statement:

  Analyze how unlimited wants and limited resources affect decision- making.

• 6.3.9.C. Standard Statement:

  Explain how resources can be used in different ways to produce different goods and services.

• 6.3.9.D. Standard Statement:

  Explain marginal analysis and decision-making.

• 6.3.9.E. Standard Statement:

  Explain the opportunity cost of a public choice from different perspectives.

• 6.3.9.F. Standard Statement:

  Explain how incentives affect the behaviors of workers, savers, consumers and producers.

PA.6.4.9. 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:

• 6.4.9.A. Standard Statement:

  Explain why specialization may lead to increased production and consumption.

• 6.4.9.B. Standard Statement:

  Explain how trade may improve a society's standard of living.

• 6.4.9.C. Standard Statement:

  Explain why governments sometimes restrict or subsidize trade.

• 6.4.9.D. Standard Statement:

  Explain how the location of resources, transportation and communication networks and technology have affected United States economic patterns. (Labor markets (e.g., migrant workers); Interstate highway system and sea and inland ports (e.g., movement of goods); Communication technologies (e.g., facsimile transmission, satellite-based communications))

• 6.4.9.E. Standard Statement:

  Analyze how Pennsylvania consumers and producers participate in the global production and consumption of goods or services.

• 6.4.9.F. Standard Statement:

  Explain how opportunity cost can be used to determine the product for which a nation has a comparative advantage.

• 6.4.9.G. Standard Statement:

  Describe geographic patterns of economic activities in the United States. (Primary - extractive industries (i.e., farming, fishing, forestry, mining); Secondary - materials processing industries (i.e., manufacturing); Tertiary - service industries (e.g., retailing, wholesaling, finance, real estate, travel and tourism, transportation)

PA.6.5.9. 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:

• 6.5.9.A. Standard Statement:

  Define wages and explain how wages are determined by the supply of and demand for workers.

• 6.5.9.B. Standard Statement:

  Describe how productivity is measured and identify ways in which a person can improve his or her productivity.

• 6.5.9.C. Standard Statement:

  Identify and explain the characteristics of the three types of businesses. (Sole proprietorship, Partnership, Corporation)

• 6.5.9.D. Standard Statement:

  Analyze how risks influence business decision-making.

• 6.5.9.E. Standard Statement:

  Define wealth and describe its distribution within and among the political divisions of the United States.

• 6.5.9.F. Standard Statement:

  Identify leading entrepreneurs in Pennsylvania and the United States and describe the risks they took and the rewards they received.

• 6.5.9.G. Standard Statement:

  Explain the differences among stocks, bonds and mutual funds.

• 6.5.9.H. Standard Statement:

  Explain the impact of higher or lower interest rates for savers, borrowers, consumers and producers.

PA.7.1.9. 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:

• 7.1.9.A. Standard Statement:

  Explain geographic tools and their uses.

  • 7.1.9.A.1. Standard Descriptor: Development and use of geographic tools

    Geographic information systems [GIS]; Population pyramids; Cartograms; Satellite-produced images; Climate graphs; Access to computer-based geographic data (e.g., Internet, CD-ROMs).

  • 7.1.9.A.2. Standard Descriptor: Construction of maps

    Projections; Scale; Symbol systems; Level of generalization; Types and sources of data.

  • 7.1.9.A.3. Standard Descriptor: Geographic representations to track spatial patterns

    Weather; Migration; Environmental change (e.g., tropical forest reduction, sea-level changes).

  • 7.1.9.A.4. Standard Descriptor:

    Mental maps to organize and understand the human and physical features of the United States.

• 7.1.9.B. Standard Statement:

  Explain and locate places and regions.

  • 7.1.9.B.1. Standard Descriptor:

    How regions are created to interpret Earth's complexity (i.e., the differences among formal regions, functional regions, perceptual regions).

  • 7.1.9.B.2. Standard Descriptor:

    How characteristics contribute to regional changes (e.g., economic development, accessibility, demographic change).

  • 7.1.9.B.3. Standard Descriptor:

    How culture and experience influence perceptions of places and regions.

  • 7.1.9.B.4. Standard Descriptor:

    How structures and alliances impact regions. (Development (e.g., First vs. Third World, North vs. South);, Trade (e.g., NAFTA, the European Union); International treaties (e.g., NATO, OAS)).

  • 7.1.9.B.5. Standard Descriptor:

    How regions are connected (e.g., watersheds and river systems, patterns of world trade, cultural ties, migration).

PA.7.2.9. 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:

• 7.2.9.A. Standard Statement: Explain the physical characteristics of places and regions including spatial patterns of Earth's physical systems

  Climate regions; Landform regions.

• 7.2.9.B. Standard Statement: Explain the dynamics of the fundamental processes that underlie the operation of Earth's physical systems

  Wind systems; Water cycle; Erosion/deposition cycle; Plate tectonics; Ocean currents; Natural hazards.

PA.7.3.9. 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:

• 7.3.9.A. Standard Statement:

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

  • 7.3.9.A.1. Standard Descriptor:

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

  • 7.3.9.A.2. Standard Descriptor:

    Demographic structure of a population (e.g., life expectancy, fertility rate, mortality rate, infant mortality rate, population growth rate, the demographic transition model).

  • 7.3.9.A.3. Standard Descriptor: Effects of different types and patterns of human movement

    Mobility (e.g., travel for business); Migration (e.g., rural to urban, short term vs. long term, critical distance).

• 7.3.9.B. Standard Statement:

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

  • 7.3.9.B.1. Standard Descriptor:

    Ethnicity of people at national levels (e.g., customs, celebrations, languages, religions).

  • 7.3.9.B.2. Standard Descriptor:

    Culture distribution (e.g., ethnic enclaves and neighborhoods).

  • 7.3.9.B.3. Standard Descriptor:

    Cultural diffusion (e.g., acculturation and assimilation, cultural revivals of language).

• 7.3.9.C. Standard Statement:

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

  • 7.3.9.C.1. Standard Descriptor:

    Current and past settlement patterns in Pennsylvania and the United States.

  • 7.3.9.C.2. Standard Descriptor:

    Forces that have re-shaped modern settlement patterns (e.g., central city decline, suburbanization, the development of transport systems).

  • 7.3.9.C.3. Standard Descriptor:

    Internal structure of cities (e.g., manufacturing zones, inner and outer suburbs, the location of infrastructure).

• 7.3.9.D. Standard Statement:

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

  • 7.3.9.D.1. Standard Descriptor:

    Spatial distribution of economic activities in Pennsylvania and the United States (e.g., patterns of agriculture, forestry, mining, retailing, manufacturing, services).

  • 7.3.9.D.2. Standard Descriptor:

    Factors that shape spatial patterns of economic activity both Nationally and internationally (e.g., comparative advantage in location of economic activities; changes in resource trade; disruption of trade flows).

  • 7.3.9.D.3. Standard Descriptor:

    Technological changes that affect the definitions of, access to, and use of natural resources (e.g., the role of exploration, extraction, use and depletion of resources).

PA.7.4.9. 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:

• 7.4.9.A. Standard Statement:

  Explain the impacts of physical systems on people.

  • 7.4.9.A.1. Standard Descriptor:

    How people depend on, adjust to and modify physical systems on a National scale (e.g., soil conservation programs, projects of The Corps of Engineers).

  • 7.4.9.A.2. Standard Descriptor:

    Ways in which people in hazard-prone areas adjust their ways of life (e.g., building design in earthquake areas, dry-farming techniques in drought-prone areas).

• 7.4.9.B. Standard Statement:

  Explain the impacts of people on physical systems.

  • 7.4.9.B.1. Standard Descriptor:

    Forces by which people modify the physical environment (e.g., increasing population; new agricultural techniques; industrial processes and pollution).

  • 7.4.9.B.2. Standard Descriptor:

    Spatial effects of activities in one region on another region (e.g., scrubbers on power plants to clean air, transportation systems such as Trans-Siberian Railroad, potential effects of fallout from nuclear power plant accidents).

PA.8.1.9. 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:

• 8.1.9.A. Standard Statement: Analyze chronological thinking

  Difference between past, present and future; Sequential order of historical narrative; Data presented in time lines; Continuity and change; Context for events.

• 8.1.9.B. Standard Statement: Analyze and interpret historical sources

  Literal meaning of historical passages; Data in historical and contemporary maps, graphs, and tables; Different historical perspectives; Data from maps, graphs and tables; Visual data presented in historical evidence.

• 8.1.9.C. Standard Statement: Analyze the fundamentals of historical interpretation

  Fact versus opinion; Reasons/causes for multiple points of view; Illustrations in historical documents and stories; Causes and results; Author or source used to develop historical narratives; Central issue.

• 8.1.9.D. Standard Statement: Analyze and interpret historical research

  Historical event (time and place); Facts, folklore and fiction; Historical questions; Primary sources; Secondary sources; Conclusions (e.g., History Day projects, mock trials, speeches); Credibility of evidence.

PA.8.2.9. 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:

• 8.2.9.A. Standard Statement:

  Analyze the political and cultural contributions of individuals and groups to Pennsylvania history from 1787 to 1914.

  • 8.2.9.A.1. Standard Descriptor:

    Political Leaders (e.g., James Buchanan, Thaddeus Stevens, Andrew Curtin).

  • 8.2.9.A.2. Standard Descriptor:

    Military Leaders (e.g., George Meade, George McClellan, John Hartranft).

  • 8.2.9.A.3. Standard Descriptor:

    Cultural and Commercial Leaders (e.g., John J. Audubon, Rebecca Webb Lukens, Stephen Foster).

  • 8.2.9.A.4. Standard Descriptor:

    Innovators and Reformers (e.g., George Westinghouse, Edwin Drake, Lucretia Mott).

• 8.2.9.B. Standard Statement:

  Identify and analyze primary documents, material artifacts and historic sites important in Pennsylvania history from 1787 to 1914.

  • 8.2.9.B.1. Standard Descriptor:

    Documents, Writings and Oral Traditions (e.g., Pennsylvania Constitutions of 1838 and 1874, The Gettysburg Address, The Pittsburgh Survey).

  • 8.2.9.B.2. Standard Descriptor:

    Artifacts, Architecture and Historic Places (e.g., Gettysburg, Eckley Miners' Village, Drake's Well).

• 8.2.9.C. Standard Statement:

  Identify and analyze how continuity and change have influenced Pennsylvania history from the 1787 to 1914.

  • 8.2.9.C.1. Standard Descriptor:

    Belief Systems and Religions (e.g., Ephrata Cloister, Harmonists, Amish, immigrant influences).

  • 8.2.9.C.2. Standard Descriptor:

    Commerce and Industry (e.g., mining coal, producing iron, harvesting timber).

  • 8.2.9.C.3. Standard Descriptor:

    Innovations (e.g., John Roebling's steel cable, steel-tipped plow, improved techniques for making iron, steel and glass).

  • 8.2.9.C.4. Standard Descriptor:

    Politics (e.g., Fugitive Slave Act reaction, canal system legislation, The Free School Act of 1834).

  • 8.2.9.C.5. Standard Descriptor:

    Settlement Patterns (e.g., farms and growth of urban centers).

  • 8.2.9.C.6. Standard Descriptor:

    Social Organization (e.g., the Philadelphia Centennial Exposition of 1876, prohibition of racial discrimination in schools).

  • 8.2.9.C.7. Standard Descriptor:

    Transportation (e.g., canals, National Road, Thompson's Horseshoe Curve).

  • 8.2.9.C.8. Standard Descriptor:

    Women's Movement (e.g., work of the Equal Rights League of Pennsylvania).

• 8.2.9.D. Standard Statement:

  Identify and analyze conflict and cooperation among social groups and organizations in Pennsylvania history from 1787 to 1914.

  • 8.2.9.D.1. Standard Descriptor:

    Domestic Instability (e.g., impact of war, 1889 Johnstown Flood).

  • 8.2.9.D.2. Standard Descriptor:

    Ethnic and Racial Relations (e.g., Christiana riots, disenfranchisement and restoration of suffrage for African-Americans, Carlisle Indian School).

  • 8.2.9.D.3. Standard Descriptor:

    Labor Relations (e.g., National Trade Union, the Molly Maguires, Homestead steel strike).

  • 8.2.9.D.4. Standard Descriptor:

    Immigration (e.g., Anti-Irish Riot of 1844, new waves of immigrants).

  • 8.2.9.D.5. Standard Descriptor:

    Military Conflicts (e.g., Battle of Lake Erie, the Mexican War, the Civil War).

PA.8.3.9. 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:

• 8.3.9.A. Standard Statement:

  Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914.

  • 8.3.9.A.1. Standard Descriptor:

    Political Leaders (e.g., Daniel Webster, Abraham Lincoln, Andrew Johnson).

  • 8.3.9.A.2. Standard Descriptor:

    Military Leaders (e.g., Andrew Jackson, Robert E. Lee, Ulysses S. Grant).

  • 8.3.9.A.3. Standard Descriptor:

    Cultural and Commercial Leaders (e.g., Jane Addams, Jacob Riis, Booker T. Washington).

  • 8.3.9.A.4. Standard Descriptor:

    Innovators and Reformers (e.g., Alexander G. Bell, Frances E. Willard, Frederick Douglass).

• 8.3.9.B. Standard Statement:

  Identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to 1914.

  • 8.3.9.B.1. Standard Descriptor:

    Documents (e.g., Fugitive Slave Law, Treaty of Guadalupe Hidalgo, Emancipation Proclamation).

  • 8.3.9.B.2. Standard Descriptor:

    19th Century Writings and Communications (e.g., Stowe's Uncle Tom's Cabin, Brown's 'Washed by Blood,' Key's 'Star Spangled Banner').

  • 8.3.9.B.3. Standard Descriptor:

    Historic Places (e.g., The Alamo, Underground Railroad sites, Erie Canal).

• 8.3.9.C. Standard Statement:

  Analyze how continuity and change has influenced United States history from 1787 to 1914.

  • 8.3.9.C.1. Standard Descriptor:

    Belief Systems and Religions (e.g., 19th century trends and movements).

  • 8.3.9.C.2. Standard Descriptor:

    Commerce and Industry (e.g., growth of manufacturing industries, economic nationalism).

  • 8.3.9.C.3. Standard Descriptor:

    Innovations (e.g., Brooklyn Bridge, refrigerated shipping, telephone).

  • 8.3.9.C.4. Standard Descriptor:

    Politics (e.g., election of 1860, impeachment of Andrew Johnson, Jim Crow laws).

  • 8.3.9.C.5. Standard Descriptor:

    Settlement Patterns and Expansion (e.g., Manifest Destiny, successive waves of immigrants, purchase of Alaska and Hawaii).

  • 8.3.9.C.6. Standard Descriptor:

    Social Organization (e.g., social class differences, women's rights and antislavery movement, education reforms).

  • 8.3.9.C.7. Standard Descriptor:

    Transportation and Trade (e.g., Pony Express, telegraph, Transcontinental Railroad).

  • 8.3.9.C.8. Standard Descriptor:

    Women's Movement (e.g., roles in the Civil War, medical college for women, Seneca Falls Conference).

• 8.3.9.D. Standard Statement:

  Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914.

  • 8.3.9.D.1. Standard Descriptor:

    Domestic Instability (e.g., wartime confiscation of private property, abolitionist movement, Reconstruction).

  • 8.3.9.D.2. Standard Descriptor:

    Ethnic and Racial Relations (e.g., Cherokee Trail of Tears, slavery and the Underground Railroad, draft riots).

  • 8.3.9.D.3. Standard Descriptor:

    Labor Relations (e.g., female and child labor, trade unionism, strike breakers).

  • 8.3.9.D.4. Standard Descriptor:

    Immigration and Migration (e.g., Manifest Destiny, eastern and southern European immigration, Chinese Exclusion Act).

  • 8.3.9.D.5. Standard Descriptor:

    Military Conflicts (e.g., Native American opposition to expansion and settlement, Civil War, Spanish-American War).

PA.8.4.9. 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:

• 8.4.9.A. Standard Statement:

  Analyze the significance of individuals and groups who made major political and cultural contributions to world history before 1500.

  • 8.4.9.A.1. Standard Descriptor:

    Political and Military Leaders (e.g., King Ashoka, Montezuma I, Ghenghis Khan, William the Conqueror).

  • 8.4.9.A.2. Standard Descriptor:

    Cultural and Commercial Leaders (e.g., Mansa Musa, Yak Pac, Cheng Ho, Marco Polo).

  • 8.4.9.A.3. Standard Descriptor:

    Innovators and Reformers (e.g., Erastostenes, Tupac Inka Yupenqui, Johannes Gutenberg).

• 8.4.9.B. Standard Statement:

  Analyze historical documents, material artifacts and historic sites important to world history before 1500.

  • 8.4.9.B.1. Standard Descriptor:

    Documents, Writings and Oral Traditions (e.g., Rosetta Stone, Aztec glyph writing, Dead Sea Scrolls, Magna Carta).

  • 8.4.9.B.2. Standard Descriptor:

    Artifacts, Architecture and Historic Places (e.g., Ethiopian rock churches, Mayan pyramids, Nok terra cotta figures, megaliths at Stonehenge).

  • 8.4.9.B.3. Standard Descriptor:

    Historic districts (e.g., Memphis and its Necropolis, Sanctuary of Machu Picchu, Old City of Jerusalem and its Walls, Centre of Rome and the Holy See).

• 8.4.9.C. Standard Statement: Analyze how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women before 1500

  Africa; Americas; Asia; Europe.

• 8.4.9.D. Standard Statement: Analyze how conflict and cooperation among social groups and organizations impacted world history through 1500 in Africa, Americas, Asia and Europe

  Domestic Instability; Ethnic and Racial Relations; Labor Relations; Immigration and Migration; Military Conflicts.

OK.2. Content Standard / Course: World Geography

The student will examine the major cultural and physical regions of the world to interpret the earth's complexity.

• 2.1. Strand / Standard:

  Define the concept of a region and explain how common characteristics can link and divide regions.

• 2.2. Strand / Standard:

  Identify examples of and reasons for conflict and cooperation among groups, societies, countries, and regions.

• 2.3. Strand / Standard:

  Explain how and why regions change over time.

• 2.4. Strand / Standard:

  Define, recognize, and locate on appropriate maps and globes basic landforms and bodies of water, and major cities, rivers, mountain ranges, regions, biomes, and countries of the world.

OK.3. Content Standard / Course: World Geography

The student will examine the interactions of physical systems that shape the patterns of the earth's resources.

• 3.1. Strand / Standard:

  Identify forces beneath and above the earth's crust, explaining the processes and agents that influence the distribution of resources.

• 3.2. Strand / Standard:

  Recognize regional climatic patterns and weather phenomena, and identify factors that contribute to them (e.g., latitude, elevation, earth-sun relationships, prevailing wind, and proximity to bodies of water).

• 3.3. Strand / Standard:

  Analyze the impact of natural disasters (e.g., tornadoes, earthquakes, hurricanes, tsunamis, floods, and volcanoes) on human populations.

OK.4. Content Standard / Course: World Geography

The student will evaluate the human systems of the world.

• 4.1. Strand / Standard:

  Compare and contrast common characteristics of world cultures (e.g., language, ethnic heritage, religion, political philosophy, shared history, social systems, and economic systems).

• 4.2. Strand / Standard:

  Explain patterns and processes of global economic interdependence (e.g., developed and developing countries, economic activities, and world trade).

• 4.3. Strand / Standard:

  Describe how changes in technology, transportation, and communication affect the location of economic activities.

• 4.4. Strand / Standard:

  Recognize and explain the impact of ethnic diversity within countries and major cultural regions.

• 4.5. Strand / Standard:

  Evaluate issues of population location, growth, and change, including density, settlement patterns, migration, and availability of resources.

OK.5. Content Standard / Course: World Geography

The student will examine the interactions of humans and their environment.

• 5.1. Strand / Standard:

  Identify and describe the relationship between the distribution of major natural resources (e.g., arable land, water, fossil fuels, and iron ore) and developed and developing countries.

• 5.2. Strand / Standard:

  Evaluate the effects of human modification of and adaptation to the natural environment (e.g., use of the steel plow, crop rotation, types of housing, flood prevention, discovery of valuable mineral deposits, the greenhouse effect, desertification, clear-cutting forests, air and water pollution, urban sprawl, and use of pesticides and herbicides in agriculture).

OK.6. Content Standard / Course: World Geography

The student will analyze problems and issues from a geographic perspective using the skills and tools of geography.

• 6.1. Strand / Standard:

  Evaluate and draw conclusions from different kinds of maps, graphs, charts, diagrams, and other sources and representations (e.g., aerial and shuttle photographs, satellite-produced images, the geographic information system (GIS), atlases, almanacs, and computer-based technologies).

• 6.2. Strand / Standard:

  Explain the influence of geographic features on the development of historic events and movements.

• 6.3. Strand / Standard:

  Analyze local, regional, national, and world policies and problems having spatial dimensions (e.g., acid rain and international boundaries; and water quality affected by run-off from poultry and hog farms).

ND.2. Content Standard: Important Historical Events

Students understand important historical events.

• 7.2.1. Benchmark: Historical and Current Events - Regional/Global

  Identify major historical events and issues (e.g., conflicts and resolutions, natural resources) within regions of the world and their impact

• 7.2.2. Benchmark: Historical and Current Events - Regional/Global

  Describe events and issues (e.g., natural resources, energy resources, wars/conflicts, religion) affecting the world today

ND.3. Content Standard: Economic Concepts

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

• 7.3.1. Benchmark: Global Interdependence

  Identify how people organize for the production, distribution, and consumption of goods and services (e.g., economic systems; i.e., capitalism, socialism, communism)

• 7.3.2. Benchmark: Global Interdependence

  Differentiate among currency values and their exchange rates

• 7.3.3. Benchmark: Global Interdependence

  Explain patterns and networks (e.g., patterns of trade, human migration, cultural and political alliances/sanctions) of economic and global interdependence in a changing world

• 7.3.4. Benchmark: Global Interdependence

  Identify ways (e.g., GNP, GDP, literacy rate, industrialization) to measure economic progress

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.

• 7.4.1. Benchmark: Citizenship

  Compare the rights and responsibilities of citizens from a variety of countries (e.g. United States, Indonesia, Iran, Australia, India, China, Germany, Poland, Brazil, Ghana)

• 7.4.2. Benchmark: Government Systems

  Explain how people create and change structures of power (e.g., force, elections, wars, reactions to economic conditions and natural disasters)

ND.5. Content Standard: Concepts of Geography

Students understand and apply concepts of geography.

• 7.5.1. Benchmark: Physical Geography

  Identify current countries and principal physical features (e.g., ecosystems, mountain ranges, bodies of water) of the world

• 7.5.2. Benchmark: Physical Geography

  Use geographic tools [e.g., Geographic Information Systems (GIS), maps, graphs, charts] to interpret the past (e.g., cooperation/conflict, migrations of people, goods, and ideas), understand the present (e.g., demographic changes, reso

• 7.5.3. Benchmark: Physical Geography

  Explain how physical processes (e.g., wind and water erosion, climatic changes, plate tectonics) create, maintain, and modify Earth's physical features and environments

• 7.5.4. Benchmark: Human Geography

  Explain how and why maps and regions change (e.g., physical, political, and perceptual changes)

• 7.5.5. Benchmark: Human Geography

  Explain how human modifications affect the physical environment (e.g., damming of rivers, pollution, urbanization)

• 7.5.6. Benchmark: Human Geography

  Explain how physical systems affect human systems (e.g., Where do people live and why?)

• 7.5.7. Benchmark: Human Geography

  Explain changes (e.g., the value placed on land, water, wind energy, and fossil fuels) that occur in the meaning, use, distribution, and importance of resources

ND.6. Content Standard: Human Development and Behavior

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

• 7.6.1. Benchmark: Culture

  Identify principles governing individual and group behavior (e.g., cooperation, collaboration, power, conflict) within social dynamics (e.g., familial, political, religious)

• 7.6.2. Benchmark: Culture

  Explain how individuals and institutions influence one another (e.g., social processes, peaceful and violent demonstrations, picketing, protests, petitions, group affiliation, citizenship, voting)

• 7.6.3. Benchmark: Culture

  Compare how cultures throughout the world meet human needs and concerns (e.g., religion, sense of belonging, celebrations)

• 7.6.4. Benchmark: Culture

  Explain how ''push'' (e.g., war, famine) and ''pull'' (e.g., economics, safety, family) factors rearrange and create new human landscapes (e.g., modify existing cultures)

• 7.6.5. Benchmark: Culture

  Explain how rivalry and tension between cultures contribute to world conflict

NC.2. Course / Competency Goal: Africa, Asia, and Australia

The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of Africa, Asia, and Australia.

• 2.01. Competency Goal / Objective:

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

• 2.02. Competency Goal / Objective:

  Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of Africa, Asia, and Australia and evaluate their impact on the environment.

• 2.03. Competency Goal / Objective:

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

NC.3. Course / Competency Goal: Africa, Asia, and Australia

The learner will analyze the impact of interactions between humans and their physical environments in Africa, Asia, and Australia.

• 3.01. Competency Goal / Objective:

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

• 3.02. Competency Goal / Objective:

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

• 3.03. Competency Goal / Objective:

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

• 3.04. Competency Goal / Objective:

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

NC.4. Course / Competency Goal: Africa, Asia, and Australia

The learner will identify significant patterns in the movement of people, goods, and ideas over time and place in Africa, Asia, and Australia.

• 4.01. Competency Goal / Objective:

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

• 4.02. Competency Goal / Objective:

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

• 4.03. Competency Goal / Objective:

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

NC.5. Course / Competency Goal: Africa, Asia, and Australia

The learner will evaluate the varied ways people of Africa, Asia, and Australia make decisions about the allocation and use of economic resources.

• 5.01. Competency Goal / Objective:

  Describe the relationship between the location of natural resources, and economic development, and analyze the impact on selected cultures, countries, and regions in Africa, Asia, and Australia.

• 5.02. Competency Goal / Objective:

  Examine the different economic systems, (traditional, command, and market), developed in selected societies in Africa, Asia, and Australia, and assess their effectiveness in meeting basic needs.

• 5.03. Competency Goal / Objective:

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

• 5.04. Competency Goal / Objective:

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

NC.6. Course / Competency Goal: Africa, Asia, and Australia

The learner will recognize the relationship between economic activity and the quality of life in Africa, Asia, and Australia.

• 6.01. Competency Goal / Objective:

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

• 6.02. Competency Goal / Objective:

  Examine the influence of education and technology on productivity and economic development in selected nations and regions of Africa, Asia, and Australia.

• 6.03. Competency Goal / Objective:

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

NC.7. Course / Competency Goal: Africa, Asia, and Australia

The learner will assess the connections between historical events and contemporary issues in Africa, Asia, and Australia.

• 7.01. Competency Goal / Objective:

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

• 7.02. Competency Goal / Objective:

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

NC.8. Course / Competency Goal: Africa, Asia, and Australia

The learner will assess the influence and contributions of individuals and cultural groups in Africa, Asia, and Australia.

• 8.01. Competency Goal / Objective:

  Describe the role of key historical figures and evaluate their impact on past and present societies in Africa, Asia, and Australia.

• 8.02. Competency Goal / Objective:

  Describe the role of key groups such as Mongols, Arabs, and Bantu and evaluate their impact on historical and contemporary societies of Africa, Asia, and Australia.

• 8.03. Competency Goal / Objective:

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

NC.9. Course / Competency Goal: Africa, Asia, and Australia

The learner will analyze the different forms of government developed in Africa, Asia, and Australia.

• 9.01. Competency Goal / Objective:

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

• 9.02. Competency Goal / Objective:

  Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in Africa, Asia, and Australia carry out legislative, executive, and judicial functions and evaluate the effectiveness of each.

• 9.03. Competency Goal / Objective:

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

• 9.04. Competency Goal / Objective:

  Describe how different governments in Africa, Asia, and Australia select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

NC.10. Course / Competency Goal: Africa, Asia, and Australia

The learner will compare the rights and civic responsibilities of individuals in political structures in Africa, Asia, and Australia.

• 10.01. Competency Goal / Objective:

  Trace the development of relationships between individuals and their governments in selected cultures of Africa, Asia, and Australia, and evaluate the changes that have evolved over time.

• 10.02. Competency Goal / Objective:

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

• 10.03. Competency Goal / Objective:

  Describe rights and responsibilities of citizens in selected contemporary societies in Africa, Asia, and Australia, comparing them to each other and to the United States.

• 10.04. Competency Goal / Objective:

  Examine the rights, roles, and status of individuals in selected cultures of Africa, Asia, and Australia, and assess their importance in relation to the general welfare.

NC.11. Course / Competency Goal: Africa, Asia, and Australia

The learner will recognize the common characteristics of different cultures in Africa, Asia, and Australia.

• 11.01. Competency Goal / Objective:

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

• 11.02. Competency Goal / Objective:

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

• 11.03. Competency Goal / Objective:

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

• 11.04. Competency Goal / Objective:

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

NC.12. Course / Competency Goal: Africa, Asia, and Australia

The learner will assess the influence of major religions, ethical beliefs, and values on cultures in Africa, Asia, and Australia.

• 12.01. Competency Goal / Objective:

  Examine the major belief systems in selected regions of Africa, Asia, and Australia, and analyze their impact on cultural values, practices, and institutions.

• 12.02. Competency Goal / Objective:

  Describe the relationship between and cultural values of selected societies of Africa, Asia, and Australia and their art, architecture, music, and literature, and assess their significance in contemporary culture.

• 12.03. Competency Goal / Objective:

  Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in Africa, Asia, and Australia.

NC.13. Course / Competency Goal: Africa, Asia, and Australia

The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, Africa, Asia, and Australia.

• 13.01. Competency Goal / Objective:

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

• 13.02. Competency Goal / Objective:

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

• 13.03. Competency Goal / Objective:

  Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of Africa, Asia, and Australia, and assess the effects on local, state, regional, and national economies and cultures.

NC.1. Course / Competency Goal: Core Skill

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

• 1.01. Competency Goal / Objective:

  Read for literal meaning.

• 1.02. Competency Goal / Objective:

  Summarize to select main ideas.

• 1.03. Competency Goal / Objective:

  Draw inferences.

• 1.04. Competency Goal / Objective:

  Detect cause and effect.

• 1.05. Competency Goal / Objective:

  Recognize bias and propaganda.

• 1.06. Competency Goal / Objective:

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

• 1.07. Competency Goal / Objective:

  Distinguish fact and fiction.

• 1.08. Competency Goal / Objective:

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

NC.2. Course / Competency Goal: Core Skill

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

• 2.01. Competency Goal / Objective:

  Use appropriate sources of information.

• 2.02. Competency Goal / Objective:

  Explore print and non-print materials.

• 2.03. Competency Goal / Objective:

  Utilize different types of technology.

• 2.04. Competency Goal / Objective:

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

• 2.05. Competency Goal / Objective:

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

• 2.06. Competency Goal / Objective:

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

NC.3. Course / Competency Goal: Core Skill

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

• 3.01. Competency Goal / Objective:

  Use map and globe reading skills.

• 3.02. Competency Goal / Objective:

  Interpret graphs and charts.

• 3.03. Competency Goal / Objective:

  Detect bias.

• 3.04. Competency Goal / Objective:

  Interpret social and political messages of cartoons.

• 3.05. Competency Goal / Objective:

  Interpret history through artifacts, arts, and media.

NC.4. Course / Competency Goal: Core Skill

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

• 4.01. Competency Goal / Objective:

  Use hypothetical reasoning processes.

• 4.02. Competency Goal / Objective:

  Examine, understand, and evaluate conflicting viewpoints.

• 4.03. Competency Goal / Objective:

  Recognize and analyze values upon which judgments are made.

• 4.04. Competency Goal / Objective:

  Apply conflict resolutions.

• 4.05. Competency Goal / Objective:

  Predict possible outcomes.

• 4.06. Competency Goal / Objective:

  Draw conclusions.

• 4.07. Competency Goal / Objective:

  Offer solutions.

• 4.08. Competency Goal / Objective:

  Develop hypotheses.

NC.5. Course / Competency Goal: Core Skill

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

• 5.01. Competency Goal / Objective:

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

• 5.02. Competency Goal / Objective:

  Create and modify a database for class assignments.

• 5.03. Competency Goal / Objective:

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

• 5.04. Competency Goal / Objective:

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

NY.2. Strand / Standard: World History

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

• 2.1. Strand / Performance Indicator:

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

  • 2.1.1. Performance Indicator:

    Students know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

  • 2.1.2. Performance Indicator:

    Students know some important historic events and developments of past civilizations.

  • 2.1.3. Performance Indicator:

    Students interpret and analyze documents and artifacts related to significant developments and events in world history.

• 2.2. Strand / Performance Indicator:

  Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

  • 2.2.1. Performance Indicator:

    Students develop timelines by placing important events and developments in world history in their correct chronological order.

  • 2.2.2. Performance Indicator:

    Students measure time periods by years, decades, centuries, and millennia.

  • 2.2.3. Performance Indicator:

    Students study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.

• 2.3. Strand / Performance Indicator:

  Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

  • 2.3.1. Performance Indicator:

    Students investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history.

  • 2.3.2. Performance Indicator:

    Students interpret and analyze documents and artifacts related to significant developments and events in world history.

  • 2.3.3. Performance Indicator: Students classify historic information according to the type of activity or practice

    social/cultural, political, economic, geographic, scientific, technological, and historic.

• 2.4. Strand / Performance Indicator:

  The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

  • 2.4.1. Performance Indicator:

    Students explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed (Taken from National Standards for World History).

  • 2.4.2. Performance Indicator:

    Students analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians.

  • 2.4.3. Performance Indicator:

    Students view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents.

  • 2.4.4. Performance Indicator:

    Students investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions.

NY.3. Strand / Standard: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface.

• 3.1. Strand / Performance Indicator: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include

  the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life).

  • 3.1.2. Performance Indicator:

    Students understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994).

  • 3.1.1. Performance Indicator:

    Students map information about people, places, and environments.

  • 3.1.3. Performance Indicator:

    Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.

  • 3.1.4. Performance Indicator:

    Students describe the relationships between people and environments and the connections between people and places.

• 3.2. Strand / Performance Indicator: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994

  Geography for Life).

  • 3.2.1. Performance Indicator:

    Students formulate geographic questions and define geographic issues and problems.

  • 3.2.2. Performance Indicator:

    Students use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems (Adapted from National Geography Standards, 1994).

  • 3.2.3. Performance Indicator:

    Students present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models.

  • 3.2.4. Performance Indicator:

    Students interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

NY.4. Strand / Standard: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

• 4.1. Strand / Performance Indicator:

  The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

  • 4.1.1. Performance Indicator:

    Students explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources.

  • 4.1.2. Performance Indicator:

    Students define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems.

  • 4.1.3. Performance Indicator:

    Students understand how scarcity requires people and nations to make choices which involve costs and future considerations.

  • 4.1.4. Performance Indicator:

    Students understand how people in the United States and throughout the world are both producers and consumers of goods and services.

  • 4.1.5. Performance Indicator:

    Students investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems.

  • 4.1.6. Performance Indicator:

    Students describe how traditional, command, market, and mixed economies answer the three fundamental economic questions.

  • 4.1.7. Performance Indicator:

    Students explain how nations throughout the world have joined with one another to promote economic development and growth.

• 4.2. Strand / Performance Indicator:

  Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

  • 4.2.1. Performance Indicator:

    Students identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources.

  • 4.2.2. Performance Indicator:

    Students organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data.

  • 4.2.3. Performance Indicator:

    Students evaluate economic data by differentiating fact from opinion and identifying frames of reference.

  • 4.2.4. Performance Indicator:

    Students develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions.

  • 4.2.5. Performance Indicator:

    Students present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions.

NY.5. Strand / Standard: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

• 5.1. Strand / Performance Indicator:

  The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994).

  • 5.1.1. Performance Indicator:

    Students analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs.

  • 5.1.2. Performance Indicator:

    Students consider the nature and evolution of constitutional democracies.

  • 5.1.3. Performance Indicator:

    Students explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens.

  • 5.1.4. Performance Indicator:

    Students analyze the sources of a nation's values as embodied in its constitution, statutes, and important court cases.

• 5.2. Strand / Performance Indicator:

  The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994).

  • 5.2.1. Performance Indicator:

    Students understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices.

  • 5.2.2. Performance Indicator:

    Students understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution.

  • 5.2.3. Performance Indicator:

    Students compare and contrast the development and evolution of the constitutions of the United States and New York State.

  • 5.2.4. Performance Indicator:

    Students define federalism and describe the powers granted the national and state governments by the United States Constitution.

  • 5.2.5. Performance Indicator:

    Students value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.

  • 5.2.6. Performance Indicator:

    Students understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority.

• 5.3. Strand / Performance Indicator:

  Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.

  • 5.3.1. Performance Indicator:

    Students explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time.

  • 5.3.2. Performance Indicator:

    Students understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities.

  • 5.3.3. Performance Indicator:

    Students discuss the role of an informed citizen in today's changing world.

  • 5.3.4. Performance Indicator:

    Students explain how Americans are citizens of their states and of the United States.

• 5.4. Strand / Performance Indicator:

  The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

  • 5.4.1. Performance Indicator:

    Students respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint.

  • 5.4.2. Performance Indicator:

    Students explain the role that civility plays in promoting effective citizenship in preserving democracy.

  • 5.4.3. Performance Indicator:

    Students participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.

NH.4. Strand / Standard: Economics

Economics is the study of the allocation and utilization of limited resources to meet society's unlimited needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of basic economic concepts; economics in history; how economics affects and is affected by the individual; cycles in the economy; financial institutions and government; and international economics and trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, investors, and as citizens.

• 4.1. Standard / Gle: Economics and the Individual

  Students will learn about their role in a free market, how decisions that they make affect the economy, and how changes in the economy can affect them.

  • 4.1.8.1. Grade Level Expectation:

    Identify how events in the business cycle impact individuals' lives, e.g., recession or depression.

• 4.2. Standard / Gle: Basic Economic Concepts

  Students will learn about the pillars of a free market economy and the market mechanism.

  • 4.2.8.1. Grade Level Expectation:

    Identify and explain the determinants of supply and demand, e.g., income, tastes, or technology.

  • 4.2.8.2. Grade Level Expectation:

    Explain the elements of entrepreneurship, e.g., idea development, risk-taking, or management skills.

• 4.3. Standard / Gle: Cycles in the Economy

  Students will be able to explain the business cycle and trends in economic activity over time.

  • 4.3.8.1. Grade Level Expectation:

    Identify and explain the different phases of the business cycle, e.g., recession or depression.

  • 4.3.8.2. Grade Level Expectation:

    Understand how the stock market works, the buying and selling of stocks, and how it affects the economy.

• 4.4. Standard / Gle: Financial Institutions and the Government

  Students will understand how financial institutions and the government work together to stabilize our economy, and how changes in them affect the individual.

  • 4.4.8.1. Grade Level Expectation:

    Explain how interest rates affect individual decisions, e.g., saving, borrowing, or lending money.

  • 4.4.8.2. Grade Level Expectation:

    Identify the different ways in which income can be redistributed, e.g., taxes, welfare, or government loans.

• 4.5. Standard / Gle: International Economics and Trade

  Students will recognize the importance of international trade and how economies are affected by it.

  • 4.5.8.1. Grade Level Expectation:

    Distinguish among the different methods of allocating resources, e.g., traditional, free market, or command economies.

  • 4.5.8.2. Grade Level Expectation:

    Identify and explain the impact on trade of government policies, e.g., tariffs, quotas, or embargoes.

  • 4.5.8.3. Grade Level Expectation:

    Recognize the role of economics in international diplomacy and war, e.g., the United States Civil War, foreign aid, or conflict over natural resources.

  • 4.5.8.4. Grade Level Expectation:

    Examine the effects of changing economies on international trade, e.g., modernization, specialization, or interdependence.

• 4.6. Standard / Gle: Personal Finance

  Students will be able to explain the importance of money management, spending credit, saving, and investing in a free market economy.

  • 4.6.8.1. Grade Level Expectation:

    Compare the advantages and disadvantages of different payment methods.

  • 4.6.8.2. Grade Level Expectation:

    Describe the rights and responsibilities of buyers and sellers in a free market economy.

  • 4.6.8.3. Grade Level Expectation:

    Demonstrate the use of the different types of accounts available from financial institutions, e.g., checking or savings accounts.

  • 4.6.8.4. Grade Level Expectation:

    Students will identify sources of earned and unearned income, e.g., wages or investments.

  • 4.6.8.5. Grade Level Expectation:

    Define and compare saving and investing.

  • 4.6.8.6. Grade Level Expectation:

    Evaluate sources of investment information, and describe how to buy and sell investments.

  • 4.6.8.7. Grade Level Expectation:

    Discuss the importance of taking responsibility for personal financial decisions.

  • 4.6.8.8. Grade Level Expectation:

    Design a plan for earning, spending, saving, and investing.

NH.5. Strand / Standard: Geography

The real crux of geography is understanding our physical Earth and human-environment interaction: knowing why people settle in an area, how they make their living and the resources they use, why they dress or speak the way they do, and what they do for entertainment. A geographically informed person can draw connections between locations of the Earth, recognize complex regional patterns, and appreciate the influence of place on human development.

• 5.1. Standard / Gle: The World in Spatial Terms

  Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.

  • 5.1.8.1. Grade Level Expectation:

    Compare relative advantages and disadvantages of using maps, globes, aerial and other photographs, satellite-produced images, and models to solve geographic problems, e.g., the Mercator projections versus Robinson projections.

• 5.2. Standard / Gle: Places and Regions

  Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions.

  • 5.2.8.1. Grade Level Expectation:

    Identify the types of regions, e.g., formal, functional, or vernacular regions of which the local community is a part.

  • 5.2.8.2. Grade Level Expectation:

    Illustrate the connections among regions, e.g., world trade or regional alliances.

  • 5.2.8.3. Grade Level Expectation:

    Describe how culture, technology, and experience affect perception of places and regions, e.g., images created by mass media or travel.

• 5.3. Standard / Gle: Physical Systems

  Students will demonstrate an understanding of the physical processes that shape the patterns of Earth's surface and the characteristics and spatial distribution of ecosystems.

  • 5.3.8.1. Grade Level Expectation:

    Recognize how physical processes influence the formation and distribution of resources, e.g., the potential for hydroelectric power or coal deposits.

• 5.4. Standard / Gle: Human Systems

  Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.

  • 5.4.8.1. Grade Level Expectation:

    Describe ways in which physical and human regional systems are interconnected, e.g., canal systems or 'hub-and-spoke' airline operations.

  • 5.4.8.2. Grade Level Expectation:

    Explain how cooperation and conflict among people contribute to political divisions of Earth's surface, e.g., trade agreements, military pacts, or boundary disputes.

NH.6. Strand / Standard: New Hampshire and United States History

The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values.

• 6.1. Standard / Gle: Political Foundations and Development

  Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.

  • 6.1.8.1. Grade Level Expectation:

    Examine how suffrage expanded to various groups of citizens, e.g., women African-Americans.

  • 6.1.8.2. Grade Level Expectation:

    Describe the role New Hampshire voters have played in our nation's presidential primaries and elections.

  • 6.1.8.3. Grade Level Expectation:

    Examine how religion has influenced the political life of the nation, e.g., the Know Nothing Party, the temperance movement, or the First Great Awakening.

  • 6.1.8.4. Grade Level Expectation:

    Analyze the tension between states' rights and national authority, e.g., the nullification crisis of 1832 or school integration of the 1960's.

• 6.2. Standard / Gle: Contacts, Exchanges & International Relations

  Students will demonstrate an understanding of the events, actions and policies of our nation in relation to other peoples and governments over time.

  • 6.2.8.1. Grade Level Expectation:

    Explain major attempts to force European powers to recognize and respect the sovereignty of the United States as a new nation, e.g., the Jay Treaty or the War of 1812.

  • 6.2.8.2. Grade Level Expectation:

    Explain major United States efforts to remove European influence from the Western Hemisphere, e.g., the Monroe Doctrine or the Cuban Missile Crisis.

  • 6.2.8.3. Grade Level Expectation:

    Compare and contrast the rationales for entering into war with other nations, e.g., the American Revolution or the Korean Conflict.

  • 6.2.8.4. Grade Level Expectation:

    Analyze the extent to which democratic ideals, economic motives and empire building have influenced United States foreign policy in events and policies, e.g., the Louisiana Purchase or the Marshall Plan.

  • 6.2.8.5. Grade Level Expectation:

    Investigate the impact of foreign policy on domestic affairs as illustrated in historical events, e.g., the XYZ Affair or the Vietnam War.

• 6.3. Standard / Gle: World Views and Value systems and their Intellectual and Artistic Expressions

  Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.

  • 6.3.8.1. Grade Level Expectation:

    Explain how art, music and literature often reflect and/or influence major ideas, values and conflicts of particular time periods, e.g., manifest destiny, protest movements, or freedom of expression.

• 6.4. Standard / Gle: Economic Systems & Technology

  Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.

  • 6.4.8.1. Grade Level Expectation:

    Explore how economic interactions have occurred on an increasingly global scale, e.g., the Triangular Trade or multinational corporations.

  • 6.4.8.2. Grade Level Expectation:

    Examine the causes of conflict between management and labor, e.g., the Pullman Strike or the Air Traffic Controllers Strike of 1981.

• 6.5. Standard / Gle: Social/Cultural

  Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.

  • 6.5.8.1. Grade Level Expectation:

    Analyze how societal changes have influenced the family, e.g., child labor or elderly care.

NH.7. Strand / Standard: World History and Contemporary Issues

The study of World History and Contemporary Issues is important in helping citizens understand and appreciate the contemporary challenges they will face as individuals in an interdependent, increasingly connected world. Knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world. World History fosters an appreciation of the roots of our nation's values and the values and perspectives of other peoples. It illustrates how humans have expressed themselves in different surroundings and at different times, revealing the many commonalties and differences shared by the world's peoples past and present.

• 7.1. Standard / Gle: Political Foundations and Developments

  Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.

  • 7.1.8.1. Grade Level Expectation:

    Explore how leaders have attempted to achieve political legitimacy using methods and rationales, e.g., the Divine Right of Kings, military power, or popular elections.

  • 7.1.8.2. Grade Level Expectation:

    Analyze the influence of religious groups on political systems, e.g., Confucianism in China, Catholicism in Europe, or Wahabism in the Middle East.

  • 7.1.8.3. Grade Level Expectation:

    Explore the use and abuse of power that results in mass murder and genocide, e.g., Carthage by Rome, the conquest of Aztecs, or the Holocaust.

• 7.2. Standard / Gle: Contacts, Exchanges & International Relations

  Students will demonstrate their understanding of the interactions of peoples and governments over time.

  • 7.2.8.1. Grade Level Expectation:

    Analyze the demographic impact of diseases and their treatment, e.g., the bubonic plague, small pox in the Western Hemisphere, or AIDS.

• 7.3. Standard / Gle: World Views and Value systems and their Intellectual and Artistic Expressions

  Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.

  • 7.3.8.1. Grade Level Expectation:

    Demonstrate an understanding of how art, music and literature often influence or reflect major ideas, values and conflicts of a particular time.

  • 7.3.8.2. Grade Level Expectation:

    Analyze how architecture has symbolized the values of various societies, e.g., Greco-Roman, Tudor English, or Scandinavian.

NV.2.0. Content Standard: Economics

Measuring U.S. Economic Performance: Students will demonstrate a knowledge of past and present U.S. economic performance, identify the economic indicators used to measure that performance, and use this knowledge to make individual decisions and discuss social issues.

• 2.8.1 Strand / Indicator: Measuring Economic Growth

  Explain gross domestic product (GDP) and how it is used to describe a country's economic output. (H 1.8.1)

• 2.8.2 Strand / Indicator: Measuring Economic Growth

  Given data on population and GDP for several countries, determine their per capita GDP, and compare with the United States. (G 4.81; H 2.8.3)

• 2.8.4 Strand / Indicator: Measuring Inflation

  Use the consumer price index (CPI) to compare the buying power of the U.S. dollar in one year with its buying power in another year.

• 2.8.6 Strand / Indicator: Measuring Unemployment

  Identify the unemployment rate as the percentage of people in the labor force who are not working, but who are actively pursuing work.

• 2.8.7 Strand / Indicator: Measuring Unemployment

  Distinguish between a high rate and a low rate of unemployment for the U.S. economy over time. (H 8.8.6)

• 2.8.8 Strand / Indicator: Measuring Interest

  Explain why riskier loans command higher interest rates than safer loans.

• 2.8.9 Strand / Indicator: Measuring Interest

  Distinguish between high and low interest rates for the U.S. economy over time.

• 2.8.10 Strand / Indicator: Personal Economics

  Identify career fields that are experiencing growth and career fields that are experiencing decline. (E 6.8.2)

NV.3.0. Content Standard: Economics

Functioning of Markets: Students will demonstrate an understanding of how markets work, including an understanding of why markets form, how supply and demand interact to determine market prices and interest rates, and how changes in prices act as signals to coordinate trade.

• 3.8.1 Strand / Indicator: Trade Is Beneficial

  Give examples of markets in which people benefit from trade. (H 6.8.12)

• 3.8.2 Strand / Indicator: Markets Determine Prices

  Explain how supply and demand function to determine market prices. (H 2.8.3)

• 3.8.3 Strand / Indicator: Prices as Signals

  Explain why buyers demand less yet sellers supply more when prices go up.

• 3.8.4 Strand / Indicator: Prices as Signals

  Explain why buyers demand more yet sellers supply less when prices go down.

• 3.8.6 Strand / Indicator: Personal Economics

  Identify instances in which people might pay interest or receive interest.

• 3.8.7 Strand / Indicator: Personal Economics

  Explain the factors that should be considered when making individual purchasing decisions, given changes in prices.

NV.4.0. Content Standard: Economics

Private U.S. Economic Institutions: Students will describe the roles played by U.S. economic institutions including financial institutions, labor unions, corporations, and not-for-profit organizations.

• 4.8.1 Strand / Indicator: Financial Institutions

  Explain the purposes and functions of financial institutions (such as to channel funds from savers to borrowers).

• 4.8.2 Strand / Indicator: Labor Unions

  Explain the purposes and functions of labor unions (such as collective bargaining). (H 7.8.11)

• 4.8.3 Strand / Indicator: For-profit Business Organizations

  Explain the advantages and disadvantages of each of the three primary forms of business organizations: sole proprietorship, partnership, and corporation. (E 10.8.4)

• 4.8.4 Strand / Indicator: Not-for-profit Organizations

  Explain why not-for-profit organizations are tax exempt.

• 4.8.5 Strand / Indicator: Personal Economics

  Compare the rewards and risks of saving and borrowing money with several types of financial institutions.

• 4.8.6 Strand / Indicator: Personal Economics

  Investigate careers associated with financial institutions, labor unions, for-profit business organizations, and not-for-profit organizations.

NV.5.0. Content Standard: Economics

Money: Students demonstrate an understanding of forms of money, how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services; and how the Federal Reserve System and its policies affect the U.S. money supply.

• 5.8.1 Strand / Indicator: Functions of Money

  Illustrate how prices stated in money terms help people compare the value of products.

• 5.8.4 Strand / Indicator: History of Money

  Describe the transition from the use of commodities as money to the use of modern forms of money. (G 4.8.4)

• 5.8.5 Strand / Indicator: Personal Economics

  Identify pros and cons of paying with cash versus using credit. (E 10.8.4)

NV.6.0. Content Standard: Economics

The U.S. Economy as a Whole: Students will demonstrate an understanding of the U.S. economic system as a whole in terms of how it allocates resources; determines the nation's production, income, unemployment, and price levels; and leads to variations in individual income levels.

• 6.8.1 Strand / Indicator: Resource Allocation

  Explain ways in which households, schools, or community groups allocate resources. (G 4.8.5)

• 6.8.2 Strand / Indicator: Resource Allocation

  Explain how consumer and producer reactions to price changes affect resource allocation.

• 6.8.3 Strand / Indicator: The Nation's Production Level

  Explain how the current utilization of a productive resource affects the availability of that resource in the future. (G 5.8.6; H 7.8.7)

• 6.8.4 Strand / Indicator: The Nation's Income Level

  Explain the circular flow of economic activity.

• 6.8.5 Strand / Indicator: The Nation's Unemployment Rate

  Identify factors that can affect an individual's likelihood of being unemployed. (H 7.8.11)

• 6.8.6 Strand / Indicator: Differences in Individual Incomes

  Explain that the wage individual's earn is affected by their productivity and by the market value of the goods or services they produce

• 6.8.7 Strand / Indicator: Personal Economics

  Identify a career path of interest and explain how the associated earnings are affected by the market.

NV.7.0. Content Standard: Economics

An Evolving Economy: Students will demonstrate an understanding of how investment, entrepreneurship, competition, and specialization lead to changes in an economy's structure and performance.

• 7.8.1 Strand / Indicator: Investment

  Explain how investment improves standards of living by increasing productivity. (H 6.8.1; H 10.8.1)

• 7.8.4 Strand / Indicator: Entrepreneurship

  Describe the advantages and disadvantages of being an entrepreneur. (E 10.8.4)

• 7.8.5 Strand / Indicator: Competition

  Illustrate how competition among sellers decreases prices, while competition among buyers increases prices. (H 6.8.12)

• 7.8.6 Strand / Indicator: Specialization

  Give examples of how specialization is facilitated by trade.

• 7.8.7 Strand / Indicator: Personal Economics

  Give examples of ways investment can improve students' performance in school, sports, etc.

NV.8.0. Content Standard: Economics

The Role of Government in a Market Economy: Students will explain the role of government in a market economy.

• 8.8.1 Strand / Indicator: Public Goods

  Give examples of the kinds of goods and services that government provides. (C 6.8.1)

• 8.8.2 Strand / Indicator: Externalities

  Give examples of activities that benefit participants, yet harm nonparticipants.

• 8.8.3 Strand / Indicator: Redistributing Income

  Identify methods by which government redistributes income. (C 2.5.3; H 8.8.6)

• 8.8.4 Strand / Indicator: Property Rights

  Give examples of ways government protects property. (C 1.5.1)

• 8.8.7 Strand / Indicator: Personal Economics

  Describe how paying sales, property, and income taxes affect the amount of money an individual has available for spending.

NV.9.0. Content Standard: Economics

The International Economy: Students explore the characteristics of non-U.S. economic systems in order to demonstrate an understanding of how they are connected, through trade, to peoples and cultures throughout the world.

• 9.8.1 Strand / Indicator: International Trade

  Explain how governments use tariffs or quotas to restrict trade. (C 2.8.3; G 4.8.6)

• 9.8.2 Strand / Indicator: Interdependence

  Describe how economic interdependence among countries affects standards of living in those countries. (C 8.8.1; G 4.5.5; G 4.8.7)

• 9.8.4 Strand / Indicator: Exchange Rates

  Compute prices of U.S. products in terms of other countries' currencies. (G 4.8.7)

• 9.8.5 Strand / Indicator: Personal Economics

  Identify goods that would not be readily available in U.S. stores if there were no international trade.

NV.1.0. Content Standard: Geography

The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.

• 1.8.1 Strand / Indicator: Map Use

  Use map elements including scale, latitude and longitude, and projection, to identify and locate physical and human features in the United States and the world. (H 2.8.3; H 4.8.1; H 4.8.2; H 6.8.17)

• 1.8.2 Strand / Indicator: Map Section

  Compare and contrast the characteristics and purposes of several types of maps, map projections, and other geographic representations. (H 2.8.3)

• 1.8.3 Strand / Indicator: Geographic Tools and Technologies

  Use maps, graphic representations, aerial photo-graphs, satellite images, and computer resources to compare Earth's physical and human features. (H 2.8.3)

• 1.8.4 Strand / Indicator: Map Construction

  Construct maps and charts to display information about human and physical features. (H 1.8.2)

• 1.8.5 Strand / Indicator: Map Applications

  Compare and contrast maps of similar areas for purpose, accuracy, content, and design.

• 1.8.6 Strand / Indicator: Map Analysis

  Make and defend a spatial decision using basic geographic vocabulary and concepts. (H 1.12.2)

• 1.8.7 Strand / Indicator: Map Concepts

  Recognize that countries may be grouped into both physical and political regions, such as Latin America, Oceania, East Asia, Indian subcontinent, and Europe. (H 2.8.3: H 3.8.3)

• 1.8.8 Strand / Indicator: Map Locations

  Identify prominent countries relative to region or continent and locate major cities of the world such as Beijing, Bombay (Mumbai), Buenos Aires, Cairo, Jakarta, London, Montreal, Moscow, Mexico City, Paris, Sydney, and Tokyo. (H 2.8.3; H 3.8.3)

NV.2.0. Content Standard: Geography

Places and Regions-Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of changes.

• 2.8.1 Strand / Indicator: Characteristics of Places and Regions

  Describe the relationship between physical and human features, such as landforms and political boundaries. (H 2.8.3; H 3.8.2)

• 2.8.2 Strand / Indicator: Cultural Identity

  Explain how places, regions, and belief systems are important to the expression of cultural identity. (E 3.8.3; E 8.8.3; H3.8.3; H 3.8.5; H 5.8.9; H 6.8.14; H 6.8.17; H 6.8.18, H 6.8.19)

• 2.8.3 Strand / Indicator: Cultural Perspectives

  Compare how cultural characteristics affect different points of view with regard to places and regions. (C 4.8.3; E 3.8.3; H 3.8.2; H 3.8.3)

• 2.8.4 Strand / Indicator: Impact of Technology

  Describe ways in which technology affects how cultural groups use places and regions. (H 6.8.1; H 6.8.14)

• 2.8.5 Strand / Indicator: History and Region

  Evaluate the role regions have played in historical events. (H 3.8.3; H 5.8.10; H 5.8.17; H 6.8.21; H 7.8.5; H 7.8.14; H 9.8.1)

• 2.8.6 Strand / Indicator: Patterns of Change

  Describe how and why regions change over time. (H 3.8.3; H 7.8.14; H 9.8.1)

• 2.8.7 Strand / Indicator: Applying Concepts of Regions

  Illustrate the relationship between the physical and cultural characteristics of a region. (H 3.8.3; H 3.8.5; H 5.8.5; H 5.8.6; H 5.8.10; H 6.8.19)

NV.3.0. Content Standard: Geography

Physical Systems-Students understand how physical processes shape Earth's surface patterns and ecosystems.

• 3.8.1 Strand / Indicator: Physical Systems

  Explain how the physical processes within each of the four basic systems influence the Earth's surface.

• 3.8.2 Strand / Indicator: Natural Hazards

  Explain how natural hazards alter Earth's environments, such as avalanches, wildfires, and drought.

• 3.8.3 Strand / Indicator: Characteristics of Ecosystems

  Describe the interdependence among soil, climate, plant life, and animal life within different ecosystems.

• 3.8.4 Strand / Indicator: Distribution of Ecosystems

  Compare and contrast the biodiversity and productivity of different ecosystems on Earth.

• 3.8.5 Strand / Indicator: Analysis of Ecosystems

  Formulate a hypothesis about the changing nature of an ecosystem and use appropriate research skills to draw conclusions.

NV.4.0. Content Standard: Geography

Human Systems - Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.

• 4.8.1 Strand / Indicator: Demographic Concepts

  Describe the characteristics of developing and developed countries using key demographic concepts. (Ec 2.8.1; Ec 2.8.2; H 9.8.6; H 10.8.3)

• 4.8.2 Strand / Indicator: Migration and Settlement

  Describe the reasons for human migration and settlement and explain the effects on places and cultures. (H 3.8.1; H 3.8.2; H 3.8.3; H 4.8.3; H 5.8.7; H 6.8.19; H 9.8.6; H 10.8.3)

• 4.8.3 Strand / Indicator: Historical Movement of People, Goods, and Ideas

  Describe how a historical event was affected by the movement of people, goods, and ideas. (H 5.8.7; H 5.8.11; H 6.8.17; H 6.8.19; H 7.8.5;H 9.8.12)

• 4.8.4 Strand / Indicator: Patterns of Human Settlement

  Identify the different patterns of migration and settlement in developing and developed countries. (H 3.8.2; H 5.8.11; H 9.8.6; H 10.8.3)

• 4.8.5 Strand / Indicator: Economic Systems and Interdependence

  Explain how the physical and human geography of regions influences their economic activities. (C 8.8.2; Ec 6.8.1; H3.8.3; H 5.8.7; H 5.8.11; H 5.8.12; H 6.8.1; H 7.8.5; H 9.8.6; H 10.8.3)

• 4.8.6 Strand / Indicator: Analysis of Economic Issues

  Identify a regional or international economic issue and explain it from a spatial perspective. (H 6.5.21; H 10.5.3; Ec 9.5.1; Ec 9.5.2; Ec 9.5.4)

• 4.8.7 Strand / Indicator: Patterns of Human Development

  Compare the elements of economic development and quality of life between developing and developed countries. (Ec 2.8.1;Ec 2.8.2; Ec 5.8.4; Ec 7.8.1; Ec 9.8.2; Ec 9.8.4; H 10.8.3)

• 4.8.8 Strand / Indicator: Human Organizations

  Compare and contrast changes in cultural, political, and economic organizations over time. (C 4.8.2; C 4.8.3; C 7.8.1; C 7.8.2; Ec 2.8.9; Ec 2.8.10; H 3.8.2; H 3.8.3; H 5.8.12; H 7.8.14; H 9.8.6; H 9.8.12; H 10.8.3; H 10.8.7)

• 4.8.9 Strand / Indicator: Cooperation and Conflict

  Compare how cooperation and conflict among people contribute to political, economic, and cultural divisions on Earth's surface. (C 7.8.1; Ec 9.8.2; H 6.8.21; H 7.8.14; H 9.8.3; H 9.8.9; H 9.8.12; H 10.8.3)

• 4.8.10 Strand / Indicator: International Alliances and Organizations

  Identify trans-regional alliances and international organizations that influence cooperation and conflict among countries. (C 8.8.4; H 9.8.3; H 9.8.9; H 9.8.12; H 10.8.3; H 10.8.4)

NV.5.0. Content Standard: Geography

Environment and Society-Students understand the effects of interactions between human and physical systems and the changes in use, distribution, and importance of resources.

• 5.8.1 Strand / Indicator: Changes in the Physical Environment

  Describe and predict the regional or global impact of changes in the physical environment. (H 9.8.8)

• 5.8.2 Strand / Indicator: Constraints of the Physical Environment

  Compare and contrast the opportunities and constraints that the physical environment places on human activity. (H 3.8.1; H 3.8.2; H 3.8.3; H 3.8.5; H 4.8.1; H 4.8.2; H 6.8.1; H 7.8.7; H 8.8.6)

• 5.8.3 Strand / Indicator: Technology and the Physical Environment

  Evaluate the role of technology in the human modification of the physical environment. (C 4.8.6; H 3.8.2; H 4.8.2; H 6.8.1; H 7.8.5; H 7.8.7; H 8.8.2; H 8.8.6; H 9.8.7; H 9.8.8)

• 5.8.4 Strand / Indicator: Human Modification

  Describe the changes that result from human modification of the physical environment. (C 4.8.6; H 3.8.2; H 4.8.2; H 6.8.1; H 7.8.5; H 7.8.7; H 8.8.2; H 8.8.6; H 9.8.7; H 9.8.8)

• 5.8.5 Strand / Indicator: Effects of Natural Hazards on Human Systems

  Research a specific natural hazard and document its effects on human systems.

• 5.8.6 Strand / Indicator: Earth's Resources

  Identify and locate examples of renewable and nonrenewable natural resources. (Ec 6.8.3; H 9.9.8; H 10.8.3; H 10.8.4)

• 5.8.7 Strand / Indicator: Management of Earth's Resources

  Select a resource and evaluate different viewpoints regarding its use. (C 4.8.6; Ec 6.8.1; H 7.8.3)

NV.6.0. Content Standard: Geography

Geographic Applications-Students apply geographic knowledge of people, places, and environments to interpret the past, understand the present, and plan for the future.

• 6.8.1 Strand / Indicator: Applying Geography in History

  Explain how different characteristics of people, places, and resources have affected events and conditions in the past. (H 3.8.2; H 3.8.2; H 4.8.1; H 4.8.2; H 5.8.5; H 5.8.6; H 5.8.8; H 5.8.9; H 5.8.1; H 6.8.21; H 6.8.22; H 7.8.5)

• 6.8.2 Strand / Indicator: Applying Geography in Current Events

  Explain how the physical geography of a place or region can influence current events.

• 6.8.3 Strand / Indicator: Applying Geography to Contemporary Issues

  Examine a contemporary issue using geographic knowledge, skills, and perspectives. (C 4.8.6)

• 6.8.4 Strand / Indicator: Applying Geography to the Future

  Describe several future outcomes of a geographic issue and defend one possible solution. (C 4.8.6)

NV.7.0. Content Standard: Geography

Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.

• 7.8.1 Strand / Indicator: Ask Geographic Questions

  Identify and define geographic problems and issues by asking geographic questions.

• 7.8.2 Strand / Indicator: Acquire Geographic Information

  Use a variety of research skills, including field work and computer resources, to collect geographic information. (E 11.8.2)

• 7.8.3 Strand / Indicator: Organize Geographic Information

  Create and prepare various forms of maps, graphs, diagrams, tables, or charts to organize geographic information. (E 11.8.5; H 4.8.4)

• 7.8.4 Strand / Indicator: Analyze Geographic Information

  Evaluate and analyze information obtained from a variety of geographic sources. (E 11.8.2; H 4.8.1)

• 7.8.5 Strand / Indicator: Present Geographic Information

  Make generalizations by developing and presenting combinations of geographic information to answer geographic questions. (E 10.8.2)

NV.1.0. Content Standard: Civics

Rules and Law: Students know why society needs rules, laws, and governments.

• 1.8.1 Strand / Indicator: Rules and Law

  Explain the difference between the rule of law and the rule of man (such as divine right of monarchs, dictatorships). (H 6.12.7; H 8.8.1)

• 1.8.2 Strand / Indicator: Documents

  Describe the significance of the Declaration of Independence and the U.S. Constitution as foundations of U.S. democracy. (H 6.8.4; H 6.8.7; H 6.8.8)

• 1.8.4 Strand / Indicator: Democratic Participation

  Explain popular sovereignty and the need for citizen involvement at all levels of U.S. government. (H 6.8.3)

• 1.8.5 Strand / Indicator: The U.S. Constitution and Amendments

  Describe how the U.S. Constitution serves as a device for preserving national principles and as a vehicle for change, including knowledge of the formal process of amending the U.S. Constitution. (H 6.8.7; H 6.8.8)

NV.2.0. Content Standard: Civics

The U.S. Government: Students know the United States Constitution and the government it creates.

• 2.8.1 Strand / Indicator: The U.S. Constitution

  Explain the functions of the three branches of government (executive, legislative, and judicial) as found in the U.S. Constitution. (H 6.8.7)

• 2.8.2 Strand / Indicator: The Legislative Structure and Process

  Explain the historic compromises that created a two-house Congress and identify the responsibilities of each. (H 6.8.7)

• 2.8.3 Strand / Indicator: Legislative Powers

  Discuss enumerated and implied powers of the U.S. Congress. (Ec 8.8.1; H 6.8.7)

• 2.8.4 Strand / Indicator: The Executive Branch

  Describe the duties of the President, such as presenting a budget proposal. (Ec 8.8.1; H 6.8.7)

• 2.8.5 Strand / Indicator: The Judicial Branch

  List the ways the Supreme Court determines policy, including: judicial review, interpreting laws, overruling or revising its previous decisions. (H 6.8.7)

• 2.8.6 Strand / Indicator: The Jury System

  Describe the trial process, including the selection and responsibilities of jurors. (H 6.8.7)

• 2.8.7 Strand / Indicator: Checks and Balances

  Explain the system of checks and balances in the design of the U.S. Constitution. (H 6.8.7)

NV.3.0. Content Standard: Civics

National and State Government: Students can explain the relationship between the states and national government.

• 3.8.1 Strand / Indicator: Division of Powers

  Give examples of governmental powers (such as the power to tax, declare war, and issue drivers' licenses) that are distributed between the state and national governments. (Ec 8.8.1)

• 3.8.2 Strand / Indicator: Federalism

  'Define 'federalism.'

• 3.8.3 Strand / Indicator: Constitutional Supremacy

  Explain how the supremacy clause of the U.S. Constitution defines the relationship between state and national governments.

NV.4.0. Content Standard: Civics

The Political Process: Students describe the roles of political parties, interest groups, and public opinion in the democratic process.

• 4.8.1 Strand / Indicator: Leaders and Elections

  Describe the election process.

• 4.8.2 Strand / Indicator: Political Parties

  Provide examples of how political parties changed. (H 6.8.13)

• 4.8.3 Strand / Indicator: Interest Groups

  Identify the impact of interest groups on the political process. (G 4.8.8)

• 4.8.4 Strand / Indicator: Formation of Public Opinion

  Identify the influence of the media in forming public opinion. (E 4.8.1; E 4.8.2; E 11.8.2; H 10.8.5)

• 4.8.5 Strand / Indicator: Propaganda

  Identify propaganda and persuasion in political advertising and literature. (E 4.8.4)

• 4.8.6 Strand / Indicator: Public Policy

  Provide examples of contemporary public issues that may require public solutions. (G 5.8.3; G 5.8.4; G 5.8.7; G 6.8.3)

NV.5.0. Content Standard: Civics

Citizenship: Students know the roles, rights, and responsibilities of United States citizens and the symbols of our country.

• 5.8.1 Strand / Indicator: Citizenship

  Identify the rights, privileges, and responsibilities associated with U.S. citizenship, including voting, holding office, jury duty, or military, community, or public service. (H 7.8.1; H 7.8.13)

• 5.8.3 Strand / Indicator: Symbols

  Explain the significance of mottoes and symbols including: E Pluribus Unum, National Anthem, Flag, Statue of Liberty, Great Seal, Oath of office, Pledge of Allegiance.

• 5.8.4 Strand / Indicator: Individual Rights

  Explain the necessity of the Bill of Rights for a democratic society. (H 6.8.7)

• 5.8.6 Strand / Indicator: Conflict and Resolution

  Identify examples of conflict resolution that respect individual rights at school and in the community, within the United States. (H 9.8.8; S 18.8.4)

NV.6.0. Content Standard: Civics

State and Local Government: Students know the structure and functions of state and local governments.

• 6.8.1 Strand / Indicator: Structure of State, Local, and Tribal Government

  Compare the organization and purpose of state, local, and tribal government. (Ec 8.8.1)

• 6.8.5 Strand / Indicator: Court Systems

  Describe the juvenile, civil, and criminal court systems.

NV.7.0. Content Standard: Civics

Political and Economic Systems: Students explain the different political and economic systems in the world.

• 7.8.1 Strand / Indicator: Comparative Political Systems

  Define the world's major political systems, including: monarchy, totalitarian dictatorship, presidential system, communism. (H 8.8.1; H 9.8.12)

• 7.8.2 Strand / Indicator: Comparative Economic Systems

  Define the world's major economic systems, including: capitalism, mixed economy, socialism, command economy. (H 6.8.12; S 16.8.5)

NV.8.0. Content Standard: Civics

International Relations: Students know the political and economic relationship of the United States and its citizens to other nations.

• 8.8.1 Strand / Indicator: From Individual to the World

  Identify nations that play a significant role in U.S. foreign policy.

• 8.8.2 Strand / Indicator: Foreign Policy

  Define foreign policy and describe ways nations interact diplomatically, including: treaties, trade, humanitarian aid, military intervention.

• 8.8.3 Strand / Indicator: International Organizations

  Describe the purpose of the United Nations. (H 8.8.7)

• 8.8.4 Strand / Indicator: International Organizations

  List and describe non-governmental international organizations, such as the World Bank, Amnesty International, and the International Red Cross. (G 4.8.10)

NV.1.0. Content Standard: History

Chronology: Students use chronology to organize and understand the sequence and relationship of events.

• 1.8.1 Strand / Indicator: Current Events

  Describe how a current event is presented by multiple sources. (E 10.8.4; E 11.8.2)

• 1.8.2 Strand / Indicator: Chronology

  Create a tiered time line. (E 2.8.4; E 3.8.1; G 1.8.4)

NV.2.0. Content Standard: History

History Skills: Students will use social studies vocabulary and concepts to engage in inquiry, in research, in analysis, and in decision making.

• 2.8.1 Strand / Indicator: Inquiry

  Frame historical questions that examine multiple viewpoints. (E 11.8.1; E 11.8.2)

• 2.8.2 Strand / Indicator: Research and Analysis

  Evaluate sources of historical information based on: bias; credibility; cultural context; reliability; time period. (E 4.8.4; E 8.8.1; E 11.8.2)

• 2.8.3 Strand / Indicator: Informational Tools

  Read and use informational tools, including: charts; diagrams; graphs; maps; political cartoons; photographs; tables. (E 2.8.4; E 11.8.2; E 11.8.5; G 1.8.1; G 1.8.2; G 1.8.3; G 1.8.4; G 1.8.7; G 1.8.8)

NV.3.0. Content Standard: History

Prehistory to 400 CE: Students understand the development of human societies, civilizations, and empires through 400 CE.

• 3.8.1 Strand / Indicator: World, United States, and Nevada

  Explain the characteristics and environments of hunter-gatherer.

• 3.8.2 Strand / Indicator: World

  Identify significant characteristics of early agricultural societies, including: farming; domestication of animals. (G 4.8.5; G 5.8.2; G 5.8.4; G 6.8.1)

• 3.8.3 Strand / Indicator: World

  Locate ancient and classical civilizations in time and place, including: China; Egypt; Greece; India; Mesopotamia; Rome. (G 2.8.5; G 2.8.8; G 6.8.1)

• 3.8.4 Strand / Indicator: World

  Describe achievements made by ancient and classical civilizations, including: the Americas; China ; Egypt; Greece; India; Mesopotamia; Rome.

• 3.8.5 Strand / Indicator: Nevada

  Describe the lifestyles of Nevada's Desert Archaic people. (G 5.8.2)

NV.4.0. Content Standard: History

1 CE to 1400: Students understand the characteristics, ideas, and significance of civilizations and religions from 1 CE to 1400.

• 4.8.1 Strand / Indicator: World

  Describe the Viking exploration of North America. (G 5.8.2; G 6.8.1; G 7.8.3; G 7.8.4)

• 4.8.2 Strand / Indicator: World

  Describe contributions of and locate the Mayan, Aztec, and Incan civilizations. (G 1.8.1; G 5.8.2; G 5.8.4; G 6.8.1)

• 4.8.3 Strand / Indicator: World

  Describe the origin, traditions, customs, and spread of western and eastern world religions, including: Buddhism; Christianity; Hinduism; Islam; Judaism.

• 4.8.4 Strand / Indicator: World

  Identify the characteristics of European feudalism.

NV.5.0. Content Standard: History

1200 to 1750: Students understand the impact of the interaction of peoples, cultures, and ideas from 1200 to 1750.

• 5.8.1 Strand / Indicator: World

  Define the Renaissance in terms of science and fine arts.

• 5.8.5 Strand / Indicator: Nevada

  Describe the lifestyles of Nevada's Native American cultures, including: Northern Paiute; Southern Paiute; Washoe; Western Shoshone. (G 2.8.7; G 6.8.1)

• 5.8.6 Strand / Indicator: United States and Nevada

  Describe Native North American cultural regions, such as: Southwest; Southeast; Northeast; Northwest; California; Great Basin; Plains; Plateau; Arctic; Sub-Arctic. (G 2.8.7; G 6.8.1)

• 5.8.7 Strand / Indicator: World and United States

  Describe motivations for Scandinavian and European explorations, including: all-water routes to Asia; trade; religion. (G 4.8.2; G 4.8.3; G 4.8.5)

• 5.8.8 Strand / Indicator: World and United States

  Explain interactions among Native Americans, Europeans, and Africans. (G 2.8.3; G 6.8.1)

• 5.8.9 Strand / Indicator: World and United States

  Compare the lifestyles of Native Americans with those of the colonists. (G 2.8.2; G 6.8.1)

• 5.8.10 Strand / Indicator: World and United States

  Explain where and why colonies were established in the Americas by European nations and how those colonies were governed.

• 5.8.11 Strand / Indicator: United States

  Describe lifestyles in the New England, Middle, and Southern colonies. (G 4.8.3; G 4.8.4; G 4.8.5; G6.8.1)

• 5.8.12 Strand / Indicator: World and United States

  Describe the African slave trade. (G 4.8.5; G 4.8.6; G 4.8.8)

NV.6.0. Content Standard: History

1700 to 1865: Students understand the people, events, ideas, and conflicts that led to the creation of new nations and distinctive cultures.

• 6.8.1 Strand / Indicator: World and United States

  Describe major inventions of the Industrial Revolution, including: steam engine; textile machines. (Ec 7.8.1; Ec 7.8.4; Ec 7.8.5; G 2.8.4; G 4.8.5; G 5.8.2; G 5.8.3; G 5.8.4)

• 6.8.3 Strand / Indicator: United States

  Describe the effect of laws and taxes enacted by the British on the American colonies, including: Stamp Act; Intolerable Acts; Quartering Act. (C 1.8.4; Ec 8.8.3)

• 6.8.4 Strand / Indicator: United States

  Explain the major ideas expressed in the Declaration of Independence, including: Equality; Right to change government; Life, liberty, and the pursuit of happiness. (C1.8.2; C1.8.4)

• 6.8.5 Strand / Indicator: United States

  Describe key people and events of the American Revolution, including: King George III; George Washington; Lexington and Concord; Battle of Saratoga; Valley Forge.

• 6.8.6 Strand / Indicator: United States

  Identify the Articles of Confederation.

• 6.8.7 Strand / Indicator: United States

  Explain why the Constitution was written. (C 1.8.2; C 1.8.5; C 2.8.1; C 2.8.2; C 2.8.3; C 2.8.4; C 2.8.5; C 2.8.6; C 2.8.7)

• 6.8.8 Strand / Indicator: United States

  Identify the principles of the Bill of Rights. (C 1.8.5; C 2.8.6; C 5.8.4)

• 6.8.12 Strand / Indicator: World and United States

  Define capitalism and free market economy. (C 7.8.2; Ec 3.8.1; Ec3.8.2; Ec 3.8.3; Ec 3.8.4; Ec6.8.2 Ec 6.8.6; Ec 7.8.5;Ec 9.8.5)

• 6.8.13 Strand / Indicator: United States

  Describe the early development of the United States government, including: Washington's cabinet; Marbury v. Madison; political parties. (C 3.8.3; C 4.8.2)

• 6.8.14 Strand / Indicator: United States

  Describe contributing factors in the development of a national identity, such as: the cotton gin; Erie Canal; the factory system; immigration and nativism; Monroe Doctrine; railroads; telegraph; War of 1812. (G 2.8.4)

• 6.8.15 Strand / Indicator: United States

  Identify key people and events in the social reform movements of antebellum United States, including: Dorothea Dix; Horace Mann; Sojourner Truth; Seneca Falls Declaration.

• 6.8.16 Strand / Indicator: United States

  Recognize the development of an emerging United States culture, including contributions from: literature; language development; poetry; music.

• 6.8.17 Strand / Indicator: United States and Nevada

  Describe Manifest Destiny and the expansion of the United States, including: Lewis and Clark and the Louisiana Purchase; Trail of Tears; the Battle of the Alamo; Treaty of Guadalupe-Hidalgo; Oregon and California Trails; Spanish Trail, Santa Fe Trail, Central Overland Trail, Mormon Trail; Donner Party; California Gold Rush. (G 1.8.1; G 2.8.5; G 4.8.3; G 6.8.1)

• 6.8.18 Strand / Indicator: Nevada

  Describe the contributions of the explorers and settlers in pre-territorial Nevada and their influences on the future, including: Kit Carson; John C. Fremont; James Beckwourth; Peter Skene Ogden; Joseph Walker; Jedediah Smith.

• 6.8.19 Strand / Indicator: Nevada

  Describe the Mormon influence on the political and economic development of pre-territorial Nevada. (G 2.8.2; G 2.8.3; G 2.8.7; G 4.8.2; G 4.8.3)

• 6.8.20 Strand / Indicator: United States

  Define abolition and identify the key people and events of the movement, including: Frederick Douglass; Harriet Tubman; Underground Railroad; Sojourner Truth.

• 6.8.21 Strand / Indicator: United States

  Identify the causes, key people, events, and outcome of the Civil War, including: states' rights and slavery; President Lincoln; Emancipation Proclamation; Vicksburg and Gettysburg; Gettysburg Address; Generals Grant and Lee. (G 2.8.5; G 4.8.6; G 4.8.9; G 6.8.1)

• 6.8.22 Strand / Indicator: Nevada

  Explain the events that led to Nevada statehood, including: Comstock Lode; Election of 1864. (G 6.8.1)

NV.7.0. Content Standard: History

1860 to 1920: Students understand the importance and impact of political, economic, and social ideas.

• 7.8.1 Strand / Indicator: United States

  Identify the 13th, 14th, and 15th Amendments to the Constitution. (C 5.8.1)

• 7.8.2 Strand / Indicator: United States

  Identify the Black Codes and Jim Crow Laws.

• 7.8.3 Strand / Indicator: United States

  Discuss and analyze the interactions between settlers and Native Americans during the westward expansion, including: Ghost Dance/ Wounded Knee; Little Big Horn. (G 5.8.7)

• 7.8.4 Strand / Indicator: Nevada

  Describe the contributions of Sarah Winnemucca Hopkins to Native Americans in Nevada and the United States.

• 7.8.5 Strand / Indicator: United States and Nevada

  Describe the western frontier, including: communication (Pony Express, telegraph); farming and water issues; mining; ranching; transportation. (G 2.8.5; G 4.8.3; G 4.8.5; G4.8.6; G 5.8.3; G 5.8.4; G 6.8.1)

• 7.8.7 Strand / Indicator: United States

  Describe effects of industrialization and new technologies on the transformation of the United States, including: steel industry; mass production; mechanized assembly line; communication. (G 5.8.2; G 5.8.3; G 5.8.4)

• 7.8.8 Strand / Indicator: United States

  Identify American industrialists and their contributions, including: Andrew Carnegie; Henry Ford; John D. Rockefeller. (Ec 7.8.4)

• 7.8.9 Strand / Indicator: Nevada and United States

  Identify immigrant and native groups involved in mining, ranching, railroads, and commerce in Nevada and the United States.

• 7.8.11 Strand / Indicator: United States and Nevada

  Describe the goals and accomplishments of labor unions in Nevada and the United States. (Ec 4.8.2; Ec 6.8.5)

• 7.8.13 Strand / Indicator: United States

  Describe the women's suffrage movement and the 19th Amendment. (C 5.8.1)

• 7.8.14 Strand / Indicator: World and United States

  Describe United States expansion, including: Alaska; Hawaii; Panama Canal; Spanish-American War. (G 1.8.1; G 2.8.5; G 2.8.6; G 4.8.8; G 4.8.9)

• 7.8.17 Strand / Indicator: World and United States

  Identify causes, outcome, and consequences of World War I, including: Sarajevo; alliances and nationalism; weapons and tactics; Treaty of Versailles.

NV.8.0. Content Standard: History

The Twentieth Century, a Changing World: 1920 to 1945: Students understand the importance and effect of political, economic, technological, and social changes in the world from 1920 to 1945.

• 8.8.1 Strand / Indicator: World

  Define totalitarianism. (C 1.8.1; C 7.8.1)

• 8.8.2 Strand / Indicator: World and United States

  Identify scientific and technological advancements and their impacts, including: airplane; radio; automobile; household appliances. (G 5.8.3; G 5.8.4)

• 8.8.4 Strand / Indicator: United States

  Explain how literature, music, and visual arts were a reflection of the time. (E 3.8.3)

• 8.8.5 Strand / Indicator: United States and Nevada

  Describe the causes and effects of the Great Depression and the New Deal on life in the United States and Nevada, including: stock market crash; family life; Hoover Dam; government programs.

• 8.8.6 Strand / Indicator: World, United States, and Nevada

  Identify causes, effects, and outcome of World War II, including: legacy of WWI; Pearl Harbor; Allies; Axis powers and leaders; atomic bomb; United Nations. (Ec 2.8.1; Ec 2.8.6; Ec 2.8.7; Ec 6.8.5;Ec 6.8.6; Ec 8.8.1; Ec 8.8.3; G 4.8.6; G 5.8.2; G 5.8.3; G 5.8.4)

• 8.8.7 Strand / Indicator: World and United States

  Identify key elements of the Holocaust, including: 'Aryan supremacy'; Kristallnacht; 'Final Solution'; concentration and death camps. (C 8.8.3)

• 8.8.8 Strand / Indicator: United States and Nevada

  Identify the effects of WWII on the home front in the United States and Nevada, including: end of the Great Depression; internment camps; rationing; propaganda; 'Rosie the Riveter.'

NV.9.0. Content Standard: History

The Twentieth Century, a Changing World: 1945 to 1990: Students understand the shift of international relationships and power as well as the significant developments in American culture.

• 9.8.1 Strand / Indicator: World and United States

  Identify the Cold War, including: Marshall Plan; Berlin Blockade; NATO. (C 8.8.1; C 8.8.2; G 2.8.5; G 2.8.6; G 4.8.6; G 4.8.7; G 4.8.8; G 4.8.9; G 4.8.10)

• 9.8.2 Strand / Indicator: United States

  Identify the effects of the Cold War on the United States, including: arms race and nuclear testing; McCarthyism; space race; Cuban Missile Crisis. (C 8.8.1; C 8.8.2; C 8.8.3)

• 9.8.3 Strand / Indicator: World and United States

  Explain why the United Nations was involved in the Korean War and the outcome of its involvement. (G 4.8.9; G 4.8.10)

• 9.8.5 Strand / Indicator: World and United States

  Discuss how science and technology changed life in the United States after WWII, including: television; electronics and computers; medical advances.

• 9.8.6 Strand / Indicator: United States

  Summarize the changes in the United States' demographics. (G 4.8.1; G 4.8.2; G 4.8.4; G 4.8.5;G 4.8.6; G 4.8.8)

• 9.8.7 Strand / Indicator: Nevada

  Describe the impact of the United States military and atomic testing in Nevada. (G 5.8.3; G 5.8.4)

• 9.8.8 Strand / Indicator: World, United States, and Nevada

  Identify the major issues, events, and people of the modern Civil Rights movement in the United States and Nevada, including: Rosa Parks; Martin Luther King, Jr.; Brown v. Board of Education; voting rights; integration; Grant Sawyer; Cesar Chavez. (C 5.8.6)

• 9.8.9 Strand / Indicator: World and United States

  Identify the causes and effects of the Vietnam war, including: Tet Offensive; Gulf of Tonkin Resolution; anti-war movement; draft and lottery; POWs and MIAs. (G 4.8.9; G 4.8.10)

• 9.8.10 Strand / Indicator: United States

  Identify the significance to United States political culture of the following: Watergate; Iranian hostage crisis; Iran-contra Affair.

• 9.8.11 Strand / Indicator: World and United States

  Identify key people and events that contributed to the end of the Cold War, including: recognition of China, detente; disarmament; Strategic Defense Initiative (SDI).

• 9.8.12 Strand / Indicator: United States and World

  Describe the significance of the breakup of the USSR, including: fall of the Berlin Wall. (C 7.8.1; G 4.8.8; G 4.8.10)

• 9.8.13 Strand / Indicator: Nevada

  Describe the effects of tourism and gaming on Nevada. (G 2.8.4)

• 9.8.14 Strand / Indicator: United States

  Identify examples of arts, music, literature, and the media in United States society. (E 3.8.3)

NV.10.0. Content Standard: History

New Challenges, 1990 to the Present: Students understand the political, economic, social, and technological issues challenging the world as it approaches and enters the new millennium.

• 10.8.1 Strand / Indicator: World and United States

  Describe scientific and technological developments, including: personal computers; Internet; satellites; medical advances. (Ec 7.8.1)

• 10.8.3 Strand / Indicator: World, United States, and Nevada

  Describe major world, national, and local issues, including: ethnic and religious conflicts; environmental issues; gaming; health issues; water and resource allocation. (G 2.8.4; G 4.8.1; G 4.8.2; G 4.8.8;G 4.8.10; G 5.8.6)

• 10.8.4 Strand / Indicator: World and United States

  Identify the causes and effects of the Persian Gulf War. (G 4.8.6; G 4.8.10)

• 10.8.5 Strand / Indicator: United States

  Identify the role of the media in the changing political climate.

• 10.8.6 Strand / Indicator: World and United States

  Identify how literature, music, and the visual arts are a reflection of the time. (E 3.8.3)

NE.8.2. Content Standard: World History to 1000 A.D.

• 8.2.1. Indicator / Skill:

  By the end of eighth grade, students will describe human culture in the Paleolithic and Neolithic Eras.

  • 8.2.1.1. Gle / Indicator:

    Describe how archeological discoveries change our knowledge of early peoples.

  • 8.2.1.2. Gle / Indicator:

    Compare the characteristics of Paleolithic and Neolithic societies and the adaptation to physical geography of various areas had on those groups.

  • 8.2.1.3. Gle / Indicator:

    Describe how tool making, use of fire, agricultural revolution, and other technological and social advancements improved life for early people.

• 8.2.2. Indicator / Skill:

  By the end of eighth grade, students will describe the impact of ancient river valley civilizations (Mesopotamia, Egypt, India, and China) on the development of world cultures.

  • 8.2.2.1. Gle / Indicator:

    Describe the geography and history of each civilization.

  • 8.2.2.2. Gle / Indicator:

    Describe the location in time and place.

  • 8.2.2.3. Gle / Indicator:

    Identify social, political, and economic institutions.

  • 8.2.2.4. Gle / Indicator:

    Describe religious traditions and written language.

  • 8.2.2.5. Gle / Indicator:

    Identify significant contributions and legacies.

• 8.2.3. Indicator / Skill:

  By the end of eighth grade, students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations.

  • 8.2.3.1. Gle / Indicator:

    Describe the influence of physical geography, climate, and soils on the Greek economic, social, and political development and the impact on the commerce of the Mediterranean regions.

  • 8.2.3.2. Gle / Indicator:

    Describe the development of Greek democracy.

  • 8.2.3.3. Gle / Indicator:

    Identify and describe the contributions of Greek culture, e.g., mythology and philosophy.

  • 8.2.3.4. Gle / Indicator:

    Describe important Greek military campaigns, e.g., the Persian Wars and conquests by the Macedonians.

  • 8.2.3.5. Gle / Indicator:

    Describe the influence of geography on Roman economic, social, and political development.

  • 8.2.3.6. Gle / Indicator:

    Relate Roman mythology and religion.

  • 8.2.3.7. Gle / Indicator:

    Describe the development of the Roman government.

  • 8.2.3.8. Gle / Indicator:

    Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.

  • 8.2.3.9. Gle / Indicator:

    Describe important Roman military campaigns, e.g., military domination of the Mediterranean and Western Europe.

  • 8.2.3.10. Gle / Indicator:

    Describe the fall of the Republic and the rise of imperial monarchs.

  • 8.2.3.11. Gle / Indicator:

    Describe the impact and spread of Christianity and Judaism.

  • 8.2.3.12. Gle / Indicator:

    Describe, analyze, and evaluate the history of the Byzantine Empire from about 300 BCE to 1000 C.E., e.g., Constantinople, Codification of Roman law, Greek Orthodox churches, and Byzantine art and architecture.

• 8.2.4. Indicator / Skill:

  By the end of eighth grade, students will describe the development and cultural impact of major religions.

  • 8.2.4.1. Gle / Indicator:

    Describe the origins, customs, beliefs, and spread of the major religions

  • 8.2.4.2. Gle / Indicator:

    Identify the theological and cultural differences and similarities among the major religions.

  • 8.2.4.3. Gle / Indicator:

    Describe the effect of religious, political, and economic competition.

  • 8.2.4.4. Gle / Indicator:

    Identify the historical turning points that affected the spread and influence of these religious cultures.

• 8.2.5. Indicator / Skill:

  By the end of eighth grade, students will describe the impact of life in Medieval Europe on later civilizations.

  • 8.2.5.1. Gle / Indicator:

    Describe the structure of feudal society and identify economic, social, and political effects.

  • 8.2.5.2. Gle / Indicator:

    Describe the Age of Charlemagne.

  • 8.2.5.3. Gle / Indicator:

    Describe the impact of Magyars and the Vikings.

  • 8.2.5.4. Gle / Indicator:

    Analyze the influence of Christianity throughout Europe.

• 8.2.6. Indicator / Skill:

  By the end of eighth grade, students will describe the impact of selected civilizations in Asia and Africa on the development of later cultures.

  • 8.2.6.1. Gle / Indicator:

    Describe chronology, location, geography, social structures, forms of government, economy, and religion of each civilization.

  • 8.2.6.2. Gle / Indicator:

    Identify key characteristics of the kingdoms of Kush and (Axum) Aksum in Ethiopia.

  • 8.2.6.3. Gle / Indicator:

    Describe how geography of Africa shaped the various cultures of trading empires in Western Africa.

  • 8.2.6.4. Gle / Indicator:

    Describe the culture and contributions of ancient Arabia.

  • 8.2.6.5. Gle / Indicator:

    Identify cultural characteristics of Japan's feudal system.

  • 8.2.6.6. Gle / Indicator:

    Identify various Chinese dynasties and their legacies to later generations.

  • 8.2.6.7. Gle / Indicator:

    Describe the role of geographic factors in limiting or encouraging the movement of people and ideas.

NE.8.3. Content Standard: Civics and Economics

• 8.3.1. Indicator / Skill:

  By the end of eighth grade, students will explain and compare the structures, functions, and powers of the three branches of government at the national, state, and local levels.

  • 8.3.1.1. Gle / Indicator:

    Explain the election and appointment of officials.

  • 8.3.1.2. Gle / Indicator:

    Describe the division and sharing of powers among and within levels of government.

  • 8.3.1.3. Gle / Indicator:

    Chart the separation and sharing of powers within levels of government.

  • 8.3.1.4. Gle / Indicator:

    Describe the process of amending the United States and Nebraska Constitutions.

  • 8.3.1.5. Gle / Indicator:

    Outline the powers granted to Congress, the President, the Supreme Court, and those reserved to the states.

• 8.3.2. Indicator / Skill:

  By the end of eighth grade, students will compare the election process at the local, state, and national levels of government.

  • 8.3.2.1. Gle / Indicator:

    Explain nomination and promotion of candidates for elective office.

  • 8.3.2.2. Gle / Indicator:

    Describe similarities and differences between the major political parties.

  • 8.3.2.3. Gle / Indicator:

    Describe voter turnout.

  • 8.3.2.4. Gle / Indicator:

    Evaluate the accuracy of campaign advertising.

  • 8.3.2.5. Gle / Indicator:

    Discuss bias and identify how media reports, analysis, and editorials are different.

• 8.3.3. Indicator / Skill:

  By the end of eighth grade, students will compare the policy-making process at the local, state, and national levels of government.

  • 8.3.3.1. Gle / Indicator:

    Chart the basic law-making process within the respective legislative bodies.

  • 8.3.3.2. Gle / Indicator:

    Explain the interaction between the chief executives and the legislative bodies.

  • 8.3.3.3. Gle / Indicator:

    Explain the functions of departments, agencies, and regulatory bodies.

  • 8.3.3.4. Gle / Indicator:

    Describe the roles of political parties at the state and national levels.

  • 8.3.3.5. Gle / Indicator:

    Explain the ways that individuals and cultural, ethnic, and other interest groups can influence government policy makers.

  • 8.3.3.6. Gle / Indicator:

    Describe the impact of the media on public opinion and policy makers.

• 8.3.4. Indicator / Skill:

  By the end of eighth grade, students will distinguish between the judicial systems established by the Nebraska Constitution and United States Constitution.

  • 8.3.4.1. Gle / Indicator:

    Diagram the organization and jurisdiction of Nebraska and United States courts.

  • 8.3.4.2. Gle / Indicator:

    Describe the exercise of the power of judicial review.

  • 8.3.4.3. Gle / Indicator:

    Describe the process of bringing and resolving criminal and civil cases in Nebraska's judicial system.

  • 8.3.4.4. Gle / Indicator:

    Describe the function and process of the juvenile justice system in Nebraska.

• 8.3.5. Indicator / Skill:

  By the end of eighth grade, students will explain the structure and operation of the United States economy and the role of citizens as producers and consumers.

  • 8.3.5.1. Gle / Indicator:

    Define the concepts of scarcity, choice, trade-offs, specialization, entrepreneurship, productivity, inflation, profits, markets, supply and demand, inflation, and unemployment and incentives.

  • 8.3.5.2. Gle / Indicator:

    Analyze the effect of producer and consumer behavior on markets.

  • 8.3.5.3. Gle / Indicator:

    Describe the role of individuals and businesses as consumers, savers, investors, and borrowers.

  • 8.3.5.4. Gle / Indicator:

    Explain how various institutions help individuals and groups accomplish economic goals.

  • 8.3.5.5. Gle / Indicator:

    Describe common forms of credit, savings, investments, purchases, and contractual agreements, e.g., warranties, and guarantees.

  • 8.3.5.6. Gle / Indicator:

    Analyze skills necessary for career opportunities, e.g., individual abilities, skills, and education, and the changing supply and demand for those skills in the economy.

  • 8.3.5.7. Gle / Indicator:

    Describe the development of money, savings, and credit.

• 8.3.6. Indicator / Skill:

  By the end of eighth grade, students will compare the United States economic system to systems in other countries.

  • 8.3.6.1. Gle / Indicator:

    Describe the government's role in the United States economy, e.g., provision of public goods and services, protection of consumer rights, and the promotion of competition.

  • 8.3.6.2. Gle / Indicator:

    Describe the impact of government policies, on individuals and businesses, taxation, and government borrowing

  • 8.3.6.3. Gle / Indicator:

    Explain how the government addresses third-party costs and benefits, e.g., pollution and medical research.

  • 8.3.6.4. Gle / Indicator:

    Explain the differences between traditional command and market economics.

  • 8.3.6.5. Gle / Indicator:

    Analyze the costs and benefits of instituting different degrees of market, command, and traditional characteristics in mixed economic systems.

• 8.3.7. Indicator / Skill:

  By the end of eighth grade, students will summarize the rights and responsibilities of United States citizens.

  • 8.3.7.1. Gle / Indicator:

    Describe ways individuals participate in the political process, e.g., registering and voting, communicating with government officials, participating in political campaigns, and serving on juries and in voluntary appointed positions.

  • 8.3.7.2. Gle / Indicator:

    Identify the way individuals of cultural, ethnic, and other interest groups can influence governments.

  • 8.3.7.3. Gle / Indicator:

    Describe the election process and appointment of officials.

  • 8.3.7.4. Gle / Indicator:

    Describe the impact of the media on public opinion and policy.

  • 8.3.7.5. Gle / Indicator:

    Compare the election process at the local, state, and national levels of government, e.g., nomination and promotion of candidates for elective office similarities and differences between the major political parties; voter turnout; evaluate the accuracy of campaign advertising; and recognize bias and identify how media reports, analysis, and editorials are different.

• 8.3.8. Indicator / Skill:

  By the end of eighth grade, students will describe the purpose and function of the United States Constitution, including the Bill of Rights.

  • 8.3.8.1. Gle / Indicator:

    What are inalienable rights?

  • 8.3.8.2. Gle / Indicator:

    What does 'life, liberty, and the pursuit of happiness,' mean?

  • 8.3.8.3. Gle / Indicator:

    What is the rule of law, justice, and equality under the law?

  • 8.3.8.4. Gle / Indicator:

    Describe the Native American heritage, e.g., Iroquois Five Nations Confederacy, 'Great Binding Law.'

  • 8.3.8.5. Gle / Indicator:

    Explain the British and American heritage, e.g., the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Articles of Confederation.

  • 8.3.8.6. Gle / Indicator:

    Explain the philosophy of government expressed in the Declaration of Independence.

NE.8.4. Content Standard: Skills

• 8.4.1. Indicator / Skill:

  By the end of eighth grade, students will explain the meaning of patriotic slogans and excerpts from notable speeches and documents.

  • 8.4.1.1. Gle / Indicator:

    Explain the statement 'Give me liberty or give me death.'

  • 8.4.1.2. Gle / Indicator:

    Explain the meaning of 'E Pluribus Unum.'

  • 8.4.1.3. Gle / Indicator:

    Discuss the importance of the Gettysburg Address.

  • 8.4.1.4. Gle / Indicator:

    Explain the Preamble to the Constitution.

  • 8.4.1.5. Gle / Indicator:

    Explain the Declaration of Independence.

  • 8.4.1.6. Gle / Indicator:

    Who said '...December 7, 1941, a date which will live in infamy'?

  • 8.4.1.7. Gle / Indicator:

    Explain the statement 'Ask not what your country can do for you ....'

  • 8.4.1.8. Gle / Indicator:

    Who said 'Mr. Gorbachev, tear down this wall!'?

• 8.4.2. Indicator / Skill:

  By the end of eighth grade, students will demonstrate skills for historical analysis.

  • 8.4.2.1. Gle / Indicator:

    Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, and contemporary media, e.g., television, movies, and computer information systems to better understand events and life in United States history to 1877.

  • 8.4.2.2. Gle / Indicator:

    Identify characters, settings, and events from narratives of Nebraska, America, and world history.

  • 8.4.2.3. Gle / Indicator:

    Construct various time lines of American history from pre-Columbian times to 1877, highlighting landmark dates, technological changes, major political and military events, and major historical figures.

  • 8.4.2.4. Gle / Indicator:

    Locate on a United States map major physical features, bodies of water, exploration and trade routes; the states that entered the Union up to 1877; and, identify the states that formed the Confederacy during the Civil War.

  • 8.4.2.5. Gle / Indicator:

    Identify, analyze, and interpret primary sources, e.g., artifacts, diaries, letters, photographs, art, documents, newspapers, contemporary media, and computer information systems, making generalizations about events and life in United States history since 1877.

  • 8.4.2.6. Gle / Indicator:

    Recognize and explain nationalism, race, religion, and ethnicity have influenced different points of view.

  • 8.4.2.7. Gle / Indicator:

    Distinguish fact from fiction by examining documentary sources.

  • 8.4.2.8. Gle / Indicator:

    Construct various time lines of United States history since 1877, e.g., landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections.

  • 8.4.2.9. Gle / Indicator:

    Locate on a United States map all 50 states, the original 13 states, the states that formed the Confederacy, and states which entered the Union after 1877.

• 8.4.3. Indicator / Skill:

  By the end of eighth grade, students will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events.

  • 8.4.3.1. Gle / Indicator:

    Explain the historical perspectives of people, e.g., Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans; settlers, slaves, and slave holders; Patriots and Tories; Federalists and Anti- Federalists; Confederates and Yankees; Republicans and Democrats; and rural and urban.

  • 8.4.3.2. Gle / Indicator:

    Describe the causes, costs, and benefits of major events in American history up to 1877, e.g., American Revolution, the Constitutional Convention, the Civil War, and Reconstruction.

• 8.4.4. Indicator / Skill:

  By the end of eighth grade, students will evaluate different assessments of the causes, costs, and benefits of major events in recent American history to develop discussion, debate, and persuasive writing skills.

• 8.4.5. Indicator / Skill:

  By the end of eighth grade, students will interpret economic and political issues as expressed in various visuals.

• 8.4.6. Indicator / Skill:

  By the end of eighth grade, students will improve their skills in historical research and geographical analysis.

  • 8.4.6.1. Gle / Indicator:

    Identify analyze, and interpret primary sources and secondary sources to make generalizations about events and life in world history up to 1000 A.D.

  • 8.4.6.2. Gle / Indicator:

    Identify, analyze, and interpret global population distribution in the Middle Ages.

  • 8.4.6.3. Gle / Indicator:

    Identify and compare contemporary national political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. to 1000 A.D.

  • 8.4.6.4. Gle / Indicator:

    Identify and compare the distribution of major religious culture in the contemporary world with the origin and spread of Judaism, Christianity, Islam, Hinduism, and Buddhism up to 1000 A.D.