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

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

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

• Era: Three Worlds Meet (Beginnings to 1620)

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

• Era: Colonization and Settlement (1585-1763)

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

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

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

• Era: Expansion and Reform (1801-1861)

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

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

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

Social Studies Standard 6.2—World History/Global Studies

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

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

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

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

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

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

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

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

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

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

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

• Active citizens in the 21st century:

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

• A: Civics, Government, and Human Rights

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

• B: Geography, People, and the Environment

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

• C: Economics, Innovation, and Technology

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

• D: History, Culture, and Perspectives

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

Social Studies Skills

Essential Question:

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

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

(Note: For grades 7–12, Utah provides standards by course, instead of by grade level. Courses to be covered in grades 7–12 are Utah Studies, U.S. History I, U.S. History II, Geography for Life, World Civilizations, and U.S. Government and Citizenship.

Utah public schools have also adopted the Common Core Standards for Reading for Literacy in History/Social Studies and Writing for Literacy in History/Social Studies for grades 6–12.)

• UT.1. Standard: Utah Studies

  Students will understand the interaction between Utah's geography and its inhabitants.

  • 1.1. Objective:

    Investigate the relationship between physical geography and Utah's settlement, land use, and economy.

    • 1.1.a. Indicator:

      Read and interpret a variety of maps.

    • 1.1.b. Indicator:

      Identify the physical features and regions of Utah.

    • 1.1.c. Indicator:

      Compare and contrast the relationship between physical features and regions to settlement, land use, and the economy.

  • 1.2. Objective:

    Examine the interrelationship between Utah's climate, location, landforms, and life.

    • 1.2.a. Indicator:

      Describe how latitude, elevation, and distance from the ocean influence Utah's climate.

    • 1.2.b. Indicator:

      Explain how mountains, valleys, and bodies of water affect climate.

    • 1.2.c. Indicator:

      Assess how climate influences life in Utah.

    • 1.2.d. Indicator:

      Explain how natural forces shape the living environment and landscape.

    • 1.2.e. Indicator:

      Investigate how natural forces shape the local environments.

    • 1.2.f. Indicator:

      Predict how natural forces affect environments; e.g., earthquakes, volcanic action, mudslides, flooding, erosion.

  • 1.3. Objective:

    Assess how natural resources sustain and enhance people's lives.

    • 1.3.a. Indicator:

      Recognize the impact of water, minerals, wildlife, and forests on people.

    • 1.3.b. Indicator:

      Distinguish between renewable and non-renewable resources.

    • 1.3.c. Indicator:

      Analyze how natural resources improve the quality of life.

    • 1.3.d. Indicator:

      Assess the importance of protecting and preserving natural resources.

  • 1.4. Objective:

    Examine how people affect the geography of Utah.

    • 1.4.a. Indicator:

      Identify Utah's counties and cities.

    • 1.4.b. Indicator:

      Assess how people change the landscape.

    • 1.4.c. Indicator:

      Examine how altered landscapes affect people.

• UT.2. Standard: Utah Studies

  Students will understand the contributions of Native American Indians, explorers, and Utah's pioneers.

  • 2.1. Objective:

    Examine the contributions of Native American Indians to the culture of Utah.

    • 2.1.a. Indicator:

      Identify prehistoric and historic Native American Indian groups.

    • 2.1.b. Indicator:

      Examine the interrelationship between each culture and its environment.

    • 2.1.c. Indicator:

      Investigate spiritual, artistic, architectural, and oral traditions of Utah's Native American Indians; e.g., languages, storytelling, pottery, basketry, weaving, beadwork, and dwellings.

    • 2.1.d. Indicator:

      Identify how Native American Indian heritage influences Utah today.

  • 2.2. Objective:

    Investigate the importance of explorers to Utah's settlement.

    • 2.2.a. Indicator:

      Explain the contributions of the Spanish, mountain men, government, and scientific explorers.

    • 2.2.b. Indicator:

      Identify other explorers who contributed to our understanding of Utah.

  • 2.3. Objective:

    Describe the significance of pioneers in Utah history.

    • 2.3.a. Indicator:

      Explain the reasons for the Mormon migration to Utah.

    • 2.3.b. Indicator:

      Explore the pattern of Mormon settlement throughout the West.

    • 2.3.c. Indicator:

      Recognize how the Mormon pioneers' heritage influences Utah today.

    • 2.3.d. Indicator:

      Investigate the contributions of Utah's 'new pioneers', i.e., ethnic/multicultural/religious/scientific/technological groups.

• UT.3. Standard: Utah Studies

  Students will understand the relationship between government and the people of Utah.

  • 3.1. Objective:

    Examine Utah's struggle for statehood.

    • 3.1.a. Indicator:

      Compare and contrast territorial and state government organization.

    • 3.1.b. Indicator:

      Explain the benefits of statehood over territorial government.

    • 3.1.c. Indicator:

      Examine the unique relationship between the sovereign Native American Indian nations, the United States government and the Utah State government.

    • 3.1.d. Indicator:

      Investigate how government services affect the residents of the state.

  • 3.2. Objective:

    Examine the structure and function of city, county, and state governments.

    • 3.2.a. Indicator:

      Explain the role of the legislative, executive, and judicial branches in state government.

    • 3.2.b. Indicator:

      Assess the similarities and differences among the levels of local government.

    • 3.2.c. Indicator:

      Identify local officials and their responsibilities.

    • 3.2.d. Indicator:

      Research services that are provided by each level of government; i.e., city, county, township.

  • 3.3. Objective:

    Assess the rights and responsibilities of citizenship.

    • 3.3.a. Indicator:

      Compare and contrast the United States and Utah Constitutions.

    • 3.3.b. Indicator:

      Explain the rights and responsibilities of good citizens.

    • 3.3.c. Indicator:

      Investigate how individuals can be involved in the political process.

• UT.4. Standard: Utah Studies

  Students will understand the diverse ways people make a living in Utah.

  • 4.1. Objective:

    Explore the components of Utah's economy.

    • 4.1.a. Indicator:

      Identify the multiple components of Utah's economy; e.g., government, agriculture, mining, tourism, high tech industry.

    • 4.1.b. Indicator:

      Investigate Utah's global trade interdependence.

    • 4.1.c. Indicator:

      Research important segments of the local economy.

    • 4.1.d. Indicator:

      Assess factors that attract people and businesses to locate in Utah.

  • 4.2. Objective:

    Investigate the past and present role of agriculture in Utah.

    • 4.2.a. Indicator:

      Identify the importance of farming and ranching to Utah's economy.

    • 4.2.b. Indicator:

      Explain the impact of the Great Depression on farmers and agriculture.

    • 4.2.c. Indicator:

      Investigate how agriculture has diversified and improved over time.

    • 4.2.d. Indicator:

      Examine the cultural legacy of agriculture in Utah.

  • 4.3. Objective:

    Examine aspects that have broadened Utah's economy.

    • 4.3.a. Indicator:

      Investigate the role of mining in Utah.

    • 4.3.b. Indicator:

      Examine the railroad's impact on Utah.

    • 4.3.c. Indicator:

      Explain the impact of military installations.

    • 4.3.d. Indicator:

      Assess the development of heavy and high tech industries.

  • 4.4. Objective:

    Investigate the current status of Utah's economy.

    • 4.4.a. Indicator:

      Examine the role of recreation and tourism in Utah.

    • 4.4.b. Indicator:

      Outline the role of labor unions.

    • 4.4.c. Indicator:

      Explain the effects of private, state, and federal land ownership on land use; i.e., parks, forests, trust lands, etc.

• UT.5. Standard: Utah Studies

  Students will understand the diverse nature of Utah's peoples and cultures.

  • 5.1. Objective:

    Assess the cultural diversity of Utah.

    • 5.1.a. Indicator:

      Recognize the unique lifestyles of various cultural or ethnic groups in the local community.

    • 5.1.b. Indicator:

      Explain the role of immigration in changing Utah society.

    • 5.1.c. Indicator:

      Research the ways people maintain and preserve cultural identity; e.g., language, custom, holidays, tradition.

    • 5.1.d. Indicator:

      Explain the issues immigrants encounter in adapting to life in Utah.

  • 5.2. Objective:

    Investigate the contributions of Utah's religious and ethnic groups, including Native American Indians.

    • 5.2.a. Indicator:

      Identify Utah's religious and ethnic groups.

    • 5.2.b. Indicator:

      Explain the reasons Utah's religious and ethnic groups settled in Utah.

    • 5.2.c. Indicator:

      Explain the benefits each ethnic and religious group adds to Utah's society.

    • 5.2.d. Indicator:

      Investigate how Utah's religious and ethnic groups adapt and interact.

  • 5.3. Objective:

    Assess the diverse cultural and recreational opportunities available in Utah.

    • 5.3.a. Indicator:

      Examine Utah arts opportunities in the areas of dance, music, theater, and visual arts.

    • 5.3.b. Indicator:

      Investigate recreational opportunities in Utah.

• UT.6. Standard: Utah Studies

  Students will understand the impact of major contemporary events that concern the land and people of Utah.

  • 6.1. Objective:

    Identify and investigate major contemporary events that affect individuals, institutions, and society.

    • 6.1.a. Indicator:

      Examine different points of view on important events; e.g., points of view on land, politics.

    • 6.1.b. Indicator:

      Identify the impact each point of view may have on the state.

    • 6.1.c. Indicator:

      Investigate the avenues available for individual or community involvement.

• UT.1. Standard: U.S. History I

  Students will interpret the role of geography in shaping United States history.

  • 1.1. Objective:

    Determine how geography affected the development of the United States.

    • 1.1.a. Indicator:

      Identify the five themes of geography; i.e., location, place, human-environmental interaction, movement, and region.

    • 1.1.b. Indicator:

      Apply the five themes of geography as they relate to the development of the United States.

  • 1.2. Objective:

    Utilize geographic skills as they relate to the study of the United States.

    • 1.2.a. Indicator:

      Locate the major physical features, including the plains, major rivers, bodies of water, mountain ranges, and continents.

    • 1.2.b. Indicator:

      Locate the major political features, including countries, regions, and states.

    • 1.2.c. Indicator:

      Apply map and globe skills to the study of United States history; e.g., direction, legend, scale, grid coordinates.

• UT.2. Standard: U.S. History I

  Students will investigate the relationship between events of different time periods.

  • 2.1. Objective:

    Develop an awareness of current events.

    • 2.1.a. Indicator:

      Use print and broadcast media to acquire an awareness of current events.

    • 2.1.b. Indicator:

      Recognize the difference between fact and opinion, and discern bias in the media.

  • 2.2. Objective:

    Analyze how contemporary concerns and events affect and are affected by history.

    • 2.2.a. Indicator:

      Apply knowledge of historical events to recent major events.

    • 2.2.b. Indicator:

      Utilize contemporary news to discuss past events.

• UT.3. Standard: U.S. History I

  Students will understand the changes caused by European exploration in the Americas.

  • 3.1. Objective:

    Explore life among the various American Indian nations prior to European exploration of the New World.

    • 3.1.a. Indicator:

      Identify the major regional American Indian nations of North America.

    • 3.1.b. Indicator:

      Examine the cultures of American Indian nations; e.g., languages, beliefs, traditions, and lifestyles.

  • 3.2. Objective:

    Analyze the reasons for European exploration.

    • 3.2.a. Indicator:

      Explain the economic reasons behind exploration; e.g., trade routes, discoveries of fine goods in the East, search for raw materials.

    • 3.2.b. Indicator:

      Examine the political reasons behind exploration; e.g., empire building, European rivalries.

    • 3.2.c. Indicator:

      Investigate the social reasons behind exploration; e.g., spreading ideas and beliefs, seeking religious freedoms.

    • 3.2.d. Indicator:

      Identify key individuals who contributed to European exploration; e.g. Columbus, Cartier, Cabot, Hudson.

  • 3.3. Objective:

    Assess the impact of European exploration on African slaves and American Indian nations.

    • 3.3.a. Indicator:

      Examine the reasons for slavery in the New World; e.g., cotton, sugar, tobacco.

    • 3.3.b. Indicator:

      Trace the beginnings of the slave trade in the Americas.

    • 3.3.c. Indicator:

      Investigate the transportation of African slaves to the Americas; i.e., triangular trade routes, the middle passage.

    • 3.3.d. Indicator:

      Explore the impact of the Europeans and the resulting destruction of American Indian cultures; e.g., the Spanish Conquistadors, disease brought by Europeans, European settlement.

• UT.4. Standard: U.S. History I

  Students will analyze European colonization and settlement of North America.

  • 4.1. Objective:

    Explain where and why European countries colonized North America, e.g., the Netherlands, England, France, Spain.

    • 4.1.a. Indicator:

      Identify motives for exploration; e.g., religion, expansion, trade, wealth.

    • 4.1.b. Indicator:

      Locate the geographical regions of European settlement.

    • 4.1.c. Indicator:

      Investigate the contributions and influences of the major European powers.

  • 4.2. Objective:

    Assess the reasons for settlement of the English colonies.

    • 4.2.a. Indicator:

      Compare the reasons for settlement in the New England, Middle, and Southern colonies.

    • 4.2.b. Indicator:

      Explain the contributions of key individuals in the settling of the English colonies; e.g., John Smith, Lord Baltimore, William Bradford.

    • 4.2.c. Indicator:

      Identify key groups involved in the settlement of the English colonies; e.g., Virginia Company, Pilgrims, Puritans, Quakers.

    • 4.2.d. Indicator:

      Determine the reasons for conflict between the European powers in North America.

    • 4.2.e. Indicator:

      Examine the causes and outcomes of the French and Indian War.

  • 4.3. Objective:

    Examine the economic, political, and social patterns in the development of the 13 English colonies.

    • 4.3.a. Indicator: Contrast the economies of the three major Colonial regions

      New England, Middle, and Southern.

    • 4.3.b. Indicator:

      Assess the impact of geography on the economies of the three major regions.

    • 4.3.c. Indicator:

      Explain the development of self-government in the colonies.

    • 4.3.d. Indicator:

      Investigate the lifestyles and cultures of the New England, Middle, and Southern colonies; e.g., education, slavery, religion.

• UT.5. Standard: U.S. History I

  Students will understand the significance of the American Revolution in the development of the United States.

  • 5.1. Objective:

    Analyze what ideas and events led to the Revolutionary movement.

    • 5.1.a. Indicator:

      Explore the events leading to the outbreak of armed conflict between the American colonies and Great Britain.

    • 5.1.b. Indicator:

      Analyze the origin of the ideas behind the revolutionary movement and the movement toward independence; e.g., social contract, natural rights, English traditions.

    • 5.1.c. Indicator:

      Explain the major ideas expressed in the Declaration of Independence.

  • 5.2. Objective:

    Assess the factors affecting the course of the war and contributing to American victory.

    • 5.2.a. Indicator:

      Examine how the Revolutionary War affected the colonists.

    • 5.2.b. Indicator:

      Explain the events that brought European aid to the American cause.

    • 5.2.c. Indicator:

      Examine the advantages and disadvantages of the Continental Army against British resources.

  • 5.3. Objective:

    Evaluate the contributions of key people and groups to the Revolution.

    • 5.3.a. Indicator:

      Identify the contributions of colonial leaders; e.g., George Washington, Thomas Paine, Alexander Hamilton, Sam Adams, John Adams.

    • 5.3.b. Indicator:

      Analyze the role various political groups played in the Revolutionary movement; e.g., Sons and Daughters of Liberty, Committees of Correspondence, 1st and 2nd Continental Congress.

    • 5.3.c. Indicator:

      Examine the contributions of various social groups to the Revolutionary movement; e.g., women, free and enslaved blacks, American Indians.

  • 5.4. Objective:

    Examine the effects of the Revolution on the United States.

    • 5.4.a. Indicator:

      Analyze the terms of the Treaty of Paris of 1783.

    • 5.4.b. Indicator:

      Determine the weaknesses of the Articles of Confederation.

    • 5.4.c. Indicator:

      Investigate the problems that faced the emerging nation; e.g., debt, lack of unified central government, international relations.

    • 5.4.d. Indicator:

      Explain the effect the Revolution had on people; e.g., Native American Indians, slaves, European immigrants.

• UT.6. Standard: U.S. History I

  Students will understand the structure and function of the United States government established by the Constitution.

  • 6.1. Objective:

    Assess the foundations and principles that led to the development of the Constitution.

    • 6.1.a. Indicator:

      Analyze the factors involved in convening the Constitutional Convention.

    • 6.1.b. Indicator:

      Investigate the ideas and documents that became the foundation for the United States Constitution; e.g., Magna Carta, Iroquois Confederation, European philosophers.

  • 6.2. Objective:

    Analyze the compromises that led to the ratification of the Constitution.

    • 6.2.a. Indicator:

      Compare the Federalists and Anti-Federalist ratification debates.

    • 6.2.b. Indicator:

      Examine the Constitution ratification compromises; i.e., 3/5 Compromise, Great Compromise, Bill of Rights.

  • 6.3. Objective:

    Examine the basic structure of the Constitution.

    • 6.3.a. Indicator:

      Identify the major elements of the United States Constitution.

    • 6.3.b. Indicator:

      Explain the purpose of the Constitution as outlined in the preamble.

    • 6.3.c. Indicator:

      Explore the role and functions of the three branches of government.

    • 6.3.d. Indicator:

      Examine the Constitutional principles of separation of powers and checks and balances.

    • 6.3.e. Indicator:

      Determine the role of the Constitution as a living document.

  • 6.4. Objective:

    Analyze the rights, liberties, and responsibilities of citizens.

    • 6.4.a. Indicator:

      Identify the responsibilities of citizenship to secure liberties; e.g., vote, perform jury duty, obey laws.

    • 6.4.b. Indicator:

      Examine the Bill of Rights and its specific guarantees.

• UT.7. Standard: U.S. History I

  Students will explore the territorial growth of the United States before the Civil War.

  • 7.1. Objective:

    Describe the ideas and events that motivated the expansion of the United States.

    • 7.1.a. Indicator:

      Explain Manifest Destiny and its role in American expansion; e.g., land acquisition, economy, immigration.

    • 7.1.b. Indicator:

      Examine the background and consequences of the Louisiana Purchase.

    • 7.1.c. Indicator:

      Investigate the role of explorers in the expansion of the United States; e.g., Lewis and Clark, Pike, Fremont.

    • 7.1.d. Indicator:

      Examine the groups of people that came West; e.g., mountain men, Mormon pioneers, California 49ers, Asian and Irish immigrants.

  • 7.2. Objective:

    Examine the conflicts during the American expansion.

    • 7.2.a. Indicator:

      Investigate the causes and results of the War of 1812.

    • 7.2..b. Indicator:

      Analyze government policies toward and treaties with American Indian nations; e.g., relocation, removal, assimilation, and sovereignty.

    • 7.2.c. Indicator:

      Investigate the impact of the Mexican War on the land and people of the American Southwest; e.g., Mexican Cession, Texas, Gadsden Purchase.

  • 7.3. Objective:

    Analyze how new inventions and transportation methods stimulated western expansion.

    • 7.3a. Indicator:

      Research the impact of inventions on expansion; e.g., farming, industry, communication.

    • 7.3.b. Indicator:

      Examine developments in transportation; e.g., expansion of roads and trails, steamboats, and railroads.

  • 7.4. Objective:

    Assess the impact of the Industrial Revolution on the United States.

    • 7.4.a. Indicator:

      Examine the development of the factory system.

    • 7.4.b. Indicator:

      Analyze the role of factories on the growth of northern cities.

    • 7.4.c. Indicator:

      Determine how the Industrial Revolution affected the North, South, and West differently.

    • 7.4.d. Indicator:

      Investigate the changes in working conditions caused by the Industrial Revolution.

• UT.8. Standard: U.S. History I

  Students will examine the expansion of the political system and social rights before the Civil War.

  • 8.1. Objective:

    Investigate the development of the American political party system.

    • 8.1.a. Indicator:

      Examine the differences between the Federalists and the Democratic-Republicans.

    • 8.1.b. Indicator:

      Trace the development of new political parties throughout the 18th and 19th centuries; e.g., Whigs, Jacksonian Democrats, Republicans.

    • 8.1.c. Indicator:

      Determine the role of third parties as an agent of reform.

    • 8.1.d. Indicator:

      Investigate the role of political parties in the electoral process.

  • 8.2. Objective:

    Analyze the evolution of democracy and the extension of democratic principles.

    • 8.2.a. Indicator:

      Examine how the Supreme Court strengthened the national government.

    • 8.2.b. Indicator:

      Analyze how states' rights issues led to growing sectionalism.

    • 8.2.c. Indicator:

      Investigate the relationship between national and state governments in expanding democracy.

    • 8.2.d. Indicator:

      Appraise how the political process changed to involve more people.

  • 8.3. Objective:

    Analyze the impact of social reforms on Americans during the 19th century.

    • 8.3.a. Indicator:

      Examine the abolitionist movement; e.g., Sojourner Truth, William Lloyd Garrison, Frederick Douglas, the Grimke sisters.

    • 8.3.b. Indicator:

      Investigate the impact of reform in education, religion, prisons and the treatment of the mentally ill during this period.

    • 8.3.c. Indicator:

      Examine the extension of women's political and legal rights.

• UT.9. Standard: U.S. History I

  Students will understand the significance of the Civil War Era to the United States.

  • 9.1. Objective:

    Analyze differences and events that led to the Civil War.

    • 9.1.a. Indicator:

      Describe the cultural differences between the North and the South.

    • 9.1.b. Indicator:

      Examine the sectional economic differences of the United States; e.g., slavery, industry, agriculture, geography.

    • 9.1.c. Indicator:

      Analyze how states' rights led to conflict between the North and the South.

    • 9.1.d. Indicator:

      Trace the failure of compromise to ease sectional differences; e.g., Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act.

    • 9.1.e. Indicator:

      Investigate how the abolitionist movement increased sectional tensions between the Northern and Southern states; e.g., John Brown's raid, Dred Scott decision, Uncle Tom's Cabin, and Fugitive Slave Law.

    • 9.1.f. Indicator:

      Assess how the election of 1860 led to secession.

  • 9.2. Objective:

    Determine the factors that affected the course of the war and contributed to Union victory.

    • 9.2.a. Indicator:

      Compare the advantages and disadvantages of the Union and the Confederacy.

    • 9.2.b. Indicator:

      Analyze the impact of the Emancipation Proclamation on the United States and the Confederacy.

    • 9.2.c. Indicator:

      Identify the contributions of key individuals in the Civil War; e.g., Lincoln, Davis, Lee, Grant.

    • 9.2.d. Indicator:

      Investigate how the Civil War affected all people in the United States land area.

  • 9.3. Objective:

    Evaluate the Reconstruction period and how it affected the United States following the Civil War.

    • 9.3.a. Indicator:

      Explain the purpose of Reconstruction.

    • 9.3.b. Indicator:

      Analyze the social impact of Reconstruction; e.g., abolition of slavery, integration of races, fall of Southern society, education.

    • 9.3.c. Indicator:

      Determine the economic changes in the country caused by Reconstruction.

    • 9.3.d. Indicator:

      Explain the political changes brought about by the Reconstruction Era; e.g., 13th, 14th, and 15th Amendments, voting regulations, military districts.

• UT.10. Standard: U.S. History I

  Students will understand the development of the American West following the Civil War.

  • 10.1. Objective:

    Analyze the factors that brought people west.

    • 10.1.a. Indicator:

      Examine why peoples came to the West; e.g., farmers, ranchers, miners, American Indian nations, immigrants, adventurers.

    • 10.1.b. Indicator:

      Investigate the impact of mining and ranching on the land and people.

    • 10.1.c. Indicator:

      Assess the impact of the railroad on western development.

  • 10.2. Objective:

    Analyze the settlement of the American West.

    • 10.2.a. Indicator:

      Examine the changes of the landscape due to settlement patterns.

    • 10.2.b. Indicator:

      Investigate the development of cities in the West.

    • 10.2.c. Indicator:

      Assess the impact western settlement patterns had on the Native American Indians.

  • 10.3. Objective:

    Investigate the conflict among various groups involved in the settlement of the West.

    • 10.3.a. Indicator:

      Determine the reasons and groups involved in conflict during the settlement of the West; e.g., ranchers, miners, farmers, American Indian nations, immigrants.

    • 10.3.b. Indicator:

      Examine the consequences of conflict in the settlement of the West.

• UT.1. Standard: U.S. History II

  Students will expand their knowledge of pre-Reconstruction America.

  • 1.1. Objective:

    Examine the American colonial experience.

    • 1.1.a. Indicator:

      Identify reasons for the establishment of colonies in America.

    • 1.1.b. Indicator:

      Examine the rise of American culture in the New England, Middle, and Southern colonies.

  • 1.2. Objective:

    Investigate the development of the United States government, its institutions, and its politics.

    • 1.2.a. Indicator:

      Identify the philosophies which influenced the development of the Constitution, separation of powers, balance of power, and the elastic clause.

    • 1.2.b. Indicator:

      Analyze the Constitution's creation and impact on the new United States.

    • 1.2.c. Indicator:

      Trace the development of American government and politics from the Federalist period through Jacksonian democracy.

  • 1.3. Objective:

    Analyze the growth and division of the United States from 1820 through 1877.

    • 1.3.a. Indicator:

      Trace the United States' expansion and growth from the Atlantic to the Pacific.

    • 1.3.b. Indicator:

      Recognize the sectional differences that developed during the antebellum period.

    • 1.3.c. Indicator:

      Evaluate the causes, course, and consequences of the Civil War.

    • 1.3.d. Indicator:

      Analyze the successes and failures of the Reconstruction period following the Civil War.

    • 1.3.e. Indicator:

      Examine the United States' policies relating to American Indians.

• UT.2. Standard: U.S. History II

  Students will understand how the growth of industry changed the United States.

  • 2.1. Objective:

    Assess how transportation, communication, and marketing improvements and innovations transformed the American economy in the late 19th and early 20th centuries.

    • 2.1.a. Indicator:

      Identify major American inventions and how they affected the United States; e.g., telephone, electricity, car, motion pictures.

    • 2.1.b. Indicator:

      Explain the expansion of transportation and communication in the United States following the Civil War.

    • 2.1.c. Indicator:

      Determine the impact of industrialization on the American economy and society.

    • 2.1.d. Indicator:

      Examine how the market revolution affected retail distribution of goods in the cities and in rural areas.

  • 2.2. Objective:

    Evaluate the prominent business leaders and the business organizations that influenced the growth of industrialization in the United States.

    • 2.2.a. Indicator:

      Examine the roles of American industrialists; e.g., Rockefeller, Morgan, Carnegie, Vanderbilt, Ford.

    • 2.2.b. Indicator:

      Evaluate the growth and influences of monopolies and trusts on capitalism.

  • 2.3. Objective:

    Assess how the growth of industry affected the movement of people into and within the United States.

    • 2.3.a. Indicator:

      Determine the demographic changes in population from the 1890's to the present.

    • 2.3.b. Indicator:

      Investigate the influences that affected various immigrant groups entering the United States.

    • 2.3.c. Indicator:

      Examine the working conditions of immigrant workers; e.g., factory, mine, agriculture, transportation.

  • 2.4. Objective:

    Investigate the challenges presented to urban inhabitants.

    • 2.4.a. Indicator:

      Identify how American cities spawned American architecture.

    • 2.4.b. Indicator:

      Examine living conditions in tenements.

    • 2.4.c. Indicator:

      Compare the attitudes of Social Darwinism with those of Social Gospel believers.

• UT.3. Standard: U.S. History II

  Students will recognize how social reform occurred at the turn of the century.

  • 3.1. Objective:

    Investigate reform movements and their prominent leaders.

    • 3.1.a. Indicator:

      Examine the problems faced by American farmers created by the new market economy and the rise of the Populist Party.

    • 3.1.b. Indicator:

      Analyze the growth and influence of political machines; i.e., muckrakers, Progressives.

    • 3.1.c. Indicator:

      Investigate the emerging civil rights movements for women and Afro-Americans.

  • 3.2. Objective:

    Assess the growth and development of labor unions and their key leaders.

    • 3.2.a. Indicator:

      Trace the development of national labor unions.

    • 3.2.b. Indicator:

      Determine the impact of collective bargaining.

    • 3.2.c. Indicator:

      Analyze the development of socialism in the United States.

• UT.4. Standard: U.S. History II

  Students will understand how war affected the early 20th century.

  • 4.1. Objective:

    Investigate how the United States became involved in imperialism and the Spanish-American War.

    • 4.1.a. Indicator:

      Determine the economic, social, and military affects of United States imperialism.

    • 4.1.b. Indicator:

      Examine the cause, course, and consequences of the Spanish-American War.

    • 4.1.c. Indicator:

      Assess how America's imperialism altered relationships with the Far East and Latin America.

  • 4.2. Objective:

    Examine how World War I affected the military and the home front of the United States.

    • 4.2.a. Indicator:

      Identify major causes of World War I and the United States' involvement and influence in the war; i.e., Wilson's fourteen points, the Versailles Treaty.

    • 4.2.b. Indicator:

      Determine the reasons the United States Senate refused to join the League of Nations.

    • 4.2.c. Indicator:

      Examine the impact World War I had on the United States; e.g., government policy, industrial might, civil liberties.

• UT.5. Standard: U.S. History II

  Students will understand how Americans reacted to rapid social change during the 1920's.

  • 5.1. Objective:

    Analyze how the United States coped with rapid economic and technological advances.

    • 5.1.a. Indicator:

      Investigate how mass media affected American society.

    • 5.1.b. Indicator:

      Assess how new inventions and consumerism influenced daily life.

    • 5.1.c. Indicator:

      Explain how the automobile affected the business and landscape of America.

  • 5.2. Objective:

    Examine the experiences of black Americans and women in the early 20th century.

    • 5.2.a. Indicator:

      Account for the sudden growth of black consciousness.

    • 5.2.b. Indicator:

      Describe the changes in women's attitudes and roles in society.

• UT.6. Standard: U.S. History II

  Students will understand how the Great Depression and the New Deal affected the United States.

  • 6.1. Objective:

    Investigate the impact of the Great Depression on the United States.

    • 6.1.a. Indicator:

      Analyze the major causes of the Great Depression.

    • 6.1.b. Indicator:

      Examine the social effects of the Great Depression.

  • 6.2. Objective:

    Analyze the long-term effects of the New Deal on the United States.

    • 6.2.a. Indicator:

      Explore the purposes and effectiveness of the New Deal; e.g., presidency, economics, politics.

    • 6.2.b. Indicator:

      Investigate the shift of power from state to federal government.

• UT.7. Standard: U.S. History II

  Students will understand the causes, course, and consequences of the United States' role in World War II.

  • 7.1. Objective:

    Determine how America shifted from isolationism to intervention.

    • 7.1.a. Indicator:

      Analyze the factors that led to militarism and fascist aggression in the world.

    • 7.1.b. Indicator:

      Determine how the attack on Pearl Harbor forced the United States out of isolationism.

    • 7.1.c. Indicator:

      Examine how the alliance systems led the United States into World War II.

    • 7.1.d. Indicator:

      Investigate the major campaigns of the United States in the European and Pacific theaters; e.g., Midway, D-Day, Battle of the Bulge, island hopping, and the bombing of Japan.

  • 7.2. Objective:

    Examine the impact World War II had on the American home front.

    • 7.2.a. Indicator:

      Identify the impact of World War II on minority groups in America.

    • 7.2.b. Indicator:

      Examine the role women played in the wartime workforce.

    • 7.2.c. Indicator:

      Trace American mobilization for war.

  • 7.3. Objective:

    Evaluate how the rules and weapons of war changed during World War II.

    • 7.3.a. Indicator:

      Assess how the war expanded beyond military targets to civilian centers.

    • 7.3.b. Indicator:

      Evaluate how technology changed the weapons used in World War II and introduced the atomic age.

  • 7.4. Objective:

    Investigate the Post-War Baby Boom's influence on America.

    • 7.4.a. Indicator:

      Assess the influence of the G.I. Bill on the American lifestyle.

    • 7.4.b. Indicator:

      Trace the development of consumerism and the economy on the Baby Boom generation.

    • 7.4.c. Indicator:

      Trace the development of television and its impact on American culture.

    • 7.4.d. Indicator:

      Investigate the cultural and social impact of the Baby Boom generation on the American people.

• UT.8. Standard: U.S. History II

  Students will understand the United States' domestic and international position in the Cold War era.

  • 8.1. Objective:

    Investigate how the postwar goals and action of the United States and the Soviet Union was manifested throughout the world.

    • 8.1.a. Indicator:

      Analyze the organization and operation of the United Nations.

    • 8.1.b. Indicator:

      Evaluate the effectiveness of American post-war foreign policy in Europe and the Soviet Union's reaction.

    • 8.1.c. Indicator:

      Examine the world's reaction to nuclear weapons.

  • 8.2. Objective:

    Analyze the Cold War ideology of the United States' involvement in Asia.

    • 8.2.a. Indicator:

      Explain America's reaction to the fall of China to Communism under Mao Zedong.

    • 8.2.b. Indicator:

      Trace American and United Nations involvement in the Korean Police Action.

    • 8.2.c. Indicator:

      Examine the various factors that drew the United States into conflict with North Vietnam and Ho Chi Minh.

    • 8.2.d. Indicator:

      Investigate how the Vietnam War changed the nature of warfare.

  • 8.3. Objective:

    Summarize the political, social, and economic reactions to the Cold War in the United States.

    • 8.3.a. Indicator:

      Examine the successes and failures of the various political administrations; i.e., Kennedy, Lyndon B. Johnson, Nixon.

    • 8.3.b. Indicator:

      Analyze the Great Society programs aimed at ending poverty.

    • 8.3.c. Indicator:

      Examine the impact of McCarthyism and Watergate on citizens' attitude toward government.

    • 8.3.d. Indicator:

      Trace the development of space exploration.

  • 8.4. Objective:

    Investigate the end of the Cold War and examine America's role in the changing world.

    • 8.4.a. Indicator:

      Compare differing American reactions to overseas military involvement.

    • 8.4.b. Indicator:

      Trace the events that resulted in the breakup of the USSR.

    • 8.4.c. Indicator:

      Examine the superpower status of the United States in the world.

• UT.9. Standard: U.S. History II

  The students will understand the emergence and development of the human rights and culture in the modern era.

  • 9.1. Objective:

    Analyze how the civil rights movement affected United States society.

    • 9.1.a. Indicator:

      Identify the causes and consequences of civil rights legislation and court decisions.

    • 9.1.b. Indicator:

      Investigate the fight for political, economic, and social equality of women.

    • 9.1.c. Indicator:

      Analyze how the black civil rights movement utilized both social and political actions to achieve its goals.

    • 9.1.d. Indicator:

      Investigate the gains in civil rights made by the American Indian nations, Mexican Americans, and other ethnic groups in the last half of the twentieth century.

  • 9.2. Objective:

    Analyze the impact of the counter culture since the 1960's.

    • 9.2.a. Indicator:

      Trace the development of the counter culture from the anti-Vietnam movement.

    • 9.2.b. Indicator:

      Assess the development of mass media as the voice of the counter culture.

    • 9.2.c. Indicator:

      Examine the impact of drugs on the counter culture and the United States.

• UT.10. Standard: U.S. History II

  The students will understand the economic and political changes of contemporary America.

  • 10.1. Objective:

    Analyze the economy of the contemporary United States.

    • 10.1.a. Indicator:

      Examine the effects of economics on modern society.

    • 10.1.b. Indicator:

      Trace the development of computers and the Internet and their impact on American business and globalization.

  • 10.2. Objective:

    Determine how politics was changed by the end of the Cold War.

    • 10.2.a. Indicator:

      Examine the 'Reagan Revolution,' its goals, success, and failures.

    • 10.2.b. Indicator:

      Determine the impact of environmentalism on the United States.

    • 10.2.c. Indicator:

      Analyze the impact of international terrorism on the United States.

• UT.1. Standard: Geography for Life

  Students will understand the world in spatial terms.

  • 1.1. Objective:

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

    • 1.1.a. Indicator:

      Explain the differences between major types of map projections.

    • 1.1.b. Indicator:

      Examine characteristics of maps and globes such as latitude, longitude, great circle routes, cardinal directions, compass rose, legend, scale, relief, grid system, and time zones.

    • 1.1.c. Indicator:

      Explain selected map concepts, including rotation, revolution, axis, seasons, solstice, equinox, and the earth/sun relationship of weather patterns.

    • 1.1.d. Indicator:

      Collect and interpret geographic data using maps, charts, population pyramids, cartograms, remote sensing, and Geographic Information Systems (GIS).

  • 1.2. Objective:

    Explore the concept of mental maps to organize information about people, places, and environments.

    • 1.2.a. Indicator:

      Define mental mapping.

    • 1.2.b. Indicator:

      Appraise mental maps, from simple to complex.

  • 1.3. Objective:

    Analyze the spatial organization of people, places, and environments on the earth's surface.

    • 1.3.a. Indicator:

      Describe the importance and role of location in geographic studies.

    • 1.3.b. Indicator:

      Apply the geographic mode of inquiry (What? Where? How? And So What?) to world regions.

    • 1.3.c. Indicator:

      Evaluate the locational importance of human and natural resources using maps, satellite images, and databases.

    • 1.3.d. Indicator:

      Define absolute and relative location recognizing political and physical boundaries.

• UT.2. Standard: Geography for Life

  Students will understand the human and physical characteristics of places and regions.

  • 2.1. Objective:

    Interpret place by its human and physical characteristics.

    • 2.1.a. Indicator:

      Examine human characteristics, including language, religion, population, political and economic systems, and quality of life.

    • 2.1.b. Indicator:

      Investigate physical characteristics such as landforms, climates, water cycle, vegetation, and animal life.

    • 2.1.c. Indicator:

      Recognize that places change over time.

  • 2.2. Objective:

    Assess how people create regions to interpret the earth's surface.

    • 2.2.a. Indicator:

      Recognize how peoples create regions to understand a large, complex, and changing world.

    • 2.2.b. Indicator:

      Characterize the similarities and differences within and between regions.

  • 2.3. Objective:

    Evaluate how culture and experience influence the way people live in places and regions.

    • 2.3.a. Indicator:

      List and define components of culture; e.g., race, gender roles, education, religion.

    • 2.3.b. Indicator:

      Explain the effects of cultural diffusion from country to country.

• UT.3. Standard: Geography for Life

  Students will understand how physical processes shape the earth's surface.

  • 3.1. Objective:

    Examine the physical processes that shape the earth's surface.

    • 3.1.a. Indicator:

      Examine the role of plate tectonics in shaping the earth's surface.

    • 3.1.b. Indicator:

      Assess the external forces of weathering and erosion.

    • 3.1.c. Indicator:

      Explain the factors that combine to shape climatic and vegetation patterns on earth.

  • 3.2. Objective:

    Assess the characteristics and location of ecosystems.

    • 3.2.a. Indicator:

      Identify the characteristics of ecosystems.

    • 3.2.b. Indicator:

      Use geographic tools to identify the location and distribution of global ecosystems.

    • 3.2.c. Indicator:

      Compare regions of the earth with similar physical features, such as semi-arid regions in Utah with other semiarid regions of the world.

• UT.4. Standard: Geography for Life

  Students will understand how human activities shape the earth's surface.

  • 4.1. Objective:

    Analyze the characteristics, distribution, and migration of human populations on the earth's surface.

    • 4.1.a. Indicator:

      Describe how physical environments provide geographic advantage or disadvantage.

    • 4.1.b. Indicator:

      Examine the importance of water to settlement patterns.

    • 4.1.c. Indicator:

      Explain why people who modify their physical environment in one place cause change in other places.

    • 4.1.d. Indicator:

      Investigate how people adapt to their environment.

  • 4.2. Objective:

    Analyze economic interdependence among regions and countries.

    • 4.2.a. Indicator:

      Examine economic networks, from local to global.

    • 4.2.b. Indicator:

      Assess how nations and cultures are linked through transportation, communication, language, currency, goods, and services.

  • 4.3. Objective:

    Investigate various forms of governance and how they affect peoples and landscapes.

    • 4.3.a. Indicator:

      Compare and contrast political systems within world regions.

    • 4.3.b. Indicator:

      Determine the role of government in contemporary and historical world issues.

• UT.5. Standard: Geography for Life

  Students will understand the interaction of physical and human systems.

  • 5.1. Objective:

    Explore how humans change the environment and how the environment changes humans.

    • 5.1.a. Indicator:

      Evaluate the role of technology in modifying the physical environment.

    • 5.1.b. Indicator:

      Explain how historical events affect physical and human systems.

    • 5.1.c. Indicator:

      Discuss regional issues; e.g., desertification, deforestation, pollution.

    • 5.1.d. Indicator:

      Predict the potential effect of human modification on the physical environment.

  • 5.2. Objective:

    Assess the importance of natural and human resources.

    • 5.2.a. Indicator:

      Describe the roles of natural and human resources in daily life.

    • 5.2.b. Indicator:

      Identify worldwide distribution and use of human and natural resources.

    • 5.2.c. Indicator:

      Compare and contrast the use of renewable and nonrenewable resources.

    • 5.2.d. Indicator:

      Evaluate the role of energy resources as they are consumed, conserved, and recycled.

• UT.6. Standard: Geography for Life

  Students will use geographic knowledge to connect to today's world.

  • 6.1. Objective:

    Apply geographic concepts to interpret the past.

    • 6.1.a. Indicator:

      Apply an understanding of cultures as an integrated whole including traditions, behavior patterns, and technologies.

    • 6.1.b. Indicator:

      Explain why and how individuals, groups, and institutions respond to continuity and change.

    • 6.1.c. Indicator:

      Relate economic development to the distribution of resources.

    • 6.1.d. Indicator:

      Recognize that both human choices and natural events have consequences.

  • 6.2. Objective:

    Apply geographic concepts to interpret the present and plan for the future.

    • 6.2.a. Indicator:

      Examine how the unequal distribution of resources effects economic development.

    • 6.2.b. Indicator:

      Investigate career opportunities available through the application of geography skills and concepts.

    • 6.2.c. Indicator:

      Participate in community activities respecting the environment and personal property.

• UT.1. Standard: World Civilizations

  Students will gain an understanding of early civilizations and their contributions to the foundations of human culture.

  • 1.1. Objective:

    Speculate about the factors that led to civilized society.

    • 1.1.a. Indicator:

      Investigate hunters and gatherers.

    • 1.1.b. Indicator:

      Explore man's domestication of plants and animals.

    • 1.1.c. Indicator:

      Examine the role of irrigation in early agriculture.

  • 1.2. Objective:

    Assess the impact of geography on the locations of early civilizations.

    • 1.2.a. Indicator:

      Examine why early civilizations developed in river environments.

    • 1.2.b. Indicator:

      Evaluate the diffusion of civilizations.

  • 1.3. Objective:

    Examine the major characteristics of the early civilizations of Mesopotamia, Egypt, the Indus Valley, and the Yellow River.

    • 1.3.a. Indicator:

      Analyze the social, political, and economic structure of ancient civilizations.

    • 1.3.b. Indicator:

      Investigate the technological advancements and writing systems that developed in early river valley cultures.

    • 1.3.c. Indicator:

      Identify the factors that led to the rise of cities.

• UT.2. Standard: World Civilizations

  Students will comprehend the contributions of classical civilizations.

  • 2.1. Objective:

    Investigate the purpose and influence of religions and philosophies on classical civilizations of Greece, Rome, China, and India.

    • 2.1.a. Indicator:

      Examine the essential elements of the belief systems of Greek mythology, Judaism, Christianity, Confucianism, Buddhism, Hinduism, and Islam.

    • 2.1.b. Indicator:

      Examine the diffusion of Buddhism, Judaism, Christianity, and Islam.

    • 2.1.c. Indicator:

      Compare and contrast the major philosophies of the Greeks and Chinese.

  • 2.2. Objective:

    Analyze the development of classical political systems.

    • 2.2.a. Indicator:

      Contrast the evolution of Athenian democracy and Spartan rule.

    • 2.2.b. Indicator:

      Examine the consequences of Persian and Macedonian expansion.

    • 2.2.c. Indicator:

      Contrast Zhou feudalism, the Greek city-state, and the caste system of India.

    • 2.2.d. Indicator:

      Compare the development of the Roman and Han empires.

  • 2.3. Objective:

    Investigate the importance of the expansion of trade.

    • 2.3.a. Indicator:

      Identify routes of early colonization; e.g., Phoenician, Greek, Hellenistic, Korean/Japanese.

    • 2.3.b. Indicator:

      Examine the technological improvements in transportation over time.

    • 2.3.c. Indicator:

      Assess the importance of the Mediterranean and East Asian trade routes.

  • 2.4. Objective:

    Evaluate the significance of classical sculpture, architecture, and performing arts.

    • 2.4.a. Indicator:

      Examine the importance and influence of Greco-Roman art and architecture.

    • 2.4.b. Indicator:

      Assess the development of Indian and Chinese architecture and art.

    • 2.4.c. Indicator:

      Investigate the importance and influence of the performing arts on classical civilizations.

  • 2.5. Objective:

    Analyze the social organization of classical cultures.

    • 2.5.a. Indicator:

      Describe the role of slavery in Greece and Rome.

    • 2.5.b. Indicator:

      Compare the role of the family in Imperial Rome and Confucian China.

    • 2.5.c. Indicator:

      Explain the caste system of India.

    • 2.5.d. Indicator:

      Compare the treatment of women in China, Athens, Sparta, India, and Rome.

• UT.3. Standard: World Civilizations

  Students will investigate the diffusion and interaction of cultures from the Classical Period through the Age of Discovery.

  • 3.1. Objective:

    Appraise the major characteristics of interregional contact that linked the people of Africa, Asia and Europe.

    • 3.1.a. Indicator:

      Describe the impact the Silk Road had on trade across Europe and Asia.

    • 3.1.b. Indicator:

      Discuss the importance of cross-Saharan migrations.

    • 3.1.c. Indicator:

      Examine the consequences of the Crusades.

    • 3.1.d. Indicator:

      Analyze the impact of Mongol invasion on Europe and Asia.

    • 3.1.e. Indicator:

      Examine the influence of Chinese culture on Southeast Asia, Korea, and Japan.

  • 3.2. Objective:

    Assess the influence of advancing technologies on the development of societies.

    • 3.2.a. Indicator:

      Identify the significant technological developments in Tang China.

    • 3.2.b. Indicator:

      Investigate key technologies that diffused to Europe from Asia; e.g., gunpowder, printing.

    • 3.2.c. Indicator:

      Explain the consequences of the cannon and the longbow on European warfare and society.

    • 3.2.d. Indicator:

      Analyze the impact of movable type printing on Europe.

  • 3.3. Objective:

    Compare and contrast the founding and organization of Spanish and Portuguese colonial empires to northern European trading empires.

    • 3.3.a. Indicator:

      Assess the expansion of Portugal and Spain on Africa, India, and Southwest Asia.

    • 3.3.b. Indicator:

      Examine the political and military conflict between the Spanish, Portugese, and the peoples of the New World.

    • 3.3.c. Indicator:

      Assess the impact of the exchange of ideas and goods on the New and Old Worlds.

    • 3.3.d. Indicator:

      Investigate French, Dutch, and English merchants' impact on European overseas expansion.

  • 3.4. Objective:

    Investigate the rise and development of the modern European political system.

    • 3.4.a. Indicator:

      Describe the political and economic importance of the growth of towns in northern Europe.

    • 3.4.b. Indicator:

      Explain the political and economic consequences of the rise of national monarchies.

    • 3.4.c. Indicator:

      Examine the influence of mercantilism and commercial capitalism on France, England, and the Netherlands.

• UT.4. Standard: World Civilizations

  Students will understand the influence of revolution and social change in the transition from early modern to contemporary societies.

  • 4.1. Objective:

    Assess the importance of intellectual and cultural change on early modern society.

    • 4.1.a. Indicator:

      Compare the 'rebirth' of European culture during the Renaissance with the flowering Chinese culture of the Ming dynasty; i.e., literature, art, architecture, the humanities.

    • 4.1.b. Indicator:

      Examine the key events and ideas of the Protestant Reformation, the Counter Reformation, and Neo-Confucianism.

    • 4.1.c. Indicator:

      Analyze the significant ideas and philosophies of the scientific revolution and the Enlightenment.

    • 4.1.d. Indicator:

      Examine the roles and conditions of men, women, and children in European monarchies.

  • 4.2. Objective:

    Investigate the role of revolution in the establishment of governmental systems.

    • 4.2.a. Indicator:

      Explain the political, economic, and social philosophies that lead to revolution.

    • 4.2.b. Indicator:

      Compare and contrast major world revolutions; e.g., American, French, Russian, Chinese.

  • 4.3. Objective:

    Analyze the economic transformation of production and distribution of goods in Europe.

    • 4.3.a. Indicator:

      Compare and contrast capitalism and socialism.

    • 4.3.b. Indicator:

      Explain the significance of the agricultural revolution.

    • 4.3.c. Indicator:

      Investigate the impact of the first and second Industrial Revolutions.

  • 4.4. Objective:

    Evaluate the impact of Western imperialism in Africa, Asia, and the Pacific.

    • 4.4.a. Indicator:

      Examine the impact of Western imperialism on Africa.

    • 4.4.b. Indicator:

      Compare the reactions of China, India, and Japan to foreign domination.

• UT.5. Standard: World Civilizations

  Students will understand the interaction of peoples in the global integration of the 20th century.

  • 5.1. Objective:

    Analyze the political and economic global issues in the first half of the 20th century.

    • 5.1.a. Indicator:

      Investigate the impact of totalitarianism on Europe; i.e., Stalinism, Italian fascism, German National Socialism.

    • 5.1.b. Indicator:

      Examine the connections among WWI, the Great Depression, and WWII.

    • 5.1.c. Indicator:

      Assess the consequences of global war on the world.

  • 5.2. Objective:

    Investigate the impact of the Cold War on integration.

    • 5.2.a. Indicator:

      Explain the key elements of the Cold War.

    • 5.2.b. Indicator:

      Examine the independence movements in the African and Asian colonial world.

    • 5.2.c. Indicator:

      Determine the causes and effects of the collapse of the Soviet sphere.

  • 5.3. Objective:

    Investigate the creation of international organizations and global integration.

    • 5.3.a. Indicator:

      Assess the impact of economic and political organizations on global relations; e.g., World Trade Organization, United Nations, Olympics.

    • 5.3.b. Indicator:

      Examine the impact of advancements in worldwide communication/transportation; e.g., satellite communications, information technology/Internet, mass transportation.

    • 5.3.c. Indicator:

      Analyze the impact of military alliances; e.g., North Atlantic Treaty Organization, Warsaw Pact, United Nations Geneva Convention.

  • 5.4. Objective:

    Evaluate the impact of terrorism on the world's political, economic, and social systems.

    • 5.4.a. Indicator:

      Assess the base of terrorist networks and activities.

    • 5.4.b. Indicator:

      Examine the impact of terrorism on the lives of people.

    • 5.4.c. Indicator:

      Analyze the responses of political and economic institutions to terrorism.

• UT.1. Standard: U.S. Government and Citizenship

  Students will understand the significance and impact of the Constitution on everyday life.

  • 1.1. Objective:

    Investigate the ideas and events that significantly influenced the creation of the United States Constitution.

    • 1.1.a. Indicator:

      Identify and summarize the philosophies that contributed to the Constitution; e.g., Machiavelli, Locke, Jefferson, Madison, Hamilton.

    • 1.1.b. Indicator:

      Identify and investigate the events that led to the creation of the Constitution.

    • 1.1.c. Indicator:

      Analyze how the idea of compromise affected the Constitution.

  • 1.2. Objective:

    Assess the essential ideas of United States constitutional government.

    • 1.2.a. Indicator:

      Examine the purposes and role of government.

    • 1.2.b. Indicator:

      Investigate the major ideas of the Declaration of Independence, the Constitution, and other writings; e.g., Magna Carta, English Bill of Rights, Mayflower Compact, Declaration of Independence, Articles of Confederation, Iroquois Confederation.

    • 1.2.c. Indicator:

      Compare the Articles of Confederation to the United States Constitution.

  • 1.3. Objective:

    Determine the importance of popular sovereignty and limited government in a democratic society.

    • 1.3.a. Indicator:

      Explain how the separation of powers is maintained through checks and balances.

    • 1.3.b. Indicator:

      Describe how the federal system of government creates a division of power.

    • 1.3.c. Indicator:

      Determine how judicial review makes the Constitution a living document.

    • 1.3.d. Indicator:

      Examine how the rule of law affects everyday life.

    • 1.3.e. Indicator:

      Investigate the necessity for civic virtue.

  • 1.4. Objective:

    Investigate the organization and functions of the United States government.

    • 1.4.a. Indicator:

      Explain how legislative, executive, and judicial powers are distributed and shared among the three branches of national government.

    • 1.4.b. Indicator:

      Describe how the United States Congress makes laws.

    • 1.4.c. Indicator:

      Examine the ways in which the executive branch carries out laws.

    • 1.4.d. Indicator:

      Investigate how laws are interpreted by courts through an adversarial process; i.e., plaintiff, defendant.

• UT.2. Standard: U.S. Government and Citizenship

  Students will understand the protections and privileges of individuals and groups in the United States.

  • 2.1. Objective:

    Assess the freedoms and rights guaranteed in the United States Constitution.

    • 2.1.a. Indicator:

      Determine the rights and liberties outlined in the Bill of Rights.

    • 2.1.b. Indicator:

      Examine how the Bill of Rights promotes civil rights and protects diversity.

    • 2.1.c. Indicator:

      Assess the significance of the First and Fourteenth Amendments.

  • 2.2. Objective:

    Analyze how civil rights and liberties have been changed through court decisions.

    • 2.2.a. Indicator:

      Examine how the Bill of Rights promotes a just legal system.

    • 2.2.b. Indicator:

      Summarize the differing interpretations of the strict versus loose constructionists.

    • 2.2.c. Indicator:

      Identify landmark cases and their impact on civil rights and individual liberties; e.g., Dred Scott, Plessey, Brown, Miranda, Gideon, Bakke.

• UT.3. Standard: U.S. Government and Citizenship

  Students will understand the distribution of power in the national, state, and local government in the United States federal system.

  • 3.1. Objective:

    Determine the relationship between the national government and the states.

    • 3.1.a. Indicator:

      Identify and explain the concept of federalism.

    • 3.1.b. Indicator:

      Examine the debate between federal supremacy and states' rights.

    • 3.1.c. Indicator:

      Assess the unique relationship between the sovereign American Indian nations and the United States government.

  • 3.2. Objective:

    Analyze the role of local government in the United States federal system.

    • 3.2.a. Indicator:

      Describe the powers given to local governments.

    • 3.2.b. Indicator:

      Investigate the structure and function of local government.

    • 3.2.c. Indicator:

      Assess how federal monies influence local policy and decision making.

    • 3.2.d. Indicator:

      Explore current issues affecting local governments; e.g., spending, state v. local control, land use.

    • 3.2.e. Indicator:

      Examine how public education is a function of state and local government.

• UT.4. Standard: U.S. Government and Citizenship

  Students will understand the responsibilities of citizens in the United States.

  • 4.1. Objective:

    Investigate the responsibilities and obligations of a citizen.

    • 4.1.a. Indicator:

      Assess the need to obey laws.

    • 4.1.b. Indicator:

      Examine the election and voting process.

    • 4.1.c. Indicator:

      Examine the United States tax system.

    • 4.1.d. Indicator:

      Recognize the need for selective service in maintaining a military.

    • 4.1.e. Indicator:

      Investigate the major political parties and their ideas.

  • 4.2. Objective:

    Investigate ways in which responsible citizens take part in civic life.

    • 4.2.a. Indicator:

      Evaluate the need for civic dialogue in maintaining a democratic society; e.g., public meetings, mass meetings.

    • 4.2.b. Indicator:

      Participate in activities that promote the public good; e.g., the voting process, jury duty, community service.

  • 4.3. Objective:

    Assess methods for respectfully dealing with differences.

    • 4.3.a. Indicator:

      Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation.

    • 4.3.b. Indicator:

      Develop an understanding of the role of civility in dealing with individual and group differences.

• UT.5. Standard: U.S. Government and Citizenship

  Students will understand basic economic principles and how they influence everyday life.

  • 5.1. Objective:

    Explore major economic systems.

    • 5.1.a. Indicator:

      Explain how the scarcity and abundance of productive resources contribute to economic systems.

    • 5.1.b. Indicator:

      Develop an understanding of capitalism, communism, socialism, and mixed economic systems.

    • 5.1.c. Indicator:

      Examine the problems of newly developing economies in today's world.

  • 5.2. Objective:

    Determine how supply and demand affect the availability of goods and services.

    • 5.2.a. Indicator:

      Analyze the role that prices, incentives, and profits play in determining what is produced and distributed in a competitive market system.

    • 5.2.b. Indicator:

      Determine how scarcity and choice influence governmental economic decision making.

    • 5.2.c. Indicator:

      Examine how the private and public sectors contribute to an economic system.

    • 5.2.d. Indicator:

      Analyze the role of specialization and exchange in the economic process.

• UT.6. Standard: U.S. Government and Citizenship

  Students will understand the relationship between the United States and the international system.

  • 6.1. Objective:

    Examine major government structures and functions outside the United States.

    • 6.1.a. Indicator:

      Explain the purpose of government and analyze how government powers are acquired, used, and justified.

    • 6.1.b. Indicator:

      Compare different political systems with that of the United States; e.g., dictatorship, democracy, theocracy, monarchy, totalitarianism.

    • 6.1.c. Indicator:

      Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations.

  • 6.2. Objective:

    Evaluate how United States foreign policy affects the world.

    • 6.2.a. Indicator:

      Explain the powers that the Constitution gives to the president and Congress in foreign affairs, and how these powers have been used.

    • 6.2.b. Indicator:

      Describe the process by which United States foreign policy is made; e.g., federal agencies, domestic interest groups, the public, the media.

    • 6.2.c. Indicator:

      Analyze the various ways that United States foreign policy is carried out; e.g., diplomatic, economic, military, humanitarian.

    • 6.2.d. Indicator:

      Explain how United States domestic politics affect United States foreign policy.

  • 6.3. Objective:

    Explore how the United States influences other nations, and how other nations influence the United States.

    • 6.3.a. Indicator:

      Describe the impact of the United States' concepts of democracy and individual rights on the world.

    • 6.3.b. Indicator:

      Explain how developments in other nations affect United States society and life.

    • 6.3.c. Indicator:

      Describe the role of the United States in international organizations.

CO.1. Standard: History

Prepared Graduates:

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

CO.1.1. Concepts and skills students master:

• Seek and evaluate multiple historical sources with different points of view to investigate a historical question and to formulate and defend a thesis with evidence

Evidence Outcomes

Students can:

• a. Determine and explain the interdependence of people around the world during significant eras or events
• b. Analyze historical sources for accuracy and point of view while formulating historical questions. Sources to include but not limited to art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. Why do people continue to research historical questions and events if books have already been written on the topic?
2. How do historical thinkers defend a thesis using primary and secondary sources that reflect different viewpoints?
3. How and why do historians determine periods of history?
4. What can an artifact tell or not tell about a time period or event?

Relevance and Application:

1. Individuals identify points of view, seek multiple sources, and develop and defend a thesis with evidence throughout life. For example, responsible citizens learn about the platforms and beliefs of candidates running for office prior to voting
2. Technology is used to explore and evaluate accuracy of information. For example, editors check stories for accuracy and documentary film makers interview multiple individuals when making a movie.
3. The use the context and content from the past is used to make connections to the present (e.g., the human settlement and trade route patterns)

Nature of History:

1. Historical thinkers construct history through the gathering and analysis of historical sources.
2. Historical thinkers construct the story of the past by interpreting events from multiple points of view and various perspectives.
3. Historical thinkers defend a thesis with appropriate resources.

CO.1.2. Concepts and skills students master:

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

Evidence Outcomes

Students can:

• a. Explain how people interact and are interconnected over key periods or eras in history in the Eastern Hemisphere
• b. Determine and explain the historical context of key people, events, and ideas over time and include the examination of different perspectives from people involved
• c. Describe the foundation and development of key historical topics. Topics to include but not limited to early civilizations, Greece, Rome, ancient China and ancient African civilizations, and the Medieval World incorporating the Crusades and Feudalism
• Analyze the social, political, cultural, economic, and technological development within the topics listed in above in evidence outcome "c"
• Describe the history, interactions, and contributions of various peoples and cultures that have lived in or migrated to the Eastern Hemisphere. Topics to include but not limited to world religions, the Silk Road, East/West contact and settlement patterns

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How does the rise or collapse of a government affect surrounding societies over time?
2. What ideas have fundamentally changed different cultures in the Eastern Hemisphere?
3. What are the factors that influenced the development of civilizations and nations?
4. To what extent are ideas from ancient Greece, Rome, China, and Africa important in today’s world?

Relevance and Application:

1. Historical information and context are used to interpret, evaluate, and inform current decisions or policies. For example, architects use ancient designs to influence their designs and advertisers use historical references in their ads to create context and meaning.
2. Historical philosophies and ideas continue to inform and affect the present. For example, democracy continues to evolve from its Greek origins and cultural traditions change and evolve with global interaction.
3. Technological developments continue to evolve and affect the present. For example, the speed of communication is almost instantaneous with blogs and the Internet.

Nature of History:

1. Historical thinkers analyze patterns and themes throughout time.
2. Historical thinkers construct history using a variety of sources.
3. Historical thinkers interpret history from various points of view.
4. Historical thinkers use chronology to organize time.
5. Historical thinkers examine data for point of view, historical context, and propaganda.

CO.2. Standard: Geography

Prepared Graduates:

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

CO.2.1. Concepts and skills students master:

• Use geographic tools to gather data and make geographic inferences and predictions

Evidence Outcomes

Students can:

• a. Interpret maps and other geographic tools to find patterns in human and physical systems
• b. Describe the characteristics and distribution of physical systems, cultural patterns and economic interdependence to make predictions. Topics to include but not limited to environmental issues and cultural diffusion
• c. Collect and analyze data to make geographic inferences and predictions regarding the Eastern Hemisphere
• d. Ask and answer questions after examining geographic sources

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How would the world be different if we had no maps?
2. How could geographic data be used for both positive and negative results?
3. Why do so many maps of the world put North America in the center?

Relevance and Application:

1. Geographic tools and the data they represent help businesses make decisions regarding location such as the best location for a business or the next Olympics.
2. Geography and technology enable the ability to make predictions about such topics as population expansion and need for services.

Nature of Geography:

1. Spatial thinkers use geographic tools to discover and investigate geographic patterns.
2. Spatial thinkers use knowledge about the environment to study its influence on individuals and groups.

CO.2.2. Concepts and skills students master:

• Regions have different issues and perspectives

Evidence Outcomes

Students can:

• a. Classify data to construct thematic maps and make inferences
• b. Analyze and interpret data using geographic tools and create maps
• c. Construct maps using fundamental principles to identify key information and analyze regional issues and perspectives in the Eastern Hemisphere
• d. Explain how the physical environment of a place influences its economy, culture, and trade patterns

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. Why do geographers use a variety of maps to represent the world?
2. How can a location be indifferent regions at the same time?
3. How do regional issues affect larger areas?
4. Do regions with similar issues around the world have similar geographic characteristics?

Relevance and Application:

1. Individuals and businesses understand the characteristics of a region and its needs. For example, a snowmobile business should not be located in the South and restaurants reflect regional tastes in foods.
2. Regional access to resources affects individual perceptions, what they value, and how they react. For example, water consumption may be based on availability.
3. Nations use geographic information about human and physical systems to make decisions such as establishing trade routes, locating cities, trade centers and capitals, and establishing outposts and security systems like forts and walls.

Nature of Geography:

1. Spatial thinkers study cultural groups in order to explain how they view a region.
2. Spatial thinkers evaluate the use of resources in a region to predict and propose
   future uses.
3. Spatial thinkers study the various definitions of regions.

CO.3. Standard: Economics

Prepared Graduates:

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

CO.3.1. Concepts and skills students master:

• Supply and demand influence price and profit in a market economy

Evidence Outcomes

Students can:

• a. Define supply and demand
• b. Identify factors that cause changes in supply and demand
• c. Define and identify factors that impact price
• d. Identify examples to illustrate that consumers ultimately determine what is produced in a market economy
• e. Explain the function of profit in a market economy
• f. Demonstrate how supply and demand determine equilibrium price and quantity

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How do consumers determine what is produced?
2. What happens if a good or service is overpriced?
3. When goods and services are scarce what might happen to price? Why?
4. What happens to price when resources become more plentiful?

Relevance and Application:

1. The principle of supply and demand is used to succeed in business.
2. Technology is used as a tool to support global trade in a market economy.For example, bar coding allows companies to keep close track of inventory and sales projections are used to make predictions regarding production.
3. Individual choices affect supply and demand.
4. Natural disasters, politics, financial issues, and trade affect supply and demand.

Nature of Economics:

1. Economic thinkers study the effects of local and global supply and demand on the local economy.
2. Economic thinkers study the relationship between local consumers and local and global producers.
3. Economic thinkers study the effects of different types of economies on global interdependence.
4. Economic thinkers investigate consequences and trends related to global trade.

CO.3.2. Concepts and skills students master:

• The distribution of resources influences economic production and individual choices (PFL)

Evidence Outcomes

Students can:

• a. Give examples that illustrate connections between resources and manufacturing
• b. Identify patterns of trade between places based on distribution of resources
• c. Compare and contrast the relative value and different uses of several types of resources
• d. Use supply and demand analysis to explain how prices allocate scarce goods in a market economy
• e. Define resources from an economic and personal finance perspective
• f. Explain the role of taxes in economic production and distribution of resources (PFL)
• g. Define the various types of taxes students will pay as adults (PFL)
• h. Demonstrate the impact of taxes on individual income and spending (PFL)

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How is it advantageous and disadvantageous when a country hasvaluable resources located within its borders?
2. How does a country acquire resources it does not have?
3. How does the availability or the lack of resources influence production and distribution?
4. What would countries look like without taxes?

Relevance and Application:

1. Various factors that influence production, including resources, supply and demand, and price (PFL), affect individual consumer choices over time.
2. Technology is used to explore relationships of economic factors and issues related to individual consumers.
3. Analysis of the distribution and location of resources helps businesses to determine business practices such as large companies locating near transportation.

Nature of Economics:

1. Economic thinkers analyze factors impacting production, distribution, and consumption.
2. Economic thinkers gather data regarding trends in production, use of resources, and consumer choices.
3. Financially responsible individuals understand the purposes of and responsibility to pay various taxes such as property, income and sales.

CO.4. Standard: Civics

Prepared Graduates:

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

CO.4.1. Concepts and skills students master:

• Compare how various nations define the rights, responsibilities, and roles of citizens

Evidence Outcomes

Students can:

• a. Compare the definition of citizen in various governments
• b. List the responsibilities of citizens in various governments
• c. Define the roles of citizens in various governments
• d. Give national and international examples of ethics and quality in government policies and practices
• e. Give examples illustrating how various governments and citizens interact and analyze how these interactions have changed over time

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. What are fundamental human rights?
2. How can the definition of citizen change?
3. What is the purpose of government?
4. What roles of citizens are the most important?

Relevance and Application:

1. The comparison of how different nations define the rights, responsibilities and roles of their citizens helps to understand the actions and reactions of various nations and their citizens to current events. For example, groups in France and Italy freely demonstrate while demonstrations in China are less frequent.

Nature of Civics:

1. Responsible community members exercise their rights, responsibilities, and roles.
2. Responsible community members understand that rights, responsibilities, and roles of citizens are different over time and in various nations.

CO.4.2. Concepts and skills students master:

• Different forms of government and international organizations and their influence in the world community

Evidence Outcomes

Students can:

• a. Compare different forms of government in the world and how they derive their authority
• b. Evaluate how various nations interact, resolve their differences, and cooperate
• c. Analyze conflicts among nations including causes and consequences
• d. Describe common interests and evaluate examples of global collaboration
• e. Use criteria that identify the attributes of a good government and apply to specific examples

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How do international laws and organizations help encourage ethical governmental practices?
2. How do the aggressive actions of a nation influence other nations and international organizations?
3. What leads to cooperation, competition, or aggression between and among nations?
4. Why do governments form alliances and join international organizations?

Relevance and Application:

1. The use of technology to research how various countries, their governments, and nongovernmental organizations work collaboratively to solve issues allows global participation in advocacy for beliefs. For example, scientists from different nations work together to help solve the global warming issues and charitable organizations send aid to areas of need.
2. International organizations influence the world community to contribute or protect beliefs and interests. For example, the European Union was created for economic reasons, and the International Committee of the Red Cross was created to support people in crisis.

Nature of Civics:

1. Responsible community members know the components of various systems of government.
2. Responsible community members develop criteria to apply standards of ethics and quality in evaluating the effectiveness of government.
3. Responsible community members understand the connections and complexities of interactions among nations.

Theme: World Studies from 750 B.C. to 1600 A.D.: Ancient Greece to the First Global Age

The seventh-grade year is an integrated study of world history, beginning with ancient Greece and continuing through global exploration. All four social studies strands are used to illustrate how historic events are shaped by geographic, social, cultural, economic and political factors. Students develop their understanding of how ideas and events from the past have shaped the world today.

• History Strand

  • Historical Thinking and Skills

    • 1. Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of todayís norms and values.

  • Early Civilizations

    • 2. The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity.

  • Feudalism and Transitions

    • 3. Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems. Later invasions helped establish Mongol dominance in central Asia and led to the destruction of the Byzantine Empire by the Turks.
    • 4. Mongol influence led to unified states in China and Korea, but the Mongol failure to conquer Japan allowed a feudal system to persist.
    • 5. Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance.
    • 6. The Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes.
    • 7. The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political power and social influence of the Roman Catholic Church.

  • First Global Age

    • 8. Empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes.
    • 9. The advent of the trans-Saharan slave trade had profound effects on both West and Central Africa and the receiving societies.
    • 10. European economic and cultural influence dramatically increased through explorations, conquests and colonization.
    • 11. The Columbian Exchange (e.g., the exchange of fauna, flora and pathogens) among previously unconnected parts of the world reshaped societies in ways still evident today.

• Geography Strand

  • Spatial Thinking and Skills

    • 12. Maps and other geographic representations can be used to trace the development of human settlement over time.

  • Human Systems

    • 13. Geographic factors promote or impede the movement of people, products and ideas.
    • 14. Trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions.
    • 15. Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.

• Government Strand

  • Civic Participation and Skills

    • 16. The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues.

  • Roles and Systems of Government

    • 17. Greek democracy and the Roman Republic were radical departures from monarchy and theocracy, influencing the structure and function of modern democratic governments.
    • 18. With the decline of feudalism, consolidation of power resulted in the emergence of nation states.

• Economics Strand

  • Economic Decision Making and Skills

    • 19. Individuals, governments and businesses must analyze costs and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits.

  • Scarcity

    • 20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.

  • Markets

    • 21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.

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

Vermont Academic Content Standards: History and Social Sciences

• Inquiry

  • H&SS7-8:1—Social and Historical Questioning

    Students initiate an inquiry by:

    • Asking focusing and probing questions that will lead to independent research and incorporate concepts of personal, community, or global relevance (e.g., What are the causes of low voter turnout? What are the most effective ways to improve voter participation?).

  • H&SS7-8:2—Hypothesis/Research Statement

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

    • Predicting results, proposing a choice about a possible action, or exploring relationships between facts and/or concepts.

  • H&SS7-8:3—Research Plan

    Students design research by:

    • Identifying the quality and quantity of information needed, including primary and secondary sources.
    • Identifying tools and procedures needed for collecting, managing, and examining information, including a plan for citing sources (e.g., establishing a time line or schedule for research, identifying places to find possible sources).
    • Determining possible ways to present data (e.g., Power-Point, hypercard, report, graph, etc.).

  • H&SS7-8:4—Conducting Research

    Students conduct research by:

    • Referring to and following a detailed plan for an inquiry.
    • Locating relevant materials such as print, electronic, and human resources.
    • Applying criteria from the plan to analyze the quality and quantity of information gathered (e.g., judging the accuracy of different accounts of the same event).
    • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.
    • Revising the research plan and locating additional materials and/or information, as needed.
    • Citing sources.

  • H&SS7-8:5

    Students develop reasonable explanations that support the research statement by:

    • Organizing and displaying information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters, timelines, models, simulations, and/or dramatizations.
    • Determining the validity and reliability of the document or information.
    • Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, and/or justifying (e.g., analyzing information to determine why two historical accounts of the same event might differ.)
    • Revising explanations as necessary based on personal reflection, peer critique, expert opinion, etc.

  • H&SS7-8:6

    Students make connections to research by:

    • Formulating recommendations and/or making decisions based on evidence.
    • Using their research results to support or refute the original research statement.
    • Proposing solutions to problems based on their findings, and asking additional questions.
    • Identifying problems or flaws with the research plan and suggesting improvements (e.g., identifying additional types of information that could strengthen an investigation).
    • Proposing further investigations.

  • H&SS7-8:7

    Students communicate their findings by:

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

• History

  • H&SS7-8:8

    Students connect the past with the present by:

    • Explaining differences between historic and present day objects in the United States and/or the world, and evaluating how the use of the object and the object itself changed over time (e.g., comparing modes of transportation used in past and present exploration in order to evaluate impact and the effects of those changes).
    • Describing ways that life in the United States and/or the world has both changed and stayed the same over time, and explaining why these changes have occurred (e.g., In what ways would the life of a teenager during the American Revolution be different from the life of a teenager today? What factors have contributed to these differences?).
    • Investigating and evaluating how events, people, and ideas (democracy, for example) have shaped the United States and the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the ideals of Greek democracy impact the world? How has European colonialism influenced race relations in Africa?).

  • H&SS7-8:9

    Students show understanding of how humans interpret history by:

    • Identifying different types of primary and secondary sources (for example, visual, literary, and musical sources), and evaluating the possible biases expressed in them (e.g., analyzing Paul Revere’s engraving of the Boston Massacre).
    • Reading and interpreting historic maps.
    • Identifying multiple perspectives in historic and current events (e.g., How might one of Santa Anna’s soldiers describe the events at the Alamo? How might an American soldier describe the same events?).
    • Evaluating attitudes, values, and behaviors of people in different historical contexts (e.g., examining how religious values have influenced historic events).
    • Identifying how technology can lead to a different interpretation of history (e.g., DNA evidence, forensic analysis of a battle site).

  • H&SS7-8:10

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

    • Identifying the beginning, middle, and end of an historical narrative or story.
    • Constructing time lines of significant historical developments in the nation and world, designating appropriate equidistant intervals of time and recording events according to the order in which they occurred.
    • Interpreting data presented in time lines.
    • Measuring and calculating calendar time by days, weeks, months, years, decades, centuries, and millennia (e.g., How long ago did people first come to North America?).
    • Understanding a variety of calendars (e.g., Islamic, Jewish, Chinese) and reasons for their organizational structures (e.g., political, historic, religious).
    • Making predictions and/or decisions based on an understanding of the past and the present (e.g., after analyzing past events, determining what steps can impact the future).
    • Identifying important events in the United States and/or world, and describing multiple causes and effects of those events.
    • Explaining transitions between eras that occurred over time (e.g. independence of African nations) as well as those that occurred as a result of a pivotal event (e.g., the invention of the automobile and the light bulb).
    • Identifying why certain events are considered pivotal and how they cause us to reorder time (e.g., the explosion of the atom bomb and the beginning of the nuclear age; September 11, 2001).

• Physical and Cultural Geography

  • H&SS7-8:11

    Students interpret geography and solve geographic problems by:

    • Identifying characteristics of states, countries, and continents using resources such as landmarks, models, different kinds of maps, photographs, atlases, internet, video, reference materials, GIS and mental mapping.
    • Observing, comparing, and analyzing patterns of national, and global land use (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities.
    • Locating the physical, political, and cultural regions of the United States and the world (e.g., Sub-Sahara, Middle East, Eurasia).
    • Locating and using absolute and relative location, and explaining why selected cities are of historical and current importance (e.g., Palestine; Moscow).
    • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones and the effects of these on settlement patterns (e.g., Appalachian Mountain’s effect on westward movement; overgrazing; Palestinian/Israeli conflict).
    • Interpreting a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., physical, political, topographic, computer generated, and special purpose maps).
    • Identifying and using basic elements of a variety of maps.
    • Using grid systems to locate places on maps and globes (e.g., longitude and latitude).
    • Comparing and contrasting spatial patterns or landforms using geographic resources (e.g., comparing water usage between nations).

  • H&SS7-8:12

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

    • Describing how human activity and technology have changed the environment in the U.S. and world for specific purposes (e.g., development of urban environments, genetic modification of crops, flood control, reforestation).
    • Generating information related to the impact of human activities on the physical environment (for example, through field studies, mapping, interviewing, and using scientific instruments) in order to draw conclusions and recommend actions (e.g., damming the Yangtze River).
    • Evaluating different viewpoints regarding resource use in the U.S. and world (e.g., debating drilling for oil in a national wildlife refuge).
    • Examining multiple factors in the interaction of humans and the environment (e.g., population size, farmland, and food production).
    • Recognizing patterns of voluntary and involuntary migration in the U.S. and world.
    • Using information to make predictions about future migration.

  • H&SS7-8:13

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

    • Identifying and comparing expressions of culture in Vermont, the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., identifying how the Japanese art of Gyotaku [fish printing] reflects history and culture).
    • Describing the contributions of various cultural groups to the world, both past and present.
    • Analyzing how location and spatial patterns influence the spread of cultural traits (e.g., comparing clothing, food, religion/values, government, and art across four ancient cultures in relation to location).
    • Identifying ways in which culture in the United States and the world has changed and may change in the future (e.g., the spread of Islam).

• Civics, Government and Society

  • H&SS7-8:14

    Students act as citizens by:

    • Comparing the rights and responsibilities of citizenship in another country to those of the U.S (e.g., after reading accounts of elections in news articles, compare voting rights).
    • Identifying the various ways people become citizens of the U.S. (e.g., birth, naturalization).
    • Giving examples of ways people act as members of a global community (e.g., collecting used textbooks for countries in need).
    • Demonstrating positive interaction with group members (e.g., working with a group to design a lesson teaching younger students about rights and responsibilities).
    • Identifying problems, proposing solutions, and considering the effects of a course of action in the local community, state, nation, or world.
    • Explaining and defending their own point of view on issues that affect themselves and society, using information gained from reputable sources (e.g. communism vs. democracy; war vs. economic sanctions).
    • Explaining and critically evaluating views that are not one’s own.
    • Giving examples of ways in which political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.
    • Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., interview someone involved in civil union legislation).
    • Demonstrating how identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples (e.g. Northern Ireland/Republic; socialism; capitalism).
    • Establishing rules and/or policies for a group, school, or community, and defending them (e.g., dress code policies, establishing a skate board park).

  • H&SS7-8:15

    Students show understanding of various forms of government by:

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

  • H&SS7-8:16

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

    • Analyzing a current or historic issue related to human, rights, and explaining how the values of the time or place influenced the issue (e.g. Kosovo, China, Vietnam).
    • Analyzing how shared values and beliefs can maintain a subculture (e.g., political parties, religious groups).
    • Describing the purposes and functions of governmental and nongovernmental international organizations (e.g., the United Nations, NATO, International Red Cross, Amnesty International).
    • After examining issues from more than one perspective, defining and defending the rights and needs of others in the community, nation, and world (e.g. AIDS in Africa; One Child Policy in China; nuclear waste disposal).
    • Analyzing differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describing their costs and benefits.
    • Citing examples, both past and present, of how diversity has led to change. (e.g., immigration of Cubans into Miami).
    • Identifying examples of interdependence among states and nations (e.g., transportation systems).
    • Analyzing behaviors that foster global cooperation among groups and governments (e.g., lowering trade barriers).
    • Explaining conditions, actions, and motivations that contribute to tensions and/or conflict within and among individuals, communities, and nations (e.g., investigating the relationship between poverty and conflict).
    • Explaining ways in which conflicts can be resolved peacefully (e.g., assimilation /separatism; affirmative action; diplomacy).

  • H&SS7-8:17

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

    • Comparing how different groups gain or have been denied access to various institutions, and describing the impact this has had on these groups in the US and other countries (e.g., Property ownership for voting, ageism, access to education; affirmative action, due process, petition).
    • Identifying and describing examples of tensions between belief systems and government policies and laws, and identifying ways these tensions can be reduced (e.g., Gambling on reservations; neutrality of Switzerland; humanitarian aid).

• Economics

  • H&SS7-8:18

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

    • Explaining how goods and services around the world create economic interdependence between people in different places (e.g., writing a persuasive essay about the effects of importing oil, exporting labor, etc.).
    • Examining how producers in the U.S. and/or world have used natural, human, and capital resources to produce goods and services, and predicting the long term effects of these uses (e.g., describing how the use of petroleum products will impact the production of hybrid vehicles; examining how the use of human resources in the U.S. has changed over time).
    • Drawing conclusions about how choices within an economic system affect the environment in the state, nation, and/or world (e.g., decisions to build “box” stores and new roads).

  • H&SS7-8:19

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

    • Identifying goods and services provided by local, state, national, and international governmental and/or nongovernmental organizations (e.g., Red Cross, UN peacekeeping efforts, etc.).
    • Evaluating the costs and benefits of government economic programs to both individuals and groups (e.g., debate the pros and cons of welfare programs).
    • Explaining the relationship between taxation and governmental goods and services in the U.S. and/or world (e.g., how much of the federal budget is devoted to international aid?).
    • Recognizing that governments around the world create their own currency for use as money (e.g., examining foreign currency for cultural and political symbols).
    • Recognizing that a change in exchange rates changes the relative price of goods and services between two countries (e.g., track the cost in dollars of ordering a Big Mac in Paris over a three week period).

  • H&SS7-8:20

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

    • Define and apply basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional, national, or international economic question or problem (e.g., In Colombia, what could be an alternative agricultural product to coca?).
    • Examining the causes and long-term effects of people’s needs and/or wants exceeding their available resources, and proposing possible solutions (e.g., examining long term effects of population issues in China and India).
    • Comparing price, quality, and features of goods and services.
    • Analyzing influences on buying and saving (e.g., media, peers).
    • Analyzing factors involved in the production of a product or service (e.g., developing a business plan for community fundraising).

Content Suggestion:

World Regional Studies of three or four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying Latin America might include the Mayan Empire, Independence movements of the 19th Century, and modern Latin America. Just as in Grade 6, districts should limit the number of topicsand regions in favor of an in-depth study using a wide range of resource materials.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

• 1. Evaluate the impact of interactions between the United States and other countries/areas worldwide.
• 2. Compare and contrast historical events in other nations with those in American history (e.g. settlement, Revolution, U.S. Constitution).
• 3. Compare and contrast the influence of leaders in other nations with those in U.S. History.

Correlations

Critical Thinking and Problem Solving
Civic Literacy
Global awareness
1 NCSS 9 “Individuals, Groups, and Institutions”
2 NCSS 5, “Individuals, Groups, and Institutions”
3 NCSS 5, “Individuals, Groups, and Institutions”

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

Grade Level Expectations
Students will be able to:

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

Correlations

Critical Thinking and Problem Solving
Civic Literacy
Global Awareness
4 NCSS 5, “Individuals, Groups, and Institutions”

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

Grade Level Expectations
Students will be able to:

• 5. Explain how a civilization/nation’s arts, architecture, music and literature reflect its culture and history.
• 6. Analyze how specific individuals and their ideas and beliefs influenced world history.
• 7. Evaluate the cultural contributions of a variety of past and present civilizations.
• 8. Analyze how cultural differences sometimes contributed to conflict among civilizations or nations.

Correlations

Critical Thinking and Problem Solving
Civic Literacy
I&TL: 1,2,3,4,5,6,
5. NCSS 1, “Culture”
6. NCSS 3, “People, Places, and Environments”
7. NCSS 2, “Time, Continuity, and Change”
8. NCSS 1, “Culture”8- NCSS 1

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

• 9. Identify selected countries and determine the advantages and challenges created by their geography.
• 10. Examine geographic factors that help explain historical events and contemporary issues.
• 11. Analyze settlement patterns in different world regions using appropriate maps.

Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Information Literacy
Communication
9. NCSS 3 “People, Places, and Environments”
10. NCSS 3 “People, Places, and Environments”
11. NCSS 3 “People, Places, and Environments”

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

• 12. Compare and contrast the impact of technology on the environment at different times and in different places.

Correlations

I&TL: 1,2,3,4,5,6,7
Critical Thinking and Problem Solving
Information Literacy
12. NCSS 8 “Science, Technology, and Society”

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

• 13. Analyze and describe how technology influenced migration patterns in a region/ country.
• 14. Assess how ideas/religions affected migration in different regions (e.g. Crusades, South African trek, founding of Israel).
• 15. Evaluate the positive and/or negative impacts of mass human migrations on both people and a nation/ region.

Correlations

I&TL: 1,2,3,4,5,6,7
Critical Thinking and Problem Solving
Information Literacy
Global Awareness
13. NCSS 8 “Science, Technology, and Society”
14. NCSS 1 “Culture”
15. NCSS 3 “People, Places, and Environment”

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

Grade Level Expectations
Students will be able to:

• 16. Identify the powers and functions of international governmental bodies.
• 17. Evaluate the strengths and weaknesses of different forms of government in the past and present (e.g. monarchy, dictatorship, representative democracy, parliament).

Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Civic Literacy
Information Literacy
16-NCSS 6, “Power, Authority, and Governance”
17-NCSS 6 “Power, Authority, and Governance”

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

Grade Level Expectations
Students will be able to:

• 18. Analyze the factors that led to the rise of different types of governments worldwide.
• 19. Analyze and critique examples where governments in other nations have changed through violent or peaceful means.

Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Civic Literacy
Information Literacy
18-NCSS 6, “Power, Authority, and Governance”
19-NCSS 5, “Individuals, Groups, and Institutions”

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

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

Correlations

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

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

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

Correlations

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

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

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

Correlations

I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Civic Literacy
Global Awareness
Information Literacy
20. NCSS 10, “Civic, Ideals, and Practices”

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

Grade Level Expectations
Students will be able to:

• 21. Analyze how resources or lack of resources influenced a nation/region’s development (e.g. diversification vs. one-crop economies).

Correlations

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

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

Grade Level Expectations
Students will be able to:

• 22. Compare and contrast different economic systems in the world.
• 23. Analyze how different economic systems guide production and distribution

Correlations

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

Standard 2: History/Social Studies Literacy

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

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

Grade Level Expectations
Students will be able to:

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

Correlations

RH- 1, 2, 3, 10
RI7-3
WHST-7, 8
I&TL: 1, 2, 3, 5, 6
Information Literacy
Media Literacy
ICT Literacy

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

Grade Level Expectations
Students will be able to:

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

Correlations

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

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

Grade Level Expectations
Students will be able to:

• 23. Create written work expressing more than one point of view (e.g. perspective from a historical figure’s viewpoint or persuasive piece) and properly cite evidence.
• 24. Write arguments on discipline-specific content.
• 25. Write informative/explanatory texts, including the narration of historical events, that incorporates research and information to describe a social studies event or issue.
• 26. Integrate information from multiple print and digital sources while avoiding plagiarism.

Correlations

RH-1 WHST-1, 2, 6, 8
I&TL: 1,2,3,4,5,6,7
Critical Thinking and Problem Solving
Communication

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

Grade Level Expectations
Students will be able to:

• 27. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
• 28. State and defend points of view using relevant evidence.
• 29. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume, and clear pronunciation

Correlations

SL7- 1,3
I&TL: 1, 2, 3, 5, 6
Critical Thinking and Problem Solving
Communication
Information Literacy

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

Grade Level Expectations
Students will be able to:

• 30. Present social studies topics using visual forms of evidence, including multimedia components (e.g. maps, pictures, portraits, graphs, video, sound), to clarify claims and findings and emphasize salient points.
• 31. Create maps of areas, regions or nations and provide relevant information.
• 32. Compare two countries/regions or two historical periods in the same country/ region using visual representations (e.g. charts, maps, graphs).
• 33. Make and use maps, globes, models and databases to analyze spatial distributions and patterns.

Correlations

SL7-4, 5
I&TL: 1, 2, 3, 4, 5, 6, 7
Critical Thinking and Problem Solving
Communication
Information Literacy
Media Literacy

Standard 3: Civic Engagement

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

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

Grade Level Expectations
Students will be able to:

• 1. Use evidence to describe and/or predict the impact of history on a nation’s policies or behavior.
• 2. Evaluate the quality of evidence from various sources supporting a point of view.

Correlations

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

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

Grade Level Expectations
Students will be able to:

• 3. Compare, contrast and evaluate two or more views of a contemporary national issue (e.g. immigration, economy, energy, civil liberties).
• 4. Explain the point of view of people engaged in a historical event (e.g. immigrant experience, wartime experiences) using primary sources.

Correlations

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

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

Grade Level Expectations
Students will be able to:

• 5. Compare, contrast and evaluate the significance of any one factor influencing a contemporary event..

Correlations

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

• HI.SS.7HHK Content Standard / Course: History of the Hawaiian Kingdom
  • SS.7HHK.1. Content Standard / Performance Indicator: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
    • SS.7HHK.1. Performance Indicator / Grade Level Expectation: Historical Change and Continuity Analyze both change and continuity during unification and the monarchy period
  • SS.7HHK.2. Content Standard / Performance Indicator: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
    • SS.7HHK.2. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
  • SS.7HHK.3. Content Standard / Performance Indicator: History HISTORY OF THE HAWAIIAN KINGDOM-Understand important historical events in the history of the Hawaii Kingdom
    • SS.7HHK.3. Performance Indicator / Grade Level Expectation: Unification Explain the events (including warfare and land control), people (including Kamehameha, Kekuhaupio, Kalaniopuu, Kiwalao, Keoua, Keawemauhili, Kahekili, Kalanikupule, Davies, and Young), and ideas (including foreign advisors, weaponry, and strategies) that led to the unification of the Hawaiian Islands
    • SS.7HHK.3. Performance Indicator / Grade Level Expectation: Unification Describe the effects of unification on the Hawaiian Islands (including establishment of monarchy, peaceful rule of Kamehameha, Mamala Hoe Kanawai, organization of government, and rebuilding of resources)
    • SS.7HHK.3. Performance Indicator / Grade Level Expectation: Foreigners and Missionaries Explain reasons foreigners (including explorers, whalers, traders, and missionaries) came to Hawaii and explain the political (including change in government and roles/power of leaders), social (including the decline of Hawaiian population, Christianity, the establishment of churches/schools, and end of kapu system) and economic (including the rise of mercantilism) impact on Hawaii
    • SS.7HHK.3. Performance Indicator / Grade Level Expectation: Sugar and Plantations Describe the development of the sugar industry in Hawaii (including the fall of whaling, demand/production of sugar, and plantations) and the economic, social, and political effects it had on Hawaii (including the interest of American businessmen, establishment of Big 5, 1848 Mahele, and immigration of contract laborers).
    • SS.7HHK.3. Performance Indicator / Grade Level Expectation: Sugar and Plantations Describe the coming of early immigrant groups (including Chinese, Portuguese, and Japanese) to Hawaii as contract laborers, their experience in the plantation system, aspects of their culture that was brought with them (including beliefs, knowledge, and/or practices), and the relationships that developed between themselves as well as others (including inequities on the job, cultural diffusion, and/or assimilation)
    • SS.7HHK.3. Performance Indicator / Grade Level Expectation: Mahele Describe the Mahele of 1848, why it came about, and the social, political, economic effect it had on native Hawaiians and others
    • SS.7HHK.3. Performance Indicator / Grade Level Expectation: Overthrow Analyze the roles of significant individuals (including King David Kalakaua, Robert Wilcox, Queen Liliuokalani, Sanford B. Dole, Lorrin A. Thurston, and Minister Stevens) and groups (including Annexationist/Committee of Public Safety, Aloha Aina, and American businessmen) and their involvement in the Overthrow
  • SS.7HHK.4. Content Standard / Performance Indicator: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives
    • SS.7HHK.4. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
  • SS.7HHK.5. Content Standard / Performance Indicator: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
    • SS.7HHK.5. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
  • SS.7HHK.6. Content Standard / Performance Indicator: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
    • SS.7HHK.6. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
  • SS.7HHK.7. Content Standard / Performance Indicator: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
    • SS.7HHK.7. Performance Indicator / Grade Level Expectation: Human and Physical Characteristics in Spatial Terms Analyze the relationship between economic activities, their location, and the physical characteristics of a given place (including businesses, plantations, and trading)
  • SS.7HHK.8. Content Standard / Performance Indicator: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
    • SS.7HHK.8. Performance Indicator / Grade Level Expectation: Role and Function of markets Explain how prices and products (including sandalwood, whales, and sugar) were affected by the interactions between producers in Hawaii and global buyers in this era
    • SS.7HHK.8. Performance Indicator / Grade Level Expectation: International Economics Describe how trade between Hawaii and other countries is affected by regulations
• HI.SS.7PI. Content Standard / Course: Pacific Islands
  • SS.7PI.1. Content Standard / Performance Indicator: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
    • SS.7PI.1.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
  • SS.7PI.2. Content Standard / Performance Indicator: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
    • SS.7PI.2.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
  • SS.7PI.3. Content Standard / Performance Indicator: History PACIFIC ISLANDS-Understand important historical events in the Pacific region
    • SS.7PI.3.1 Performance Indicator / Grade Level Expectation: European Contact and Colonization Explain why foreigners (including explorers, traders, whalers, and missionaries) came to Oceania and examine the resultant political (including colonization), social (including decline of population and demise of culture), and economic (including trade and diminishing resources) impact on the indigenous people
    • SS.7PI.3.2 Performance Indicator / Grade Level Expectation: European Contact and Colonization Analyze conflicting beliefs, values, and norms of the indigenous populations and the European explorers/settlers and explain the impact of those differences
    • SS.7PI.3.3 Performance Indicator / Grade Level Expectation: Government Trace the development/evolution of government systems in Oceania from pre-contact to present (including colonization, protectorate, trust territory, territory, commonwealth, self-governing, free-association, and independent) and explain the effects of the changes
    • SS.7PI.3.4 Performance Indicator / Grade Level Expectation: Government Analyze the roles and responsibilities of contemporary governments (including monarchy, free association, trust territory and independence) in the Pacific Islands and how they are similar or different
    • SS.7PI.3.5 Performance Indicator / Grade Level Expectation: United States and The Pacific Islands Describe the cultural and political relationship between the United States and one of the Pacific Islands, including interactions between the two
    • SS.7PI.3.6 Performance Indicator / Grade Level Expectation: Contemporary Issues in The Pacific Islands Examine current issues or problems facing contemporary Polynesia, Micronesia, and Melanesia and propose solutions to them based on research
  • SS.7PI.4. Content Standard / Performance Indicator: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives
    • SS.7PI.4.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
  • SS.7PI.5. Content Standard / Performance Indicator: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
    • SS.7PI.5.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
  • SS.7PI.6. Content Standard / Performance Indicator: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
    • SS.7PI.6.1 Performance Indicator / Grade Level Expectation: Cultural Diversity and Unity Compare conditions and motivations that contribute to conflict, cooperation, or interdependence among the islands of Polynesia, Micronesia, and Melanesia or between the islands and the United States
  • SS.7PI.7. Content Standard / Performance Indicator: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
    • SS.7PI.7.1 Performance Indicator / Grade Level Expectation: World in Spatial Terms Use geographic representations such as maps or models to explain population distribution and the physical and human characteristics of places in Oceania, including landforms, natural resources, climate, river, lakes, bridges, dams, roads, and buildings
    • SS.7PI.7.2 Performance Indicator / Grade Level Expectation: Human and Physical Characteristics in Spatial Terms Describe demographic patterns and how they affect places
    • SS.7PI.7.3 Performance Indicator / Grade Level Expectation: Human and Physical Characteristics in Spatial Terms Analyze important economic activities and explain the relationship between these activities and the physical (including natural resources, land forms, and waterways) and human (including bridges, canals, and roads) characteristics of places in Oceania
  • SS.7PI.8. Content Standard / Performance Indicator: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
    • SS.7PI.8.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.

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

• Geography: Eastern Hemisphere

  • Standard 1: History

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

    Goal 1.8:

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

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

  • Standard 2: Geography

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

    Goal 2.1:

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

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

    Goal 2.2:

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

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

    Goal 2.3:

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

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

    Goal 2.4:

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

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

    Goal 2.5:

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

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

  • Standard 3: Economics

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

    Goal 3.1:

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

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

    Goal 3.2:

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

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

  • Standard 4: Civics and Government

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

    Goal 4.5:

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

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

  • Standard 5: Global Perspectives

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

    Goal 5.1:

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

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

• Geography: Western Hemisphere

  • Standard 1: History

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

    Goal 1.8:

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

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

  • Standard 2: Geography

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

    Goal 2.1:

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

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

    Goal 2.2:

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

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

    Goal 2.3:

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

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

    Goal 2.4:

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

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

    Goal 2.5:

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

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

  • Standard 3: Economics

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

    Goal 3.1:

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

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

    Goal 3.2:

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

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

  • Standard 4: Civics and Government

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

    Goal 4.5:

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

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

  • Standard 5: Global Perspectives

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

    Goal 5.1:

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

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

• World History and Civilization

  • Standard 1: History

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

    Goal 1.6:

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

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

    Goal 1.7:

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

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

    Goal 1.8:

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

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

    Goal 1.9:

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

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

  • Standard 2: Geography

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

    Goal 2.1:

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

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

    Goal 2.3:

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

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

    Goal 2.4:

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

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

    Goal 2.5:

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

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

  • Standard 3: Economics

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

    Goal 3.1:

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

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

    Goal 3.2:

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

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

  • Standard 4: Civics and Government

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

    Goal 4.4:

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

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

  • Standard 5: Global Perspectives

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

    Goal 5.1:

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

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

• U.S. History I

  • Standard 1: History

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

    Goal 1.1:

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

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

    Goal 1.2:

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

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

    Goal 1.3:

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

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

    Goal 1.4:

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

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

    Goal 1.5:

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

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

  • Standard 2: Geography

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

    Goal 2.1:

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

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

    Goal 2.2:

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

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

    Goal 2.3:

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

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

  • Standard 3: Economics

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

    Goal 3.1:

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

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

    Goal 3.2:

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

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

    Goal 3.3:

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

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

  • Standard 4: Civics and Government

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

    Goal 4.1:

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

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

    Goal 4.2:

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

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

    Goal 4.3:

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

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

    Goal 4.4:

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

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

  • Standard 5: Global Perspectives

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

    Goal 5.1:

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

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

• IN.1. Standard: History Students will examine the major movements, events and figures that contributed to the development of nations in modern Africa, Asia and the Southwest Pacific from ancient civilizations to modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments.
  • 7.1.1. Proficiency Statement: Historical Knowledge Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E.: Identify and compare the rise of early agricultural river valley civilizations in Africa and Asia.
  • 7.1.2. Proficiency Statement: Historical Knowledge Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E.: Describe the achievements of ancient Egypt in art, architecture, religion and government and the development of the concept of theocracy. (Individuals, Society and Culture)
  • 7.1.3. Proficiency Statement: Historical Knowledge Early Civilizations, States and Empires: 3500 B.C. /B.C.E. to 650 A.D. /C.E.: Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics and Chinese calligraphy. (Individuals, Society and Culture)
  • 7.1.4. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Describe the historical origins, central beliefs and spread of major religions. (Individuals, Society and Culture)
  • 7.1.5. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Describe the development of sub-Saharan civilizations in Africa, including the kingdoms of Ghana, Mali and Songhai, and the importance of political and trading centers, such as Timbuktu.
  • 7.1.6. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Explain the importance of early trade routes in the eastern Mediterranean, South Asia and China, including the early Silk Road.
  • 7.1.7. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Explain the influence of Muslim civilization on the growth of cities, the development of trade routes, political organizations, and scientific and cultural contributions to other cultures of the time. (Individuals, Society and Culture)
  • 7.1.8. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Describe the institution of slavery in its various forms in Africa, Asia and the Southwest Pacific.
  • 7.1.9. Proficiency Statement: Historical Knowledge The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.): Trace the rise, spread and influence of the Mongols including the Mughal control of South Asia.
  • 7.1.10. Proficiency Statement: Historical Knowledge Major Civilizations, States and Empires: 300 - 1650: Describe the development of political institutions, agriculture and environment, technology, the arts, and commerce of various dynasties in China. (Individuals, Society and Culture)
  • 7.1.11. Proficiency Statement: Historical Knowledge Major Civilizations, States and Empires: 300 - 1650: Explain how Japan became increasingly independent of earlier Chinese influences, developing its own political, religious, social and artistic traditions. (Individuals, Society and Culture)
  • 7.1.12. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Describe worldwide voyages of exploration and discovery.
  • 7.1.13. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Explain the reasons for European colonization of Africa, Asia and the Southwest Pacific.
  • 7.1.14. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Describe and compare the responses of the indigenous people of India, South Africa and China to European imperialism. (Individuals, Society and Culture)
  • 7.1.15. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Describe the Japanese imperial period (1868-1945), including Japan's involvement in World War II.
  • 7.1.16. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Identify and describe historical events in the Middle East since the end of World War II.
  • 7.1.17. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Describe the impact of industrialization, urbanization and globalization in post-colonial South Africa, India, Japan, China and Kenya. (Individuals, Society and Culture)
  • 7.1.18. Proficiency Statement: Historical Knowledge Exploration, Conquest and Post-Colonial States: 1500 to the Present: Identify and describe recent conflicts and political issues between nations or cultural groups. (Individuals, Society and Culture)
  • 7.1.19. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Create and compare timelines that identify major people and events and developments in the history of civilization and/or countries of Africa, Asia and the Southwest Pacific.
  • 7.1.20. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Draw on visual, literary and musical sources to describe the development and transmission of culture over time. (Individuals, Society and Culture)
  • 7.1.21. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Analyze cause-and-effect relationships, bearing in mind multiple causations in the role of individuals, beliefs, and chance in history.
  • 7.1.22. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
  • 7.1.23. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Compare perspectives of history in Africa, Asia and the Southwest Pacific using fictional and non-fictional accounts.
  • 7.1.24. Proficiency Statement: Historical Knowledge Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Formulate historical questions and use a variety of information resources to find, summarize and evaluate historical data on the people, places, events and developments that have played a part in the history of Africa, Asia and the Southwest Pacific.
• IN.2. Standard: Civics and Government Students will trace the development of different forms of government in different historical eras and compare various contemporary political structures in Africa, Asia and the Southwest Pacific in terms of power, approach to human rights and the roles of citizens.
  • 7.2.1. Proficiency Statement: Foundations of Government Give examples of the different routes to independence from colonial rule taken by countries in Asia, Africa and the Southwest Pacific.
  • 7.2.2. Proficiency Statement: Foundations of Government Identify and compare historical and contemporary governments in Japan, North Korea, India, South Africa and China.
  • 7.2.3. Proficiency Statement: Functions of Government Using a variety of information resources, describe how major forms of governments of Japan, North Korea, India, South Africa and China currently protect or have protected citizens and their civil and human rights.
  • 7.2.4. Proficiency Statement: Functions of Government Identify the functions of international organizations in Africa, Asia and the Southwest Pacific.
  • 7.2.5. Proficiency Statement: Roles of Citizens Define and compare citizenship and the citizen's role in selected countries of Africa, Asia and the Southwest Pacific.
• IN.3. Standard: Geography Students will explain how atmospheric and oceanic systems affect the seasons and climate. They will understand and use technology and grid systems to identify and locate places geographically. They will identify and categorize the major geographic characteristics and regions of Africa, Asia and the Southwest Pacific. They will also name and locate major physical features, countries and major cities, and use geographic skills and technology to examine geographic relationships within and between these regions and the rest of the world.
  • 7.3.1. Proficiency Statement: The World in Spatial Terms Identify and locate on maps the countries of Africa, Asia and the Southwest Pacific.
  • 7.3.2. Proficiency Statement: The World in Spatial Terms Locate capital cities in Africa, Asia and the Southwest Pacific using latitude and longitude on maps and with locational technology such as Global Positioning Systems and Geographic Information Systems.
  • 7.3.3. Proficiency Statement: Places and Regions Use historical maps to identify changes in Africa, Asia and the Southwest Pacific over time.
  • 7.3.4. Proficiency Statement: Places and Regions Identify and describe major physical characteristics of regions in Africa, Asia and the Southwest Pacific.
  • 7.3.5. Proficiency Statement: Physical Systems Explain how ocean currents and winds influence climate differences in Africa, Asia and the Southwest Pacific and explain how they are adapted through industry, agriculture and housing.
  • 7.3.6. Proficiency Statement: Physical Systems Compare climate regions of Asia, Africa and the Southwest Pacific and explain why they differ.
  • 7.3.7. Proficiency Statement: Physical Systems Give examples and describe the formation of important river deltas, mountains and bodies of water in Africa, Asia and the Southwest Pacific.
  • 7.3.8. Proficiency Statement: Physical Systems Describe ecosystems of Africa's deserts, Asia's mountain regions, and the coral reefs of Australia.
  • 7.3.9. Proficiency Statement: Physical Systems Compare and contrast the distribution of natural resources in Africa, Asia and the Southwest Pacific.
  • 7.3.10. Proficiency Statement: Physical Systems Describe the limitations that climate and land forms place on land or people in regions of Africa, Asia and the Southwest Pacific.
  • 7.3.11. Proficiency Statement: Human Systems Identify and explain the importance of the early cultural hearths in the Nile River Valley, Mesopotamia, the Indus River Valley and the Huang River Valley. (Individuals, Society and Culture)
  • 7.3.12. Proficiency Statement: Human Systems Identify current trends and patterns of rural and urban population distribution in selected countries of Africa, Asia and the Southwest Pacific.
  • 7.3.13. Proficiency Statement: Human Systems Define the term ethnocentrism and give examples of how this attitude affected the relationships between the English settlers and the Kikuyu in Kenya and the British immigrants and the aborigines of Australia. (Individuals, Society and Culture)
  • 7.3.14. Proficiency Statement: Environment and Society Use a variety of information resources to identify current issues and developments related to the environment in selected countries in Africa, Asia and the Southwest Pacific.
• IN.4. Standard: Economics Students will examine the influence of physical and cultural factors upon the economic systems found in countries of Africa, Asia and the Southwest Pacific.
  • 7.4.1. Proficiency Statement: Give examples of trade between countries in Africa, Asia and the Southwest Pacific. Explain how voluntary trade benefits countries and results in higher standards of living.
  • 7.4.2. Proficiency Statement: Identify economic connections between the local community and the countries of Africa, Asia or the Southwest Pacific.
  • 7.4.3. Proficiency Statement: Illustrate how international trade requires a system for exchanging currency between and among nations.
  • 7.4.4. Proficiency Statement: Trace the development and change over time of the economic systems (traditional, command, market and mixed) of various cultures, societies or nations in Africa, Asia and the Southwest Pacific. (Individuals, Society and Culture)
  • 7.4.5. Proficiency Statement: Explain how banks and other financial institutions use savings deposits to help borrowers and investors.
  • 7.4.6. Proficiency Statement: Compare and contrast the standard of living of various countries in Africa, Asia and the Southwest Pacific using Gross Domestic Product (GDP) per capita as an indicator.
  • 7.4.7. Proficiency Statement: Describe ways that people can increase individual human capital.
  • 7.4.8. Proficiency Statement: Identify ways that societies deal with helpful spillovers (e.g. education) or harmful spillovers (e.g. pollution).
  • 7.4.9. Proficiency Statement: Explain how saving and investing help increase productivity and economic growth and examine how individual savings can grow through regular saving and the power of compound interest.