MO.PC.1. Strand: Big Idea / Standard: Principles of Constitutional Democracy

Knowledge of the principles expressed in documents shaping constitutional democracy in the United States

• PC.1.A. Concept: Gle / Benchmark:

  Principles of constitutional democracy in the United States

  • PC.1.A(1). Gle / Proficiency:

    Analyze responsibilities governments and citizens need to accept to become effective in a constitutional democracy (DOK 2; SS1 1.6, 4.2)

  • PC.1.A(2). Gle / Proficiency: Compare and contrast the following

    limited government (DOK 2; SS1 1.6)

  • PC.1.A(2). Gle / Proficiency: Compare and contrast the following

    rule of law (DOK 2; SS1 1.6)

  • PC.1.A(2). Gle / Proficiency: Compare and contrast the following

    majority law (DOK 2; SS1 1.6)

  • PC.1.A(2). Gle / Proficiency: Compare and contrast the following

    minority rights (DOK 2; SS1 1.6)

MO.EC.4. Strand: Big Idea / Standard: Economic Concepts and Principles

Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)

• EC.4.A. Concept: Gle / Benchmark:

  Knowledge of basic economic concepts, being able to explain and use them to interpret historical and current events

  • EC.4.A.a. Gle / Proficiency: Apply the following economic concepts

    investment (DOK 2; SS4 1.1)

  • EC.4.A.b. Gle / Proficiency: Apply the following economic concepts

    productivity (DOK 2; SS4 1.1)

  • EC.4.A.c. Gle / Proficiency: Apply the following economic concepts

    Gross Domestic Product (GDP) (DOK 2; SS4 1.1)

  • EC.4.A.d. Gle / Proficiency: Apply the following economic concepts

    inflation (DOK 2; SS4 1.1)

  • EC.4.A.e. Gle / Proficiency: Apply the following economic concepts

    profit and profit motive (DOK 2; SS4 1.1)

• EC.4.B. Concept: Gle / Benchmark:

  Understanding the consequences of personal and public economic decisions

  • EC.4.B.a. Gle / Proficiency:

    Identify the consequences of personal and public economic decisions (DOK 2; SS4 1.1)

• EC.4.F. Concept: Gle / Benchmark:

  Interpreting the past, explaining the present and predicting the future of economic decisions

  • EC.4.F.a. Gle / Proficiency:

    Interpret the past, explain the present and predict future consequences of economic decisions (DOK 3; SS4 3.8)

MO.EG.5. Strand: Big Idea / Standard: Elements of Geographical Study and Analysis

Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment

• EG.5.A. Concept: Gle / Benchmark:

  Reading and constructing maps

  • EG.5.A(1). Gle / Proficiency:

    Use geographic research sources to process and report information to solve problems (DOK 3; SS5 2.1, 3.2, 1.4, 1.5)

  • EG.5.A(2). Gle / Proficiency:

    Construct maps (DOK 2; SS5 1.8)

• EG.5.B. Concept: Gle / Benchmark:

  Understanding the concept of location to make predictions and solve problems

  • EG.5.B(1). Gle / Proficiency:

    Locate major cities and nations of the world in historical context (DOK 1; SS5 1.4, 1.10, 1.5)

  • EG.5.B(2). Gle / Proficiency:

    Locate the world's continents, oceans and major topographic features as civilizations spread (DOK 1; SS5 1.4, 1.10)

  • EG.5.B(3). Gle / Proficiency:

    Locate and describe geographic places, using absolute and relative location, especially as people were able to define them more accurately (DOK 2; SS5 1.4, 1.5, 1.10)

• EG.5.C. Concept: Gle / Benchmark:

  Understanding the concept of place

  • EG.5.C(1). Gle / Proficiency:

    Explain physical characteristics, such as climate, topography, relationship to water and ecosystems (DOK 1; SS5 1.1)

  • EG.5.C(2). Gle / Proficiency:

    Explain human characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system (DOK 2; SS5 1.6)

• EG.5.D. Concept: Gle / Benchmark:

  Relationships within places (Human- Environment Interactions) (Movement)

  • EG.5.D(1). Gle / Proficiency:

    Describe how physical processes shape the physical environment (DOK 2; SS5 1.1)

  • EG.5.D(2). Gle / Proficiency:

    Describe a variety of ecosystems, and explain where they may be found and how physical processes and human activities may change them (DOK 3; SS5 1.6)

• EG.5.E. Concept: Gle / Benchmark:

  Understanding relationships between and among places

  • EG.5.E.a. Gle / Proficiency:

    Explain causes and effects of migration streams, movements of people to job markets, barriers to human movement and how people overcome such barriers (DOK 2; SS5 1.6, 3.6)

• EG.5.F. Concept: Gle / Benchmark:

  Understanding relationships between and among regions

  • EG.5.F.a. Gle / Proficiency:

    Explain how regions of the world relate to one another and change over time (DOK 3; SS5 1.6)

• EG.5.I. Concept: Gle / Benchmark:

  Human-environment interactions

  • EG.5.I(1). Gle / Proficiency:

    Identify and describe world-wide patterns of resource distribution (DOK 1; SS5 1.6)

  • EG.5.I(2). Gle / Proficiency:

    Identify how technology and culture have influenced resource use in the past (DOK 2; SS5 1.6)

  • EG.5.I(3). Gle / Proficiency:

    Identify and explain environmental consequences of how people use resources from historical examples (DOK 2; SS5 1.6, 3.5)

  • EG.5.I(4). Gle / Proficiency:

    Identify and explain the effect of natural forces upon human activities from historical experiences (DOK 2; SS5 1.6, 3.5)

• EG.5.J. Concept: Gle / Benchmark:

  Using geography to interpret, explain and plan for the future

  • EG.5.J.a. Gle / Proficiency:

    Use geography to interpret the past, explain the present and plan for the future (DOK 3; SS5 1.6, 3.2)

MO.RI.6. Strand: Big Idea / Standard: Relationships of Individual and Groups to Institutions and Traditions

Knowledge of relationships of the individual and groups to institutions and cultural traditions

• RI.6.D. Concept: Gle / Benchmark:

  Knowledge of how needs of individuals are met

  • RI.6.D.a. Gle / Proficiency:

    Analyze how the needs of individuals are met by families, friends, groups and organizations, such as governments, businesses, schools, religious institutions and charities in the United States and other nations (DOK 4; SS6 1.6, 1.9)

• RI.6.F. Concept: Gle / Benchmark:

  Effects of actions, cultural, traditions and institutions

  • RI.6.F.a. Gle / Proficiency:

    Analyze how cultural traditions, human actions and institutions affect people's behavior (DOK 2; SS6 1.6)

• RI.6.G. Concept: Gle / Benchmark:

  Effect of laws and events on relationships

  • RI.6.G.a. Gle / Proficiency:

    Identify how laws and events affect members of groups and relationships among groups (DOK 2; SS6 1.6, 3.6)

• RI.6.J. Concept: Gle / Benchmark:

  Methods of resolving conflicts Evaluate constructive processes or methods for resolving conflicts

  • RI.6.J.a. Gle / Proficiency:

    Evaluate constructive processes or methods for resolving conflicts (DOK 3; SS6 3.4, 1.7)

MI.W1. Strand / Standard Category: Eastern Hemisphere Studies - World History and Geography (WHG) Era 1 - Beginnings to 4000 B.C.E./B.C.

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

• W1.1. Standard: Peopling of the Earth

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

  • 7-W1.1.1. Grade Level Expectation:

    Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments.

  • 7-W1.1.2. Grade Level Expectation:

    Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia.

• W1.2. Standard: Agricultural Revolution

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

  • 7-W1.2.1. Grade Level Expectation:

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

  • 7-W1.2.2. Grade Level Expectation:

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

  • 7-W1.2.3. Grade Level Expectation:

    Compare and contrast the environmental, economic, and social institutions of two early civilizations from different world regions (e.g., Yangtse, Indus River Valley, Tigris/Euphrates, and Nile).

MI.W2. Strand / Standard Category: Eastern Hemisphere Studies - World History and Geography (WHG) Era 2 - Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000 B.C.E./B.C.

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

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

  Analyze early Eastern Hemisphere civilizations and pastoral societies.

  • 7-W2.1.1. Grade Level Expectation: Describe the importance of the development of human language, oral and written, and its relationship to the development of culture

    • 7-W2.1.1a. Expectation:

      Verbal vocalizations

    • 7-W2.1.1b. Expectation:

      Standardization of physical (rock, bird) and abstract (love, fear) words

    • 7-W2.1.1c. Expectation:

      Pictographs to abstract writing (governmental administration, laws, codes, history and artistic expressions)

  • 7-W2.1.2. Grade Level Expectation:

    Use historical and modern maps and other sources to locate, describe, and analyze major river systems and discuss the ways these physical settings supported permanent settlements, and development of early civilizations (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus River).

  • 7-W2.1.3. Grade Level Expectation:

    Examine early civilizations to describe their common features (ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication).

  • 7-W2.1.4. Grade Level Expectation:

    Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another (e.g., plants, crops, plow, wheel, bronze metallurgy).

  • 7-W2.1.5. Grade Level Expectation:

    Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes.

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

Analyze classical civilizations and empires and the emergence of major world religions and large-scale empires.

• W3.1. Standard: Classical Traditions in Regions of the Eastern Hemisphere

  Analyze classical civilizations and empires and their lasting impact on institutions, political thought, structures, technology and art forms that grew in India, China, the Mediterranean basin, Africa, and Southwest and Central Asia during this era.

  • 7-W3.1.1. Grade Level Expectation:

    Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).

  • 7-W3.1.2. Grade Level Expectation:

    Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires.

  • 7- W3.1.3. Grade Level Expectation:

    Compare and contrast the defining characteristics of a city-state, civilization, and empire.

  • 7-W3.1.4. Grade Level Expectation:

    Assess the importance of Greek ideas about democracy and citizenship in the development of Western political thought and institutions.

  • 7-W3.1.5. Grade Level Expectation:

    Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.

  • 7-W3.1.6. Grade Level Expectation:

    Use historic and modern maps to locate and describe trade networks among empires in the classical era.

  • 7-W3.1.7. Grade Level Expectation:

    Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks).

  • 7-W3.1.8. Grade Level Expectation:

    Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire).

  • 7-W3.1.9. Grade Level Expectation:

    Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.

  • 7-W3.1.10. Grade Level Expectation:

    Create a time line that illustrates the rise and fall of classical empires during the classical period.

• W3.2. Standard: Growth and Development of World Religions

  Explain how world religions or belief systems of Hinduism, Judaism, Buddhism, Christianity, Confucianism and Islam grew and their significance. (Islam is included here even though it came after 300 C.E./A.D.)

  • 7-W3.2.1. Grade Level Expectation:

    Identify and describe the beliefs of the five major world religions.

  • 7-W3.2.2. Grade Level Expectation:

    Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D.

  • 7-W3.2.3. Grade Level Expectation:

    Identify and describe the ways that religions unified people's perceptions of the world and contributed to cultural integration of large regions of Afro-Eurasia.

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

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

• G1.1. Standard: Spatial Thinking

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

  • 7-G1.1.1. Grade Level Expectation:

    Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales.

  • 7-G1.1.2. Grade Level Expectation:

    Draw an accurate sketch map from memory of the Eastern Hemisphere showing the major regions (Africa, Asia, Europe, Australia/Oceania, Antarctica).

• G1.2. Standard: Geographical Inquiry and Analysis

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

  • 7-G1.2.1. Grade Level Expectation:

    Locate the major landforms, rivers and climate regions of the Eastern Hemisphere.

  • 7-G1.2.2. Grade Level Expectation:

    Explain why maps of the same place may vary as a result of the cultural or historical background of the cartographer.

  • 7-G1.2.3. Grade Level Expectation:

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

  • 7-G1.2.4. Grade Level Expectation:

    Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population.

  • 7-G1.2.5. Grade Level Expectation:

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

  • 7-G1.2.6. Grade Level Expectation:

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

• G1.3. Standard: Geographical Understanding

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

  • 7-G1.3.1. Grade Level Expectation:

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

  • 7-G1.3.2. Grade Level Expectation:

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

  • 7-G1.3.3. Grade Level Expectation:

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

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

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

• G2.1. Standard: Physical Characteristics of Place

  Describe the physical characteristics of places.

  • 7-G2.1.1. Grade Level Expectation:

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

  • 7-G2.1.2. Grade Level Expectation:

    Use information from GIS, remote sensing and the World Wide Web to compare and contrast the surface features and vegetation of the continents of the Eastern Hemisphere.

• G2.2. Standard: Human Characteristics of Place

  Describe the human characteristics of places.

  • 7-G2.2.1. Grade Level Expectation:

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

  • 7-G2.2.2. Grade Level Expectation:

    Explain that communities are affected positively or negatively by changes in technology (e.g., increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles).

  • 7-G2.2.3. Grade Level Expectation:

    Analyze how culture and experience influence people's perception of places and regions (e.g., that beaches are places where tourists travel, cities have historic buildings, northern places are cold, equatorial places are very warm).

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

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

• G3.1. Standard: Physical Processes

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

  • 7-G3.1.1. Grade Level Expectation:

    Construct and analyze climate graphs for locations at different latitudes and elevations in the region to answer geographic questions and make predictions based on patterns (e.g., compare and contrast Norway and France; Nairobi and Kilimanjaro; Mumbai and New Delhi).

• G3.2. Standard: Ecosystems

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

  • 7-G3.2.1. Grade Level Expectation:

    Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., effects of latitude on types of vegetation in Africa, proximity to bodies of water in Europe, and effects of annual river flooding in Southeast Asia and China).

  • 7-G3.2.2. Grade Level Expectation:

    Identify ecosystems of a continent and explain why some provide greater opportunities (fertile soil, precipitation) for humans to use than do other ecosystems and how that changes with technology (e.g., China's humid east and arid west and the effects of irrigation technology).

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

Explain that human activities may be seen on Earth's surface. Human systems include the way people divide the land, decide where to live, develop communities that are part of the larger cultural mosaic, and engage in the cultural diffusion of ideas and products within and among groups.

• G4.1. Standard: Cultural Mosaic

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

  • 7-G4.1.1. Grade Level Expectation:

    Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe).

  • 7-G4.1.2. Grade Level Expectation:

    Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies.

• G4.2. Standard: Technology Patterns and Networks

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

  • 7-G4.2.1. Grade Level Expectation:

    List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual's ideas as voice and image messages on electronic networks such as the Internet).

• G4.3. Standard: Patterns of Human Settlement

  Describe patterns, processes and functions of human settlement.

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

    the modifications that were necessary (e.g., Nile River irrigation, reclamation of land along the North Sea, planting trees in areas that have become desertified in Africa).

  • 7-G4.3.2. Grade Level Expectation:

    Describe patterns of settlement by using historical and modern maps (e.g., the location of the world's mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel).

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

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

  • 7-G4.4.1. Grade Level Expectation:

    Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).

  • 7-G4.4.2. Grade Level Expectation:

    Describe examples of cooperation and conflict within the European Union (e.g., European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).

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

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

• G5.1. Standard: Humans and the Environment

  Describe how human actions modify the environment.

  • 7-G5.1.1. Grade Level Expectation:

    Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., desertification in the Sahel Region of North Africa, deforestation in the Congo Basin, air pollution in urban center, and chemical spills in European Rivers).

  • 7-G5.1.2. Grade Level Expectation:

    Describe how variations in technology affect human modifications of the landscape (e.g., clearing of agricultural land in Southeast Asia, fish factories in North Atlantic and Western Pacific Ocean, and damming rivers to meet needs for electricity).

  • 7-G5.1.3. Grade Level Expectation:

    Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere as has happened historically in China; building dams floods land upstream and permits irrigation downstream as in Southern Africa, the Aswan Dam flooded the upper Nile Valley and permitted irrigation downstream).

• G5.2. Standard: Physical and Human Systems

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

  • 7-G5.2.1. Grade Level Expectation:

    Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in Africa, pollution from volcanic eruptions in Indonesia, earthquakes in Turkey, and flooding in Bangladesh).

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

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

• G6.1. Standard: Public Discourse, Decision Making, and Citizen Involvement (P3, P4)

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

  • 7-G6.1.1. Grade Level Expectation:

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

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

      Conflict, Stability, and Change-Investigate the significance of conflict, stability, and change in governmental systems within the region.

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

      Diversity and Nationalism-Investigate the tensions that may develop between cultural diversity and nationalism within a country and their consequences.

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

      Urbanization-Investigate urbanization and its consequences for the world's population.

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

      Oil and Society-Investigate the significance of how oil has changed nations as both consumers and producers of this natural resource.

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

      Children in the World-Investigate issues affecting children such as health, labor, and war.

    • 7-G6.1.1f. Expectation: Contemporary Investigation Topics

      Regional Cooperation-Explain the significance of and barriers to regional cooperation.

  • 7-G6.1.2. Grade Level Expectation:

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

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

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

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

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

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

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

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

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

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

      WHG Era 3: Religious Conflict - Investigate conflict that arises from varying religious beliefs.

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

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

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

  Describe civic life, politics and government and explain their relationships.

  • 7-C1.1.1. Grade Level Expectation:

    Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.

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

Explain that governments are structured to serve the people. Describe the major activities of government, including making and enforcing laws, providing services and benefits to individuals and groups, assigning individual and collective responsibilities, generating revenue, and providing national security.

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

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

  • 7-C3.6.1. Grade Level Expectation:

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

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

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

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

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

  • 7-C4.3.1. Grade Level Expectation:

    Explain how governments address national issues and form policies, and how the policies may not be consistent with those of other countries (e.g., population pressures in China compared to Sweden; international immigration quotas, international aid, energy needs for natural gas and oil and military aid).

  • 7-C4.3.2. Grade Level Expectation:

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

  • 7-C4.3.3. Grade Level Expectation:

    Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8 countries (leading economic/political)).

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

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

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

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

  • 7-E1.1.1. Grade Level Expectation:

    Explain the role of incentives in different economic systems (acquiring money, profit, goods, wanting to avoid loss, position in society, job placement).

  • 7-E1.1.2. Grade Level Expectation:

    Describe the circular flow model (that businesses get money from households in exchange for goods and services and return that money to households by paying for the factors of production that households have to sell) and apply it to a public service (e.g., education, health care, military protection).

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

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

• E2.3. Standard: Role of Government

  Describe how national governments make decisions that affect the national economy.

  • 7-E2.3.1. Grade Level Expectation:

    Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular).

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

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

• E3.1. Standard: Economic Interdependence

  Describe patterns and networks of economic interdependence, including trade.

  • 7-E3.1.1. Grade Level Expectation:

    Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum Africa, mineral resources in Asia).

  • 7-E3.1.2. Grade Level Expectation:

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

  • 7-E3.1.3. Grade Level Expectation:

    Determine the impact of trade on a region of the Eastern Hemisphere by graphing and analyzing the gross Domestic Product of the region for the past decade and comparing the data with trend data on the total value of imports and exports over the same period.

  • 7-E3.1.4. Grade Level Expectation:

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

• E3.3. Standard: Economic Systems

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

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

    What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China).

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

• P3.1. Standard:

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

  • 7-P3.1.1. Grade Level Expectation:

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

    • 7-P3.1.1a. Expectation:

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

    • 7-P3.1.1b. Expectation:

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

    • 7-P3.1.1c. Expectation:

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

    • 7-P3.1.1d. Expectation:

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

    • 7-P3.1.1e. Expectation:

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

    • 7-P3.1.1f. Expectation:

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

    • 7-P3.1.1g. Expectation:

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

• P4.2. Standard:

  Citizen Involvement

  • 7-P4.2.1. Grade Level Expectation:

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

  • 7-P4.2.2. Grade Level Expectation:

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

  • 7-P4.2.3. Grade Level Expectation:

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

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

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

• 2.A. Topic / Indicator:

  Elements of culture

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

    Analyze characteristics that are used to organize people into cultures

    • 2.A.1.a. Objective:

      Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs

    • 2.A.1.b. Objective:

      Describe the characteristics of a sovereign nation, such as the legitimate use of authority, autonomy and establishment of borders

    • 2.A.1.c. Objective:

      Describe the characteristics of democratic and authoritarian societies

• 2.B. Topic / Indicator:

  Cultural diffusion

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

    Analyze how diverse cultures shape a pluralistic society

    • 2.B.1.a. Objective:

      Identify cultural groups within a contemporary world region

    • 2.B.1.b. Objective:

      Describe how migration contributes to the diversity of nations and regions

    • 2.B.1.c. Objective:

      Analyze how cultural diffusion is influenced by factors, such as trade, migration, immigration and conflict

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

    Examine how increasing diversity in global societies results from immigration, settlement, and economic development

    • 2.B.2.a. Objective:

      Examine policies related to human rights, such as foreign aid, subsidies to developing countries, ethnic persecution and economic sanctions

    • 2.B.2.b. Objective:

      Examine contemporary world wide concerns that affect international relationships, such as world health, nation building, national security, and human rights

• 2.C. Topic / Indicator:

  Conflict and compromise

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

    Analyze major sources of tension, cooperation, and conflict in the world and the efforts that have been made to address them

    • 2.C.1.a. Objective:

      Evaluate causes of conflict in the global community, such as Apartheid, the acquisition of natural resources, the decline of communism, ethnic persecution, and domestic and international terrorism

    • 2.C.1.b. Objective:

      Analyze and describe the efforts of world nations and groups to assist in the resolution of conflicts within and among regions, such as the United Nations, the International Red Cross/Red Crescent, United States Agency for International Development and other humanitarian organizations

    • 2.C.1.c. Objective:

      Analyze and describe efforts by nations to promote cooperation within and among those regions, such as the creation of the International Monetary Fund, North American Free Trade Agreement, World Bank, European Union and world-wide healthcare initiatives

MD.3.0. Strand / Topic / Standard: Geography

Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

• 3.A. Topic / Indicator:

  Using geographic tools

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

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

    • 3.A.1.a. Objective:

      Use maps to compare geographic locations of places and regions

    • 3.A.1.b. Objective:

      Use photographs and thematic maps to compare human and physical characteristics of places and regions

    • 3.A.1.c. Objective:

      Analyze geographic issues and problems

• 3.B. Topic / Indicator:

  Geographic characteristics of places and regions

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

    Analyze interrelationships among physical and human characteristics that shape the identity of places and regions around the world

    • 3.B.1.a. Objective:

      Identify and describe physical characteristics that influenced human settlement

    • 3.B.1.b. Objective:

      Explain how physical and human characteristics of a region such as vegetation, climate, minerals, population density and religion, affect its economic growth and the way people make a living

    • 3.B.1.c. Objective:

      Analyze how regional characteristics and interests including economic development, climate, and the environmental impact government policies

    • 3.B.1.d. Objective:

      Identify geographic factors that have influenced international relations and economic development in world regions, such as trade, infrastructure, and health issues

• 3.C. Topic / Indicator:

  Movement of people, goods and ideas

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

    Describe and analyze population growth, migration and settlement patterns in contemporary world regions

    • 3.C.1.a. Objective:

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

    • 3.C.1.b. Objective:

      Evaluate the consequences of migration and settlement in various regions of the world, such as employment, changes in population and cultural diversity/conflict

    • 3.C.1.c. Objective:

      Explain how regional population patterns, trends, and projections affect the environment and influence government policies

• 3.D. Topic / Indicator:

  Modifying and adapting to the environment

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

    Analyze why and how people in contemporary world regions modify their natural environment and the impact of those modifications

    • 3.D.1.a. Objective:

      Identify trade offs of using resources to pursue economic opportunities v. Preserving the environment, such as water use, the burning of fossil fuels, deforestation, and strip mining

    • 3.D.1.b. Objective:

      Evaluate the consequences of modifying the natural environment, such as desertification, air pollution, and climate change

    • 3.D.1.c. Objective:

      Identify and explain land use issues that illustrate the conflict between economic growth, deforestation, mining, and burning fossil fuels

    • 3.D.1.d. Objective:

      Explain how land use and environmental issues such as burning the rain forest and environmental preservation are addressed by government policy

MD.4.0. Strand / Topic / Standard: Economics

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

• 4.A. Topic / Indicator:

  Scarcity and economic decision-making

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

    Analyze the decisions that people made because resources were limited relative to economic wants for goods and services in contemporary world regions

    • 4.A.1.a. Objective:

      Identify the opportunity cost of economic decisions made by individuals, businesses, and governments such as decisions about investing in education

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

    Analyze how scarcity of economic resources affects economic choices in contemporary world regions

    • 4.A.2.a. Objective:

      Describe how goals of countries affect the use of resources in the pursuit of economic growth, and sustainable development

    • 4.A.2.b. Objective:

      Identify tradeoffs made in economic decisions by producers and consumers

    • 4.A.2.c. Objective:

      Explain how available resources affect specialization and trade

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

    Analyze how technological changes have affected the consumption and production in the contemporary world

    • 4.A.3.a. Objective:

      Give examples of how technology has changed consumption of goods and services, such as the development of computers

    • 4.A.3.b. Objective:

      Examine why technology has changed job skills and the influenced productivity

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

    Compare the levels of specialization and economic development in different parts of the contemporary world

    • 4.A.4.a. Objective:

      Analyze examples of specialization that result from economic resources

    • 4.A.4.b. Objective:

      Describe the standard of living and the quality of life in a world region using data, such as gross national product (GNP), gross domestic product (GDP), per capita income and the human development index (HDI)

    • 4.A.4.c. Objective:

      Identify factors that have influenced economic development in various regions, such as individuals, corporations, natural resources, technology, military power, population growth, international organizations, infrastructure and public health issues

• 4.B. Topic / Indicator:

  Economic systems and the role of government in the economy

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

    Evaluate the types of economic systems in countries throughout the contemporary world

    • 4.B.1.a. Objective:

      Examine how different economic systems, traditional, command, market, and mixed answer the basic economic question of what, how, and for whom to produce

    • 4.B.1.b. Objective:

      Describe examples of decisions in (traditional economies, such as the economic roles of men and women

    • 4.B.1.c. Objective:

      Describe examples of command modern economies, such as government ownership of land and other resources

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

    Analyze the role of government in the economies of contemporary societies

    • 4.B.2.a. Objective:

      Explore how government spending and taxation influence an economy's ability to grow and provide jobs and services

    • 4.B.2.b. Objective:

      Evaluate the trade-offs of government regulations

    • 4.B.2.c. Objective:

      Analyze the ways that governments can help or impede economic activity, such as providing a stable monetary system, protecting property rights, maintaining infrastructure and providing public goods and services

    • 4.B.2.d. Objective:

      Examine the impact of regulatory agencies in different countries, such as, consumer behavior such as air traffic management and environmental protection

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

    Describe the money and banking systems in various countries in the contemporary world

    • 4.B.3.a. Objective:

      Explain why a stable money and banking system is necessary for an economy to grow and prosper

MD.5.0. Strand / Topic / Standard: History

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

• 5.B. Topic / Indicator:

  Emergence, expansion and changes in nations and empires

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

    Analyze the growth and the development of nations in the contemporary world

    • 5.B.1.a. Objective:

      Describe the social, political and economic impacts of various world religions on a global society, such as Judaism, Christianity, Islam, Hinduism, Taoism and Buddhism

    • 5.B.1.b. Objective:

      Compare the effects of political and cultural changes in nations such as independence movements and democratic reforms

• 5.C. Topic / Indicator:

  Conflict between ideas and institutions

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

    Analyze the major sources of tension and conflict in the contemporary world

    • 5.C.1.a. Objective:

      Describe how the changes in political structures impacted individuals and groups

    • 5.C.1.b. Objective:

      Examine the impact of philosophies and policies of leaders in the modern world

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

    Analyze the major traditions, customs and beliefs of world religions and their expansion

    • 5.C.2.a. Objective:

      Explain how the establishment of religions in areas caused conflict

    • 5.C.2.b. Objective:

      Analyze the political and social impact of religious and traditions in areas such as Europe and the Middle East

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

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

• 6.A. Topic / Indicator:

  Read to learn and construct meaning about social studies

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

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

    • 6.A.1.a. Objective:

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

    • 6.A.1.b. Objective:

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

    • 6.A.1.c. Objective:

      Use context clues to understand new social studies vocabulary

    • 6.A.1.d. Objective:

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

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

    Use strategies to prepare for reading (before reading)

    • 6.A.2.a. Objective:

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

    • 6.A.2.b. Objective:

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

    • 6.A.2.c. Objective:

      Set a purpose for reading the text

    • 6.A.2.d. Objective:

      Ask questions and make predictions about the text

    • 6.A.2.e. Objective:

      Make connections to the text using prior knowledge and experiences

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

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

    • 6.A.3.a. Objective:

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

    • 6.A.3.b. Objective:

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

    • 6.A.3.c. Objective:

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

    • 6.A.3.d. Objective:

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

    • 6.A.3.e. Objective:

      Make, confirm, or adjust predictions about the text

    • 6.A.3.f. Objective:

      Periodically summarize or paraphrase important ideas while reading

    • 6.A.3.g. Objective:

      Visualize what was read for deeper meaning

    • 6.A.3.h. Objective:

      Explain personal connections to the ideas or information in the text

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

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

    • 6.A.4.a. Objective:

      Identify and explain what is directly stated in the text

    • 6.A.4.b. Objective:

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

    • 6.A.4.c. Objective:

      Determine and explain the author's purpose

    • 6.A.4.d. Objective:

      Distinguish between facts and opinions

    • 6.A.4.e. Objective:

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

    • 6.A.4.f. Objective:

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

    • 6.A.4.g. Objective:

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

    • 6.A.4.h. Objective:

      Connect the text to prior knowledge or personal experiences

    • 6.A.4.i. Objective:

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

• 6.B. Topic / Indicator:

  Write to learn and communicate social studies understandings

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

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

    • 6.B.1.a. Objective:

      Identify key ideas

    • 6.B.1.b. Objective:

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

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

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

    • 6.B.2.a. Objective:

      Identify form, audience, topic, and purpose before writing

    • 6.B.2.b. Objective:

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

    • 6.B.2.c. Objective:

      Provide introduction, body, and conclusion

    • 6.B.2.d. Objective:

      Cite sources when paraphrasing, summarizing, and quoting

    • 6.B.2.e. Objective:

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

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

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

    • 6.B.3.a. Objective:

      Identify form, audience, topic, and purpose

    • 6.B.3.b. Objective:

      State a clear opinion or position

    • 6.B.3.c. Objective:

      Modify or refute a position when appropriate

    • 6.B.3.d. Objective:

      Provide reasons and cite reliable supporting evidence

    • 6.B.3.e. Objective:

      Demonstrate understandings of social studies knowledge

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

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

    • 6.B.4.a. Objective:

      Address the topic

    • 6.B.4.b. Objective:

      Provide accurate information

    • 6.B.4.c. Objective:

      Support topic with appropriate details

    • 6.B.4.d. Objective:

      Integrate social studies concepts and skills

• 6.C. Topic / Indicator:

  Ask social studies questions

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

    Identify a topic that requires further study

    • 6.C.1.a. Objective:

      Identify prior knowledge about the topic

    • 6.C.1.b. Objective:

      Pose questions the about the topic

    • 6.C.1.c. Objective:

      Formulate research questions

    • 6.C.1.d. Objective:

      Develop a plan for how to answer questions about the topic

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

    Identify a situation/issue that requires further study

    • 6.C.2.a. Objective:

      Define the situation/issue

    • 6.C.2.b. Objective:

      Identify prior knowledge about the situation/issue

    • 6.C.2.c. Objective:

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

    • 6.C.2.d. Objective:

      Pose questions that elicit higher order thinking responses

    • 6.C.2.e. Objective:

      Formulate research questions

    • 6.C.2.f. Objective:

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

• 6.D. Topic / Indicator:

  Acquire social studies information

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

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

    • 6.D.1.a. Objective:

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

    • 6.D.1.b. Objective:

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

    • 6.D.1.c. Objective:

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

    • 6.D.1.d. Objective:

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

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

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

    • 6.D.2.a. Objective:

      Gather data

    • 6.D.2.b. Objective:

      Make and record observations

    • 6.D.2.c. Objective:

      Design and conduct surveys and oral histories

• 6.E. Topic / Indicator:

  Organize social studies information

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

    Organize information from non-print sources

    • 6.E.1.a. Objective:

      Prioritize information gathered according to importance and relevance

    • 6.E.1.b. Objective:

      Distinguish factual from fictional information

    • 6.E.1.c. Objective:

      Find relationships among gathered information

    • 6.E.1.d. Objective:

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

    • 6.E.1.e. Objective:

      Summarize information obtained from surveys and field work

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

    Organize information from print sources

    • 6.E.2.a. Objective:

      Prioritize information gathered according to importance and relevance

    • 6.E.2.b. Objective:

      Determine the bias and reliability of a source

    • 6.E.2.c. Objective:

      Find relationships among gathered information

    • 6.E.2.d. Objective:

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

• 6.F. Topic / Indicator:

  Analyze social studies information

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

    Interpret information from primary and secondary sources

    • 6.F.1.a. Objective:

      Interpret information in maps, charts and graphs

    • 6.F.1.b. Objective:

      Interpret information from field studies and surveys

    • 6.F.1.c. Objective:

      Analyze a document to determine point of view

    • 6.F.1.d. Objective:

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

    • 6.F.1.e. Objective:

      Identify bias and prejudice

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

    Evaluate information from a variety of sources

    • 6.F.2.a. Objective:

      Compare information from a variety of sources

    • 6.F.2.b. Objective:

      Compare information to prior knowledge

    • 6.F.2.c. Objective:

      Determine the reliability of the document

    • 6.F.2.d. Objective:

      Compare ideas, models, systems, and perspectives

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

    Synthesize information from a variety of sources

    • 6.F.3.a. Objective:

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

    • 6.F.3.b. Objective:

      Reconstruct the arguments of issues or events

    • 6.F.3.c. Objective:

      Assess the costs and benefits of alternatives

    • 6.F.3.d. Objective:

      Modify understandings of social studies concepts and trend

    • 6.F.3.e. Objective:

      Verify or change prior understandings based on new information

• 6.G. Topic / Indicator:

  Answer social studies questions

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

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

    • 6.G.1.a. Objective:

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

    • 6.G.1.b. Objective:

      Engage in civic participation and public discourse

    • 6.G.1.c. Objective:

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

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

    Use historic contexts to answer questions

    • 6.G.2.a. Objective:

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

    • 6.G.2.b. Objective:

      Explain why historic interpretations vary and are subject to change

    • 6.G.2.c. Objective:

      Construct a sound historical interpretation

    • 6.G.2.d. Objective:

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

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

    Use current events/issues to answer questions

    • 6.G.3.a. Objective:

      Summarize the main points of an issue explaining different viewpoints

    • 6.G.3.b. Objective:

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

    • 6.G.3.c. Objective:

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

    • 6.G.3.d. Objective:

      Propose and justify solutions to social studies problems

    • 6.G.3.e. Objective:

      Use media resources to deliberate and advocate issues and policy

ME.B. Content Standard: Civics and Government

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

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

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

  • B.1.a. Grade Level Example:

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

  • B.1.b. Grade Level Example:

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

  • B.1.c. Grade Level Example:

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

  • B.1.d. Grade Level Example:

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

  • B.1.e. Grade Level Example:

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

  • B.1.f. Grade Level Example:

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

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

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

  • B.2.a. Grade Level Example:

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

  • B.2.b. Grade Level Example:

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

  • B.2.c. Grade Level Example:

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

  • B.2.d. Grade Level Example:

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

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

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

  • B.3.a. Grade Level Example:

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

  • B.3.b. Grade Level Example:

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

ME.C. Content Standard: Economics

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

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

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

  • C.1.a. Grade Level Example:

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

  • C.1.b. Grade Level Example:

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

  • C.1.c. Grade Level Example:

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

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

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

  • C.2a. Grade Level Example:

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

  • C.2b. Grade Level Example:

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

ME.D. Content Standard: Geography

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

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

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

  • D.1.a. Grade Level Example:

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

  • D.1.b. Grade Level Example:

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

  • D.1.c. Grade Level Example:

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

  • D.1.d. Grade Level Example:

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

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

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

  • D.2.a. Grade Level Example:

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

  • D.2.b. Grade Level Example:

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

ME.E. Content Standard: History

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

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

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

  • E.1.a. Grade Level Example:

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

  • E.1.b. Grade Level Example:

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

  • E.1.c. Grade Level Example:

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

  • E.1.d. Grade Level Example:

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

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

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

  • E.2.a. Grade Level Example:

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

  • E.2.b. Grade Level Example:

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

  • E.2.c. Grade Level Example:

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

LA.C-M. Content Standard: Civics

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• GLE-M-10. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Explain and evaluate the major purposes of government (C-1A-M1)

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

  Structure and Purposes of Government: Explain the meaning of the term federalism (C-1A-M2)

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

  Structure and Purposes of Government: Distinguish between various forms of government (e.g., monarchy, totalitarian) and describe their characteristics and organization (C-1A-M2)

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

  Structure and Purposes of Government: Explain how separation of powers limits government and describe the U.S. government system of checks and balances (C-1A-M3)

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

  Structure and Purposes of Government: Identify the powers of the U.S. federal government and the powers it shares with state governments according to the U.S. Constitution (C-1A-M3)

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

  Structure and Purposes of Government: Identify the structure and powers of the three branches of the federal government, the limits of those powers, and key positions within each branch (C-1A-M5)

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

  Structure and Purposes of Government: Identify qualifications and terms of office for elected officials at the national level (C-1A-M6)

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

  Structure and Purposes of Government: Identify current government leaders at the national level (C-1A-M6)

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

  Structure and Purposes of Government: Describe the powers/responsibilities and limits of power for government officials at the national level (C-1A-M6)

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

  Structure and Purposes of Government: Explain how a bill becomes law at the federal level (C-1A-M7)

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

  Structure and Purposes of Government: Examine a given law or court ruling and evaluate it based on given criteria (e.g., Dred Scott decision) (C-1A-M7)

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

  Structure and Purposes of Government: Evaluate a type of tax in an historical context (e.g., Stamp Act, Tea Tax) (C-1A-M10)

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

  Foundations of the American Political System: Identify problems the United States faced after the American Revolution that led to the writing of the U.S. Constitution (C-1B-M1)

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

  Foundations of the American Political System: Compare and contrast the Articles of Confederation with the U.S. Constitution (C-1B-M1)

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

  Foundations of the American Political System: Identify the roles of the Continental Congress and the Great Compromise in forming the American constitutional government and the federal union (C-1B-M1)

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

  Foundations of the American Political System: Identify the arguments of the Federalists and Anti-Federalists (C-1B-M1)

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

  Foundations of the American Political System: Explain how historical English documents, such as the Magna Carta and the English Bill of Rights, influenced American democracy (C-1B-M1)

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

  Foundations of the American Political System: Explain how ancient governments influenced American democracy and culture (C-1B-M1)

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

  Foundations of the American Political System: Describe historical experiences and factors that defined, influenced, and helped shape American political culture (C-1B-M2)

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

  Foundations of the American Political System: Define and explain the ideas expressed in the Mayflower Compact and the Declaration of Independence (C-1B-M3)

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

  Foundations of the American Political System: Explain the principles of government embodied in the U.S. Constitution (C-1B-M3)

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

  Foundations of the American Political System: Analyze methods used to institute change or resolve social conflict in U.S. history (e.g., War of 1812, states' rights theory) (C-1B-M4)

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

  Foundations of the American Political System: Explain how changes are made in a democratic society (C-1B-M5)

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

  Foundations of the American Political System: Describe the role of political parties in the American political system (C-1B-M6)

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

  International Relationships: Describe political divisions of the world (nation-states) (C-1C-M1)

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

  International Relationships: Explain various processes/strategies nations use to interact (C-1C-M1)

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

  International Relationships: Explain how U.S. foreign policy is formed and carried out (C-1C-M2)

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

  International Relationships: Identify types of foreign policy issues with reference to current and historical examples (e.g., Middle East conflicts) (C-1C-M3)

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

  Roles of the Citizen: Identify the qualifications or requirements for U.S. citizenship, including naturalization (C-1D-M1)

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

  Roles of the Citizen: Explain the importance of various rights and responsibilities of citizenship to the individual or to society at large (e.g., Bill of Rights) (C-1D-M2)

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

  Roles of the Citizen: Explain issues involving rights and responsibilities of individuals in American society (e.g., rights of individuals with disabilities, responsibility to pay taxes) (C-1D-M3)

LA.E-M. Content Standard: Economics

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  Fundamental Economic Concepts: Use economic concepts (e.g., supply and demand, interdependence) to explain Mercantilism and describe its role in British colonization and the conflict between the thirteen American colonies and Great Britain (E-1A-M9)

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

  Individuals, Households, Businesses, and Governments: Identify U.S. exports and imports that contributed to the U.S economic interdependence with Europe and other parts of the world during the eighteenth and nineteenth centuries (E-1B-M6)

LA.H-M. Content Standard: History

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  Historical Thinking Skills: Construct a timeline of key events and key figures in U.S. history from 1763 to 1877 (H-1A-M1)

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

  Historical Thinking Skills: Interpret a timeline to identify cause-and-effect relationships among events in U.S. history (H-1A-M1)

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

  Historical Thinking Skills: Explain the point of view of key historical figures and groups in U.S. history (H-1A-M2)

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

  Historical Thinking Skills: Explain the causes, effects, or impact of a given historical event in U.S. history (H-1A-M3)

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

  Historical Thinking Skills: Explain how a given historical figure influenced or changed the course of U.S. history (H-1A-M3)

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

  Historical Thinking Skills: Compare and contrast two primary sources related to the same event in U.S. history (H-1A-M4)

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

  Historical Thinking Skills: Propose and defend an alternative course of action to a given issue or problem in U.S. history (H-1A-M5)

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

  Historical Thinking Skills: Conduct historical research using a variety of resources, and evaluate those resources for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6)

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

  United States History: Explain the causes, course, and consequences of the American Revolutionary War (H-1B-M6)

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

  United States History: Compare and contrast the strategies and motivations of the Patriots, Loyalists, and British during the American Revolution (H-1B-M6)

• GLE-M-53. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the role of key figures in the American Revolution (H-1B-M6)

• GLE-M-54. Benchmark / Gle: Grade Level Expectation

  United States History: Explain how the American Revolution affected the politics, society, and economy of the new nation (H-1B-M7)

• GLE-M-55. Benchmark / Gle: Grade Level Expectation

  United States History: Describe the issues involved in the creation and ratification of the U.S. Constitution (H-1B-M8)

• GLE-M-56. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the significance of the Bill of Rights and its specific guarantees (H-1B-M8)

• GLE-M-57. Benchmark / Gle: Grade Level Expectation

  United States History: Describe major events and issues involving early presidencies (H-1B-M8)

• GLE-M-58. Benchmark / Gle: Grade Level Expectation

  United States History: Explain Napoleon's reasons for selling the Louisiana territory to the United States and the impact of that acquisition (H-1B-M9)

• GLE-M-59. Benchmark / Gle: Grade Level Expectation

  United States History: Explain President Madison's reason for declaring war in 1812, the sectional divisions over the war, and the consequences of the Native American alliance with the British (H-1B-M9)

• GLE-M-60. Benchmark / Gle: Grade Level Expectation

  United States History: Describe provisions of the Monroe Doctrine and its influence on U.S. foreign relations (H-1B-M9)

• GLE-M-61. Benchmark / Gle: Grade Level Expectation

  United States History: Explain westward movement of the United States, the changes it created, and its effects on relations with Native Americans (H-1B-M9)

• GLE-M-62. Benchmark / Gle: Grade Level Expectation

  United States History: Explain Manifest Destiny and its economic, political, social, and religious roots (H-1B-M9)

• GLE-M-63. Benchmark / Gle: Grade Level Expectation

  United States History: Describe diplomatic and political developments that led to the resolution of conflicts with Britain, Spain, and Russia from 1815 to 1850 (H-1B-M9)

• GLE-M-64. Benchmark / Gle: Grade Level Expectation

  United States History: Identify the causes, course, and consequences of the Texas War for Independence and the Mexican-American War (H-1B-M9)

• GLE-M-65. Benchmark / Gle: Grade Level Expectation

  United States History: Describe Jacksonian Democracy, the influence of Jackson on the U.S. political system, and Jackson's Indian Removal Policy (H-1B-M10)

• GLE-M-66. Benchmark / Gle: Grade Level Expectation

  United States History: Identify major technological developments related to land, water, and transportation and explain how they transformed the economy, created international markets, and affected the environment (H-1B-M10)

• GLE-M-67. Benchmark / Gle: Grade Level Expectation

  United States History: Analyze national policies on a protective tariff, a national bank, federally funded improvements (e.g., roads, canals, railroads), and educational and prison reforms (H-1B-M10)

• GLE-M-68. Benchmark / Gle: Grade Level Expectation

  United States History: Compare ways of life in northern and southern states and identify factors that caused rapid urbanization and the growth of slavery (H-1B-M10)

• GLE-M-69. Benchmark / Gle: Grade Level Expectation

  United States History: Identify the causes and explain the effects of new waves of immigration prior to the Civil War (H-1B-M10)

• GLE-M-70. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the importance of the Second Great Awakening, the ideas of its principal leaders, and how it affected public education, temperance, women's suffrage, and abolition (H-1B-M11)

• GLE-M-71. Benchmark / Gle: Grade Level Expectation

  United States History: Describe fundamental beliefs of abolitionists and compare positions of those who favored gradual versus immediate emancipation (H-1B-M11)

• GLE-M-72. Benchmark / Gle: Grade Level Expectation

  United States History: Identify the major antebellum reform movements, their leaders, and the movements' effects on the United States (H-1B-M11)

• GLE-M-73. Benchmark / Gle: Grade Level Expectation

  United States History: Describe the economic, social, and cultural differences between the North and South, including the advantages and disadvantages each had at the outbreak of the Civil War (H-1B-M12)

• GLE-M-74. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the impact of the compromises on the issue of slavery and the Dred Scott decision on increasing tensions between the North and South (H-1B-M12)

• GLE-M-75. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the immediate and long-term causes of the secession of the Southern states and the outbreak of the Civil War (H-1B-M12)

• GLE-M-76. Benchmark / Gle: Grade Level Expectation

  United States History: Describe the course of the Civil War, including major turning points and the war's immediate and long-term impact on the North and the South (H-1B-M12)

• GLE-M-77. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the purpose, significance, and results of Lincoln's Emancipation Proclamation (H-1B-M12)

• GLE-M-78. Benchmark / Gle: Grade Level Expectation

  United States History: Describe provisions of the Thirteenth Amendment and Lincoln's reasons for advancing it, as well as the purpose and significance of the Fourteenth and Fifteenth Amendments (H-1B-M12)

• GLE-M-79. Benchmark / Gle: Grade Level Expectation

  United States History: Describe, compare, and evaluate various reconstruction plans of the post-Civil War South (H-1B-M13)

• GLE-M-80. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the growing conflict between Andrew Johnson and Congress, and the reasons for and consequences of his impeachment and trial (H-1B-M13)

• GLE-M-81. Benchmark / Gle: Grade Level Expectation

  United States History: Describe the successes and failures of Reconstruction, as well as its impact on the South (H-1B-M13)

• GLE-M-82. Benchmark / Gle: Grade Level Expectation

  United States History: Explain how the presidential election of 1876 led to the Compromise of 1877 and brought about an end to Reconstruction in the South (H-1B-M13)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

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

  • 1.1. Ae / Skills & Concepts / Organizer:

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

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

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

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

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

  • 1.10. Ae / Skills & Concepts / Organizer:

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

  • 1.11. Ae / Skills & Concepts / Organizer:

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

  • 1.12. Ae / Skills & Concepts / Organizer:

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

  • 1.13. Ae / Skills & Concepts / Organizer:

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

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

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

• AE.2. Goal / Understandings / Subdomain:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• SS-07-1. Goal / Understandings / Subdomain: Government and Civics

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

  • SS-07-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-07-1.1. Standard:

      Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D. DOK 2

    • SS-07-1.1. Standard:

      Students will describe and give examples to support how some early civilizations (Greece, Rome) practiced democratic principles (e.g., justice, equality, responsibility, freedom). DOK 3

• SS-07-2. Goal / Understandings / Subdomain: Cultures and Societies

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

  • SS-07-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-07-2.1. Standard:

      Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives. DOK 2

  • SS-07-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-07-2.2. Standard:

      Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

  • SS-07-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-07-2.3. Standard:

      Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

    • SS-07-2.3. Standard:

      Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

• SS-07-3. Goal / Understandings / Subdomain: Economics

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

  • SS-07-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-07-3.1. Standard:

      Students will explain and give examples of how scarcity required individuals, groups and governments in early civilizations prior to 1500 A.D. to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2

  • SS-07-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-07-3.4. Standard:

      Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in early civilizations prior to 1500 A.D. DOK 2

    • SS-07-3.4. Standard:

      Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D. DOK 2

• SS-07-4. Goal / Understandings / Subdomain: Geography

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

  • SS-07-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-07-4.1. Standard:

      Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth's surface in early civilizations prior to 1500 A.D. DOK 3

    • SS-07-4.1. Standard:

      Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D.

  • SS-07-4.2. Ae / Skills & Concepts / Organizer:

    Regions

    • SS-07-4.2. Standard:

      Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2

    • SS-07-4.2. Standard:

      Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources and knowledge became available. DOK 2

  • SS-07-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-07-4.3. Standard:

      Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human needs. DOK 2

    • SS-07-4.3. Standard:

      Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in early civilizations prior to 1500 A.D. DOK 3

  • SS-07-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-07-4.4. Standard:

      Students will explain how technology in early civilizations prior to 1500 A.D. assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment. DOK 2

    • SS-07-4.4. Standard:

      Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D. DOK 2

    • SS-07-4.4. Standard:

      Students will explain how the natural resources of a place or region impact its political, social and economic development in early civilizations prior to 1500 A.D.

• SS-07-5. Goal / Understandings / Subdomain: Historical Perspective

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

  • SS-07-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-07-5.1. Standard:

      Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D. DOK 3

    • SS-07-5.1. Standard:

      Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. DOK 3

  • SS-07-5.3. Ae / Skills & Concepts / Organizer:

    The History of the World

    • SS-07-5.3. Standard:

      Students will explain and give examples of how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies as they settled into organized civilizations. DOK 2

    • SS-07-5.3. Standard:

      Students will describe the rise of classical civilizations and empires (Greece and Rome) and explain how these civilizations had lasting impacts on the world in government, philosophy, architecture, art, drama and literature. DOK 3

    • SS-07-5.3. Standard:

      Students will describe the rise of non-Western cultures (e.g., Egyptian, Chinese, Indian, Persian) and explain ways in which these cultures influenced government, philosophy, art, drama and literature in the present day. DOK 3

    • SS-07-5.3. Standard:

      Students will describe developments during the Middle Ages (feudalism, nation states, monarchies, religious institutions, limited government, trade, trade associations, capitalism) and give examples of how these developments influenced modern societies. DOK 3

    • SS-07-5.3. Standard:

      Students will explain how the Age of Exploration (early civilizations prior to 1500 A.D.) produced extensive contact among isolated cultures and explain the impact of this contact.

KS.2. Standard: Economics

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

• 2.1. Benchmark:

  The student understands how limited resources require choices.

  • 2.1.1. Indicator / Proficiency Level: (K) The student identifies substitutes and complements for selected goods and services (e.g., substitutes

    sod houses vs. wood houses, wagons vs. railroads; complements: trains and rails, wagons and wheels).

  • 2.1.2. Indicator / Proficiency Level:

    (K) The student explains that how people choose to use resources has both present and future consequences.

• 2.2. Benchmark:

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

  • 2.2.1. Indicator / Proficiency Level:

    (A) The student analyzes the impact of inflation or deflation on the value of money and people's purchasing power (e.g., cattle towns, mining towns, time of 'boom', time of depression).

• 2.3. Benchmark:

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

  • 2.3.1. Indicator / Proficiency Level:

    (A) The student describes examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rates, war, boycotts, embargos).

  • 2.3.2. Indicator / Proficiency Level:

    (K) The student explains the costs and benefits of trade between people across nations (e.g., job loss vs. cheaper prices, environmental costs vs. wider selection of goods and services).

  • 2.3.3. Indicator / Proficiency Level:

    (A) The student gives examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rate, war, boycotts, embargos).

  • 2.3.4. Indicator / Proficiency Level:

    (A) The student gives examples of how tariffs, quotas, and other trade barriers affect consumers and the prices of goods (e.g., a country fearful of purchasing Kansas beef for fear of disease, tariffs on Kansas wheat).

• 2.4. Benchmark:

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

  • 2.4.1. Indicator / Proficiency Level:

    (K) The student identifies goods and services provided by local, state, and national governments (e.g., transportation, education, defense).

  • 2.4.2. Indicator / Proficiency Level:

    (A) The student examines relationship between local and state revenues and expenditures (e.g., school bonds, sales tax, property tax, teacher salaries, curbs and gutters, police force).

• 2.5. Benchmark:

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

  • 2.5.1. Indicator / Proficiency Level:

    (A) The student compares the benefits and costs of spending, saving, or borrowing decisions based on information about products and services.

  • 2.5.2. Indicator / Proficiency Level:

    (K) The student explains how an individual's income will differ in the labor market depending on supply of and demand for his/her human capital (e.g., skills, abilities, and/or education level).

KS.3. Standard: Geography

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

• 3.1. Benchmark: Geographic Tools and Location

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

  • 3.1.1. Indicator / Proficiency Level:

    (K) The student locates major political and physical features of Earth from memory and describes the relative location of those features (e.g., see Appendix 2 for list of items).

  • 3.1.2. Indicator / Proficiency Level:

    (A) The student develops and uses different kinds of maps, globes, graphs, charts, databases, and models.

  • 3.1.3. Indicator / Proficiency Level: (A) The student uses mental maps of Kansas to answer questions about the location of physical and human features (e.g., drier in the West; major rivers; population centers; major cities

    Topeka, Wichita, Hays, Dodge City, Kansas City; major interstates and highways: I-70, US 56).

  • 3.1.4. Indicator / Proficiency Level:

    (A) The student selects and explains reasons for using different geographic tools, graphic representation, and/or technologies to analyze selected geographic problems (e.g., map projections, aerial photographs, satellite images, geographic information systems).

  • 3.1.5. Indicator / Proficiency Level:

    (A) The student uses geographic tools, graphic representation, and/or technologies to pose and answer questions about past and present spatial distributions and patterns (e.g., mountain ranges, river systems, field patterns, settlements, transportation routes).

• 3.2. Benchmark: Places and Regions

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

  • 3.2.1. Indicator / Proficiency Level:

    (A) The student identifies and compares the physical characteristics of world regions (e.g., locations, landscape, climate, vegetation, resources).

  • 3.2.2. Indicator / Proficiency Level:

    (A) The student identifies and compares the human characteristics of world regions (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).

  • 3.2.3. Indicator / Proficiency Level:

    (K) The student identifies and explains how Kansas, United States, and world regions are interdependent (e.g., through trade, diffusion of ideas, human migration, international conflicts and cooperation).

  • 3.2.4. Indicator / Proficiency Level: (K) The student identifies the various physical and human criteria that can be used to define a region (e.g., physical

    mountain, coastal, climate; human: religion, ethnicity, language, economic, government).

  • 3.2.5. Indicator / Proficiency Level:

    (K) The student identifies ways technology or culture has influenced regions (e.g., perceptions of resource availability, dominance of specific regions, economic development).

  • 3.2.6. Indicator / Proficiency Level:

    (A) The student explains the effects of a label on the image of a region (e.g., Tornado Alley, Sun Belt, The Great 'American' Desert).

• 3.3. Benchmark: Physical Systems

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

  • 3.3.1. Indicator / Proficiency Level:

    (K) The student explains how earth-sun relationships affect earth's physical processes and create physical patterns (e.g., latitude regions, climate regions, distribution of solar energy, ocean currents).

  • 3.3.2. Indicator / Proficiency Level:

    (K) The student explains patterns in the physical environment in terms of physical processes (e.g., tectonic plates, glaciation, erosion and deposition, hydrologic cycle, ocean and atmospheric circulation).

  • 3.3.3. Indicator / Proficiency Level: (K) The student describes the characteristics of ecosystems in terms of their biodiversity (e.g., biodiversity

    food chains, plant and animal communities; ecosystems: grasslands, temperate forests, tropical rainforests, deserts, tundra, wetlands, and marine environments).

  • 3.3.4. Indicator / Proficiency Level:

    (K) The student explains the challenges faced by ecosystems (e.g., effects of shifting cultivation, contamination of coastal waters, rainforest destruction, desertification, deforestation, overpopulation, natural disasters).

• 3.4. Benchmark: Human Systems

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

  • 3.4.1. Indicator / Proficiency Level:

    (A) The student describes and analyzes population characteristics through the use of demographic concepts (e.g., population pyramids, birth/death rates, population growth rates, migration patterns).

  • 3.4.2. Indicator / Proficiency Level:

    (K) The student explains how the spread of cultural elements results in distinctive cultural landscapes (e.g., religion, language, customs, ethnic neighborhoods, foods).

  • 3.4.3. Indicator / Proficiency Level:

    (K) The student identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade networks and organizations).

• 3.5. Benchmark: Human-Environment Interactions

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

  • 3.5.1. Indicator / Proficiency Level:

    (K) The student identifies ways in which technologies have modified the physical environment of various world cultures (e.g., dams, levees, aqueducts, irrigation, roads, bridges, plow).

  • 3.5.2. Indicator / Proficiency Level:

    (K) The student describes the consequences of having or not having particular resources (e.g., resource movement and consumption, relationship between access to resources and living standards, relationship between competition for resources and world conflicts).

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

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

• 4.1. Benchmark:

  The student understands individuals, groups, ideas, events, and developments during the period before settlement in pre-territorial Kansas (pre 1854).

  • 4.1.1. Indicator / Proficiency Level:

    (A) The student compares and contrasts nomadic and sedentary tribes in Kansas (e.g., food, housing, art, customs).

  • 4.1.2. Indicator / Proficiency Level:

    (A) The student describes the social and economic impact of Spanish, French and American explorers and traders on the Indian tribes in Kansas.

  • 4.1.3. Indicator / Proficiency Level:

    (K) The student explains how Stephen H. Long's classification of Kansas as the 'Great American Desert' influenced later United States government policy on American Indian relocation.

  • 4.1.4. Indicator / Proficiency Level:

    (A) The student analyzes the impact of the Indian Removal Act of 1830 on the way of life for emigrant Indian tribes relocated to Kansas (e.g., loss of land and customary resources, disease and starvation, assimilation, inter-tribal conflict).

  • 4.1.5. Indicator / Proficiency Level:

    (K) The student describes the role of early Kansas forts in carrying out the United States government's policies in regards to relocated Indian tribes and travel on the Santa Fe and Oregon-California trails (e.g., Fort Leavenworth, Fort Scott, Fort Larned, and Fort Riley).

• 4.2. Benchmark:

  The student understands individuals, groups, ideas, events, and developments during Kansas territory and the Civil War (1854-1865).

  • 4.2.1. Indicator / Proficiency Level:

    (A) The student describes the concept of popular sovereignty under the Kansas-Nebraska Act and its impact on developing a state constitution.

  • 4.2.2. Indicator / Proficiency Level:

    (K) The student describes how the dispute over slavery shaped life in Kansas Territory (e.g., border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free-staters, abolitionists).

  • 4.2.3. Indicator / Proficiency Level:

    (A) The student analyzes the importance of 'Bleeding Kansas' to the rest of the United States in the years leading up to the Civil War (e.g., national media attention, caning of Senator Charles Sumner, Emigrant Aid Societies, Beecher Bible and Rifle Colony, poems of John Greenleaf Whittier, John Brown).

  • 4.2.4. Indicator / Proficiency Level:

    (K) The student describes the role of important individuals during the territorial period (e.g., Charles Robinson, James Lane, John Brown, Clarina Nichols, Samuel Jones, David Atchison, Andrew H. Reeder).

  • 4.2.5. Indicator / Proficiency Level:

    (A) The student analyzes the Wyandotte Constitution with respect to the civil rights of women and African Americans.

  • 4.2.6. Indicator / Proficiency Level:

    (K) The student describes important events in Kansas during the Civil War (e.g., Quantrill's Raid on Lawrence, the Battle of Mine Creek, recruitment of volunteer regiments).

• 4.3. Benchmark:

  The student understands individuals, groups, ideas, events, and developments during the period of expansion and development in Kansas (1860s - 1870s).

  • 4.3.1. Indicator / Proficiency Level:

    (K) The student describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises).

  • 4.3.2. Indicator / Proficiency Level:

    (K) The student describes the United States government's purpose for establishing frontier military forts in Kansas (e.g., protection of people, land, resources).

  • 4.3.3. Indicator / Proficiency Level:

    (A) The student determines the significance of the cattle drives in post-Civil War Kansas and their impact on the American identity (e.g., Chisholm Trail, cowboys, cattle towns).

  • 4.3.4. Indicator / Proficiency Level:

    (A) The student traces the migration patterns of at least one European ethnic group to Kansas (e.g., English, French, Germans, German-Russians, Swedes).

  • 4.3.5. Indicator / Proficiency Level:

    (K) The student describes the reasons for the Exoduster movement from the South to Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise of Jim Crow laws in the South, promotions of Benjamin 'Pap' Singleton).

  • 4.3.6. Indicator / Proficiency Level:

    (K) The student explains the impact of government policies and the expansion of the railroad on settlement and town development (e.g., preemption, Homestead Act, Timber Claim Act, railroad lands).

  • 4.3.7. Indicator / Proficiency Level:

    (A) The student uses primary source documents to determine the challenges faced by settlers and their means of adaptations (e.g., drought, depression, grasshoppers, lack of some natural resources, isolation).

• 4.4. Benchmark:

  The student understands individuals, groups, ideas, events, and developments during the period of reform in Kansas (1880s - 1920s).

  • 4.4.1. Indicator / Proficiency Level:

    (A) The student describes the movement for women's suffrage and its effect on Kansas politics (e.g., the fight for universal suffrage, impact of women on local elections).

  • 4.4.2. Indicator / Proficiency Level:

    (K) The student describes the development of Populism in Kansas (e.g., disillusionment with big Eastern business, railroads, government corruption, high debts and low prices for farmers).

  • 4.4.3. Indicator / Proficiency Level:

    (K) The student explains the accomplishments of the Progressive movement in Kansas (e.g. election and government reforms, labor reforms, public health campaigns, regulation of some businesses).

  • 4.4.4. Indicator / Proficiency Level: (K) The student analyzes the impact of Kansas reformers on the nation (e.g., Populists

    Mary E. Lease, Annie Diggs, William Peffer, 'Sockless' Jerry Simpson; Progressives: Carry A. Nation, Samuel Crumbine, William Allen White, Socialists: J.A. Wayland, Kate Richards O'Hare, Emanuel and Marcet Haldeman-Julius).

  • 4.4.5. Indicator / Proficiency Level:

    (K) The student describes the significance of farm mechanization in Kansas (e.g., increased farm size and production, specialized crops, population redistribution).

  • 4.4.6. Indicator / Proficiency Level:

    (A) The student explains the significance of the work of entrepreneurial Kansans in the aviation industry (e.g., Alvin Longren, Clyde Cessna, Walter and Olive Beech, Lloyd Stearman).

  • 4.4.7. Indicator / Proficiency Level:

    (A) The student describes the contributions made by Mexican immigrants to agriculture and the railroad industry.

• 4.5. Benchmark:

  The student understands individuals, groups, ideas, events, and developments in Kansas during the Great Depression and World War II. (1930s - 1940s).

  • 4.5.1. Indicator / Proficiency Level:

    (A) The student compares agricultural practices before and after the dust storms of the 1930s (e.g., rotation of crops, shelter belts, irrigation, terracing, stubble mulch).

  • 4.5.2. Indicator / Proficiency Level:

    (A) The student uses local resources to describe conditions in his/her community during the Great Depression.

  • 4.5.3. Indicator / Proficiency Level:

    (A) The student researches the contributions of Kansans during the 1930s & 1940s (e.g., Amelia Earhart, Osa and Martin Johnson, Glenn Cunningham, Walter Chrysler, Langston Hughes, John Steuart Curry, Dwight Eisenhower, Alf Landon, Arthur Capper, Birger Sandzen).

  • 4.5.4. Indicator / Proficiency Level:

    (K) The student summarizes the effects of New Deal programs on Kansas life.

  • 4.5.5. Indicator / Proficiency Level:

    (K) The student explains how World War II acted as a catalyst for change in Kansas (e.g., women entering work force, increased mobility, changing manufacturing practices).

• 4.6. Benchmark:

  The student understands individuals, groups, ideas, events, and developments in contemporary Kansas (since 1950).

  • 4.6.1. Indicator / Proficiency Level:

    (K) The student analyzes the concept of 'separate but equal is inherently unequal' in regards to the Supreme Court case Brown vs. Topeka Board of Education and how it continues to impact the nation.

  • 4.6.2. Indicator / Proficiency Level:

    (K) The student describes major flood control projects in the 1950s.

  • 4.6.3. Indicator / Proficiency Level:

    (A) The student describes the role of Kansas culture in the dramas of Pulitzer prize-winning playwright William Inge and the writings, photos, and films of Gordon Parks.

  • 4.6.4. Indicator / Proficiency Level:

    (A) The student analyzes the effect of rural depopulation and increased urbanization and suburbanization on Kansas.

  • 4.6.5. Indicator / Proficiency Level:

    (K) The student explains the reasons Southeast Asians immigrated to Kansas after 1975 (e.g., church, community, organizations, jobs, the fall of Southeast Asian governments).

  • 4.6.6. Indicator / Proficiency Level:

    (K) The student identifies issues facing Kansas state government in the 2000s (e.g., economic diversity, global economy, water issues, school funding).

• 4.7. Benchmark:

  The student engages in historical thinking skills.

  • 4.7.1. Indicator / Proficiency Level:

    (A) The student analyzes changes over time to make logical inferences concerning cause and effect by examining a topic in Kansas history.

  • 4.7.2. Indicator / Proficiency Level:

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

  • 4.7.3. Indicator / Proficiency Level:

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

  • 4.7.4. Indicator / Proficiency Level:

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

IL.15. State Goal / Strand: Economics

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

• 15.A. State Goal / Learning Standard:

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

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

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

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

    Explain the relationship between productivity and wages.

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

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

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

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

• 15.B. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by consumers.

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

    Describe the market clearing price of a good or service.

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

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

• 15.C. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by producers.

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

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

• 15.D. State Goal / Learning Standard:

  Understand trade as an exchange of goods or services.

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

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

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

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

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

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

• 15.E. State Goal / Learning Standard:

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

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

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

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

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

IL.16. State Goal / Strand: History

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

• 16.A. State Goal / Learning Standard:

  Apply the skills of historical analysis and interpretation.

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

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

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

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

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

    Identify the differences between historical fact and interpretation.

• 16.B. State Goal / Learning Standard:

  Understand the development of significant political events.

  • 16.B.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period.

  • 16.B.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain how and why the colonies fought for their independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution.

  • 16.B.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions.

  • 16.B.3d. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe ways in which the United States developed as a world political power.

  • 16.B.3e. Learning Standard / Performance Descriptor: World History

    Compare the political characteristics of Greek and Roman civilizations with non-Western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE.

  • 16.B.3f. Learning Standard / Performance Descriptor: World History

    Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the T'ang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE.

  • 16.B.3g. Learning Standard / Performance Descriptor: World History

    Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.

  • 16.B.3h. Learning Standard / Performance Descriptor: World History

    Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE.

• 16.C. State Goal / Learning Standard:

  Understand the development of economic systems.

  • 16.C.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe economic motivations that attracted Europeans and others to the Americas, 1500-1750.

  • 16.C.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present.

  • 16.C.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how economic developments and government policies after 1865 affected the country's economic institutions including corporations, banks and organized labor.

  • 16.C.3d. Learning Standard / Performance Descriptor: World History

    Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor, commercialization, urbanization and technological and scientific progress.

  • 16.C.3e. Learning Standard / Performance Descriptor: World History

    Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans.

  • 16.C.3f. Learning Standard / Performance Descriptor: World History

    Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present.

• 16.D. State Goal / Learning Standard:

  Understand Illinois, United States and world social history.

  • 16.D.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19th century.

  • 16.D.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century.

  • 16.D.3c. Learning Standard / Performance Descriptor: World History

    Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading.

• 16.E. State Goal / Learning Standard:

  Understand Illinois, United States and world environmental history.

  • 16.E.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to 1818.

  • 16.E.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how the largely rural population of the United States adapted, used and changed the environment after 1818.

  • 16.E.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the impact of urbanization and suburbanization, 1850 - present, on the environment.

  • 16.E.3d. Learning Standard / Performance Descriptor: World History

    Describe how the people of the Huang He, Tigris-Euphrates, Nile and Indus river valleys shaped their environments during the agricultural revolution, 4000 - 1000 BCE.

  • 16.E.3e. Learning Standard / Performance Descriptor: World History

    Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE - 1500 CE.

IL.17. State Goal / Strand: Geography

Understand world geography and the effects of geography on society, with an emphasis on the United States.

• 17.A. State Goal / Learning Standard:

  Locate, describe and explain places, regions and features on the Earth.

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

    Explain how people use geographic markers and boundaries to analyze and navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).

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

    Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

• 17.B. State Goal / Learning Standard:

  Analyze and explain characteristics and interactions on the Earth's physical systems.

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

    Explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources.

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

    Explain how changes in components of an ecosystem affect the system overall.

• 17.C. State Goal / Learning Standard:

  Understand relationships between geographic factors and society.

  • 17.C.3a. Learning Standard / Performance Descriptor:

    Explain how human activity is affected by geographic factors.

  • 17.C.3b. Learning Standard / Performance Descriptor:

    Explain how patterns of resources are used throughout the world.

  • 17.C.3c. Learning Standard / Performance Descriptor:

    Analyze how human processes influence settlement patterns including migration and population growth.

• 17.D. State Goal / Learning Standard:

  Understand the historical significance of geography.

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

    Explain how and why spatial patterns of settlement change over time.

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

    Explain how interactions of geographic factors have shaped present conditions.

IL.18. State Goal / Strand: Social Systems

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

• 18.A. State Goal / Learning Standard:

  Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

  • 18.A.3. Learning Standard / Performance Descriptor:

    Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.

• 18.B. State Goal / Learning Standard:

  Understand the roles and interactions of individuals and groups in society.

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

    Analyze how individuals and groups interact with and within institutions (e.g., educational, military).

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

    Explain how social institutions contribute to the development and transmission of culture.

• 18.C. State Goal / Learning Standard:

  Understand how social systems form and develop over time.

  • 18.C.3a. Learning Standard / Performance Descriptor:

    Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights).

  • 18.C.3b. Learning Standard / Performance Descriptor:

    Explain how diverse groups have contributed to U.S. social systems over time.