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

Subject: Behavioral Sciences

Behavioral sciences include, but are not limited to, the areas of sociology, anthropology and psychology. In addressing these disciplines the actions and reactions of humans are studied through observational and experimental methods.

Essential Concept and/or Skill:

Understand the changing nature of society.

• Understand that a large society may be made up of many groups, and these groups may contain many different subcultures.
• Understand various institutions influence people.
• Understand various institutions influence elements of culture.
• Understand that technology is important in spreading the ideas, values, and behavior patterns within a society.
• Understand the role of institutions in furthering both continuity and change.
• Understand the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.

Essential Concept and/or Skill:

Understand how personality and socialization impact the individual.

• Understand the ways family, gender, ethnicity, nationality, socioeconomic factors and institutional affiliations contribute to personal identity.
• Understand the influence of perception, attitudes, values, and beliefs on personal identity.

Essential Concept and/or Skill:

Understand the influences on individual and group behavior and group decision making.

• Understand that various factors affect decisions that individuals make.
• Understand role, status, and social class affect interactions of individuals and social groups.
• Understand that each culture has distinctive patterns of behavior that are usually practiced by most of the people who grow up in it.
• Understand that standards used to judge behaviors vary for different settings and societal groups.
• Understand that technology is important in spreading ideas, values, and behavior patterns within a society and among different societies.
• Understand that the media may influence the behavior and decision-making of individuals and groups.

Essential Concept and/or Skill:

Understand the process of how humans develop, learn, adapt to their environment, and internalize their culture.

• Understand that all behavior is affected by both inheritance and experience
• Understand values, language, beliefs, and behaviors contribute to the transmission of culture.
• Understand that language and tools enable human beings to learn complicated and varied things from others.
• Understand that technology is important in spreading the ideas, values, and behavior patterns within a society.

Essential Concept and/or Skill:

Understand current social issues to determine how the individual is able to formulate opinions and respond to those issues.

• Understand that personal values influence the types of conclusions people make.
• Understand the concepts of bias, prejudice, stereotyping, power, role, status, justice.
• Understand group and institutional influences on people, events, and elements of culture.

Essential Concept and/or Skill:

Understand how to evaluate social research and information.

• Understand that human behavior is studied using scientific methods.
• Understand basic distinctions between information that is based on fact and information that is based on opinion.

Subject: Economics

Economics addresses the production, distribution, and consumption of goods and services. The concept of scarcity is understood to mean that available resources are insufficient to satisfy the wants and needs of everyone. Economics is therefore founded upon the alternative use of available resources and the study of choices.

Essential Concept and/or Skill:

Understand the role of scarcity and economic trade-offs and how economic conditions impact people's lives.

• Understand the cost and benefits of economic trade-offs and how scarcity of resources affects costs and benefits.
• Understand economic trade-offs at different levels (personal, business, local government).
• Understand the short term and long term impact of economic trade-offs on society.

Essential Concept and/or Skill:

Understand the functions of economic institutions.

• Understand the services that are available at banks and credit unions.
• Understand the process of interests and payments for goods.
• Understand the role banks play among savers, borrowers, and investors.
• Understand the types of specialized economic institutions found in market economies (corporations, partnerships, cooperatives, labor unions, banks, and nonprofit organizations).

Essential Concept and/or Skill:

Understand how governments throughout the world influence economic behavior.

• Understand goods and services that the government provides.
• Understand the government's purpose in preventing monopolies.
• Understand how taxes are used at the local, state, and national levels.
• Understand revenues and expenditures in the federal budget.
• Understand the concepts of balanced budget, budget deficit, budget surplus, and national debt.
• Understand the role of the Federal Reserve on the economy.
• Understand the process of filing personal tax returns.

Essential Concept and/or Skill:

Understand factors that create patterns of interdependence in the world economy.

• Understand the impact of imported and exported goods and services in the local community.
• Understand the concepts of free trade and trade barriers.
• Understand trade barriers imposed by the United States from a historical perspective and the impact of those actions.
• Understand the interdependence of America and other regions of the world in terms of imports and exports.
• Understand balance of trade and trade deficits and their impact on the price of goods.
• Understand that the increased interdependence of the world market causes economic conditions in one country to affect others.

Essential Concept and/or Skill:

Understand the impact of advancing technologies on the global economy.

• Understand the evolution of technology over time.
• Understand the role of technologies that interlock the global economy.
• Understand the role of investment and government support in advancing technologies.

Essential Concept and/or Skill:

Understand how universal economic concepts present themselves in various types of economies throughout the world.

• Understand the different types of economies and universal economic concepts (supply and demand, production, consumption, labor, capital, etc.) and their influence on each other.
• Understand how the laws of supply and demand affect price and consumers' responses to prices.
• Understand how the change of price for one good or service can affect the price for other goods and services.
• Understand causes of inflation, deflation, and recessions and who gains or loses from them.
• Understand the relation between gross domestic products and standards of living among countries.
• Understand unemployment.
• Understand the role of profit in motivating entrepreneurs in starting new businesses.

Essential Concept and/or Skill:

Understand the function of common financial instruments.

• Understand checking accounts.
• Understand that bank accounts, loans and other services vary from one bank to another.

Subject: Geography

Geography is the study of the interaction between people and their environments. Geography therefore looks at the world through the concepts of location, place, human-environmental interaction, movement, and region.

Essential Concept and/or Skill:

Understand the use of geographic tools to locate and analyze information about people, places, and environments.

• Understand the characteristics and purposes of geographic tools and representations of the earth such as maps, globes, graphs, charts, models, grid systems, aerial and other photographs, GIS, satellite-produced images and databases.
• Understand mental maps of locales, regions and the world.
• Understand geographic relationships such as population density and spatial distribution patterns.

Essential Concept and/or Skill:

Understand how geographic and human characteristics create culture and define regions.

• Understand human and physical characteristics of place.
• Understand the concept of region.
• Understand the physical environment affects life in different regions.
• Understand communities reflect the cultural backgrounds of their inhabitants.
• Understand patterns of cultural diffusion.

Essential Concept and/or Skill:

Understand how human factors and the distribution of resources affect the development of society and the movement of populations.

• Understand physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes.
• Understand world patterns of resource distribution and utilization.
• Understand the role of technology in resource acquisition and use, and its impact on the environment.
• Understand the development and widespread use of alternative energy sources have an impact on societies.
• Understand physical and human geographic factors have influenced major historic events and movements.

Essential Concept and/or Skill:

Understand how physical processes and human actions modify the environment and how the environment affects humans.

• Understand human systems develop in response to conditions in the physical environment.
• Understand major processes that shape patterns in the physical environment.
• Understand the environmental consequences of both the unintended and intended outcomes of major technological changes in human history.
• Understand technology influences the human capacity to modify the physical environment.
• Understand the environmental consequences of people changing the physical environment.
• Understand ecosystems in terms of their characteristics and ability to withstand stress caused by physical events.

Subject: History

History is the study and analysis of the past. Built upon a foundation of historical knowledge, history seeks to analyze the past in order to describe the relationship between historical facts, concepts, and generalizations. History draws upon cause and effect relationships within multiple social narratives to help explain complex human interactions. Understanding the past provides context for the present and implications for the future.

Essential Concept and/or Skill:

Understand historical patterns, periods of time and the relationships among these elements.

• Understand concepts such as chronology, causality, change, conflict, and complexity.
• Understand historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others.

Essential Concept and/or Skill:

Understand how and why people create, maintain or change systems of power, authority, and governance.

• Understand political events that shaped the development of governments.
• Understand patterns of nationalism, state-building, religious and social reform.

Essential Concept and/or Skill:

Understand the role of culture and cultural diffusion on the development and maintenance of societies.

• Understand ways groups, societies, and cultures have met human needs and concerns in the past.
• Understand how information and experiences from the past may be interpreted by people from diverse cultural perspectives and frames of reference.
• Understand language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors have contributed to the development and transmission of culture.

Essential Concept and/or Skill:

Understand the role of individuals and groups within a society as promoters of change or the status quo.

• Understand that specific individuals and the values those individuals held had an impact on history.
• Understand significant events and people, including women and minorities, in the major eras of history.

Essential Concept and/or Skill:

Understand the effect of economic needs and wants on individual and group decisions.

• Understand economic concepts that help explain historical and current developments and issues in local, national, or global contexts.
• Understand reform, revolution, and social change in the world economy.

Essential Concept and/or Skill:

Understand the effects of geographic factors on historical events.

• Understand that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings.
• Understand the forces of cooperation and conflict that shaped the divisions of Earth's surface.
• Understand geography is used to interpret the past.

Essential Concept and/or Skill:

Understand the role of innovation on the development and interaction of societies.

• Understand technology has influenced the course of history through revolutions in agriculture, manufacturing, sanitation, medicine, warfare, transportation, information processing, and communication.
• Understand the impact of new inventions and technological developments in various regions of the world.

Essential Concept and/or Skill:

Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

• Understand processes such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality.
• Understand relationships between and among significant events.
• Understand facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues.
• Understand how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians.

Subject: Political Science/Civic Literacy

Political science is the study of power and authority through the examination of political processes, governmental institutions, and human behavior in a civil society. In this context the study of civics is understood to include the form and function of government. Civic literacy encompasses civics but also addresses the individual’s social and political participation.

Essential Concept and/or Skill:

Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.

• Understand rights, roles and status of the individual in relation to the general welfare.
• Understand issues regarding personal, political, and economic rights.
• Understand what is meant by the "scope and limits" of a right.
• Understand participation in civic and political life can help bring about the attainment of individual and public goals.
• Understand the functions of political leadership and why leadership is a vital necessity in a democracy.
• Understand the importance of voluntarism as a characteristic of American society.

Essential Concept and/or Skill:

Understand how the government established by the Constitution embodies the principles of democracy and republicanism.

• Understand the essential ideas of American government that are expressed in the Declaration of Independence, the Constitution, and other documents.
• Understand the concepts of constitutional government as fundamental principles of American democracy.
• Understand the essential characteristics of limited and unlimited governments.
• Understand the basic concepts of a federal system of government.
• Understand values such as individual rights, the common good, self government, justice, equality, diversity, openness and free inquiry, truth, patriotism are fundamental to American public life.
• Understand the type of citizenry needed to establish and maintain constitutional government.

Essential Concept and/or Skill:

Understand the purpose and function of each of the three branches of government established by the Constitution.

• Understand the primary responsibilities of each branch of government in a system of shared powers (legislative, executive, judicial) and ways in which each branch shares the powers and functions of the other branches.
• Understand how the legislative, executive, and judicial branches use checks and balances.

Essential Concept and/or Skill:

Understand the similarities and differences among the complex levels of local, state and national government.

• Understand the relationship between state and local governments and the national government.
• Understand the powers and responsibilities of local, state and national governments.

Essential Concept and/or Skill:

Understand strategies for effective political action that impacts local, state and national governance.

• Understand the concept of civic responsibility.
• Understand the importance of political leadership, public service, and a knowledgeable citizenry in American democracy.
• Understand the concept of political leadership in the student’s own school, community, state, and the nation.

Essential Concept and/or Skill:

Understand how laws are established at the local, state and national levels.

• Understand the concept of public policy.
• Understand the sources, purposes, and functions of law, and the importance of the rule of law for the protection of individual rights and the common good.

Essential Concept and/or Skill:

Understand how various political systems throughout the world define the rights and responsibilities of the individual.

• Understand constitutions protect individual rights and promote the common good.
• Understand the essential characteristics of limited and unlimited governments.

Essential Concept and/or Skill:

Understand the role of the United States in current world affairs.

• Understand conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
• Understand current foreign policy issues and the means the United States is using to deal with them.

Strand / Topic: Civics and Economics

CE.1 Standard / Strand:

The student will develop the social studies skills citizenship requires, including the ability to

• CE.1a) Indicator/Standard: Examine and interpret primary and secondary source documents;
• CE.1b) Indicator/Standard: Create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;
• CE.1c) Indicator/Standard: Analyze political cartoons, political advertisements, pictures, and other graphic media;
• CE.1d) Indicator/Standard: Distinguish between relevant and irrelevant information;
• CE.1e) Indicator/Standard: Review information for accuracy, separating fact from opinion;
• CE.1f) Indicator/Standard: Identify a problem and recommend solutions;
• CE.1g) Indicator/Standard: Select and defend positions in writing, discussion, and debate.

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

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

  • 1.1. Benchmark:

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

  • 1.2. Benchmark:

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

  • 1.3. Benchmark:

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

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

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

  • 2.1. Benchmark:

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

  • 2.2. Benchmark:

    Students describe cultural diversity and the interdependence of cultures.

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

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

  • 3.1. Benchmark:

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

  • 3.2. Benchmark:

    Students describe the systems of exchange of past and present.

  • 3.3. Benchmark:

    Students recognize basic concepts of economic systems.

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

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

  • 4.1. Benchmark:

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

  • 4.2. Benchmark:

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

  • 4.3. Benchmark:

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

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

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

  • 5.1. Benchmark:

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

  • 5.2. Benchmark:

    Students apply the themes of geography to topics being studied.

  • 5.3. Benchmark:

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

• WI.A. Content Standard: Geography

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

  • A.8.1. Performance Standard:

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

  • A.8.2. Performance Standard:

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

  • A.8.3. Performance Standard:

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

  • A.8.4. Performance Standard:

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

  • A.8.5. Performance Standard:

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

  • A.8.6. Performance Standard:

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

  • A.8.7. Performance Standard:

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

  • A.8.8. Performance Standard:

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

  • A.8.9. Performance Standard:

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

  • A.8.10. Performance Standard:

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

  • A.8.11. Performance Standard:

    Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and suggest possible responses by various individuals, groups, and nations.

• WI.B. Content Standard: History

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

  • B.8.1. Performance Standard:

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

  • B.8.2. Performance Standard:

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

  • B.8.3. Performance Standard:

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

  • B.8.4. Performance Standard:

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

  • B.8.5. Performance Standard:

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

  • B.8.6. Performance Standard:

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

  • B.8.7. Performance Standard:

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

  • B.8.8. Performance Standard:

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

  • B.8.9. Performance Standard:

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

  • B.8.10. Performance Standard:

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

  • B.8.11. Performance Standard:

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

  • B.8.12. Performance Standard:

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

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

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

  • C.8.1. Performance Standard:

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

  • C.8.2. Performance Standard:

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

  • C.8.3. Performance Standard:

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

  • C.8.4. Performance Standard:

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

  • C.8.5. Performance Standard:

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

  • C.8.6. Performance Standard:

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

  • C.8.7. Performance Standard:

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

  • C.8.8. Performance Standard:

    Identify ways in which advocates participate in public policy debates.

  • C.8.9. Performance Standard:

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

• WI.D. Content Standard: Economics

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

  • D.8.1. Performance Standard:

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

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

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

  • D.8.3. Performance Standard:

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

  • D.8.4. Performance Standard:

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

  • D.8.5. Performance Standard:

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

  • D.8.6. Performance Standard:

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

  • D.8.7. Performance Standard:

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

  • D.8.8. Performance Standard:

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

  • D.8.9. Performance Standard:

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

  • D.8.10. Performance Standard:

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

  • D.8.11. Performance Standard:

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

• WI.E. Content Standard: The Behavioral Sciences

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

  • E.8.1. Performance Standard:

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

  • E.8.2. Performance Standard:

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

  • E.8.3. Performance Standard:

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

  • E.8.4. Performance Standard:

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

  • E.8.5. Performance Standard:

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

  • E.8.6. Performance Standard:

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

  • E.8.7. Performance Standard:

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

  • E.8.8. Performance Standard:

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

  • E.8.9. Performance Standard:

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

  • E.8.10. Performance Standard:

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

  • E.8.12. Performance Standard:

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

  • E.8.13. Performance Standard:

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

  • E.8.14. Performance Standard:

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

  • E.8.15. Performance Standard:

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

• WA.1. Ealr / Domain: CIVICS

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

  • 1.1. Component / Goal:

    Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

    • 1.1.1. Benchmark / Gle: IDEALS & PRINCIPLES

      Understands how key ideals set forth in fundamental documents, including the Washington State Constitution and tribal treaties, define the goals of our state.

    • 1.1.2. Benchmark / Gle: APPLICATION OF IDEALS & PRINCIPLES

      Analyzes the relationship between the actions of people in Washington State and the ideals outlined in the State Constitution.

  • 1.2. Component / Goal:

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

    • 1.2.1. Benchmark / Gle: STRUCTURE OF GOVERNMENT

      Understands and analyzes the structure, organization, and powers of government at the local, state, and tribal levels including the concept of tribal sovereignty.

    • 1.2.3. Benchmark / Gle: FORMS OF GOVERNMENT

      Understands various forms of government and their effects on the lives of people in the past or present.

  • 1.3. Component / Goal:

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

    • 1.3.1. Benchmark / Gle: INTERNATIONAL RELATIONSHIPS

      Analyzes how international agreements have affected Washington State in the past or present.

  • 1.4. Component / Goal:

    Understands civic involvement.

    • 1.4.1. Benchmark / Gle: CIVIC INVOLVEMENT

      Understands the effectiveness of different forms of civic involvement.

• WA.2. Ealr / Domain: ECONOMICS

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

  • 2.1. Component / Goal:

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

    • 2.1.1. Benchmark / Gle: ECONOMIC CHOICES

      Analyzes the importance of financial literacy in making economic choices related to spending, saving, and investing.

  • 2.2. Component / Goal:

    Understands how economic systems function.

    • 2.2.1. Benchmark / Gle: ECONOMIC SYSTEMS

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

    • 2.2.2. Benchmark / Gle: TRADE

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

  • 2.3. Component / Goal:

    Understands the government's role in the economy.

    • 2.3.1. Benchmark / Gle: GOVERNMENT AND THE ECONOMY

      Understands and analyzes the role of government in the economy of Washington State through taxation, spending, and policy setting in the past or present.

  • 2.4. Component / Goal:

    Understands the economic issues and problems that all societies face.

    • 2.4.1. Benchmark / Gle: ECONOMIC ISSUES

      Understands and analyzes the distribution of wealth and sustainability of resources in Washington State.

• WA.3. Ealr / Domain: GEOGRAPHY

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

  • 3.1. Component / Goal:

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

    • 3.1.1. Benchmark / Gle: MAPS AND GEOGRAPHIC TOOLS

      Analyzes maps and charts from a specific time period to analyze an issue or event.

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

      Understands how human spatial patterns have emerged from natural processes and human activities in the past or present.

  • 3.2. Component / Goal:

    Understands human interaction with the environment.

    • 3.2.1. Benchmark / Gle: HUMAN-ENVIRONMENTAL INTERACTION

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

    • 3.2.2. Benchmark / Gle: CULTURE

      Understands examples of cultural diffusion in the world from the past or in the present.

    • 3.2.3. Benchmark / Gle: HUMAN MIGRATION

      Understands the role of immigration in shaping societies in the past or present.

• WA.4. Ealr / Domain: HISTORY

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

  • 4.1. Component / Goal:

    Understands historical chronology.

    • 4.1.1. Benchmark / Gle: CHRONOLOGY

      Analyzes a major historical event and how it is represented on timelines from different cultural perspectives.

    • 4.1.2. Benchmark / Gle: CHRONOLOGICAL ERAS

      Understands how themes and developments have defined eras in Washington State and world history by:

      • 4.1.2.a. Grade Level Expectation:

        Explaining and comparing the development of major societies from 600 to 1450 in two or more regions of the world.

      • 4.1.2.b. Grade Level Expectation: Explaining how the following themes and developments help to define eras in Washington State history from 1854 to the present

        Territory and treaty-making (1854 - 1889); Railroads, reform, immigration, and labor (1889 - 1930); The Great Depression and World War II (1930 - 1945); New technologies and industries (1945 - 1980); Contemporary Washington State (1980 - present).

  • 4.2. Component / Goal:

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

    • 4.2.1. Benchmark / Gle: INDIVIDUALS AND MOVEMENTS

      Understands and analyzes how individuals and movements have shaped Washington State or world history.

    • 4.2.2. Benchmark / Gle: CULTURES AND CULTURAL GROUPS

      Understands and analyzes how cultures and cultural groups contributed to Washington State or world history.

    • 4.2.3. Benchmark / Gle: IDEAS AND TECHNOLOGY

      Understands and analyzes how technology and ideas have impacted Washington State or world history.

  • 4.3. Component / Goal:

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

    • 4.3.1. Benchmark / Gle: HISTORICAL INTERPRETATION

      Analyzes and interprets historical materials from a variety of perspectives in Washington State or world history.

    • 4.3.2. Benchmark / Gle: MULTIPLE CAUSATION

      Analyzes multiple causal factors that shape major events in Washington State or world history.

  • 4.4. Component / Goal:

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

    • 4.4.1. Benchmark / Gle: HISTORICAL ANTECENDENTS

      Analyzes how an event in Washington State or world history helps us to understand a current issue.

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

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

  • 5.1. Component / Goal:

    Uses critical reasoning skills to analyze and evaluate positions.

    • 5.1.1. Benchmark / Gle: UNDERSTANDS REASONING

      Understands evidence supporting a position on an issue or event.

    • 5.1.2. Benchmark / Gle: EVALUATES REASONING

      Evaluates the breadth of evidence supporting positions on an issue or event.

  • 5.2. Component / Goal:

    Uses inquiry-based research.

    • 5.2.1. Benchmark / Gle: FORMS QUESTIONS

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

    • 5.2.2. Benchmark / Gle: ANALYZES SOURCES

      Evaluates the breadth of primary and secondary sources and analyzes notes to determine the need for additional information while researching an issue or event.

  • 5.3. Component / Goal:

    Deliberates public issues.

    • 5.3.1. Benchmark / Gle: DELIBERATION

      Analyzes and responds to multiple viewpoints on public issues brought forth in the context of a discussion.

  • 5.4. Component / Goal:

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

    • 5.4.1. Benchmark / Gle: CREATES POSITION AND PRODUCT

      Analyzes multiple factors, makes generalizations, and interprets primary sources to formulate a thesis in a paper or presentation.

    • 5.4.2. Benchmark / Gle: CITING SOURCES

      Creates annotated bibliography or works cited page using an appropriate format.

• TN.7.1. Content Standard: Culture

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

  • 7.1.01. Learning Expectation:

    Understand the complex nature of culture.

    • 7.1.01.a. Benchmark:

      Define the basic components of culture.

    • 7.1.01.b. Benchmark:

      Explain how people living in the same region maintain different ways of life.

    • 7.1.01.c. Benchmark:

      Identify how communities locally, regionally, and globally reflect the cultural background of their inhabitants.

    • 7.1.01.d. Benchmark:

      Analyze the role of cultural diffusion and interactions among Earth's human systems in the ongoing development of Earth's cultural landscapes.

    • 7.1.01.e. Benchmark:

      Identify and describe the location of major cultural attributes such as language, religion, political systems, economic systems, and population centers locally, regionally, and globally.

  • 7.1.02. Learning Expectation:

    Recognize the role of major religions.

    • 7.1.02.a. Benchmark:

      Define religion.

    • 7.1.02.b. Benchmark:

      Describe the beliefs of the world's major religions.

    • 7.1.02.c. Benchmark:

      Evaluate the role of religious beliefs on local, regional, nation-state, and global levels.

  • 7.1.03. Learning Expectation:

    Appreciate the relationship between physical environments and culture.

    • 7.1.03.a. Benchmark:

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

    • 7.1.03.b. Benchmark:

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

    • 7.1.03.c. Benchmark:

      Evaluate the effect of technology on various cultures.

  • 7.1.04. Learning Expectation:

    Understand how cultural perspective impacts perceptions of places and regions.

    • 7.1.04.a. Benchmark:

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

    • 7.1.04.b. Benchmark:

      Describe how language, art, music, belief systems, and other cultural elements facilitate global understanding or cause misunderstanding.

• TN.7.2. Content Standard: Economics

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

  • 7.2.01. Learning Expectation:

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

    • 7.2.01.a. Benchmark:

      Define various types of economies and their methods of production and consumption (e.g., market economy, free enterprise, capitalism, communism, and socialism).

    • 7.2.01.b. Benchmark:

      List the major resources and industrial and agricultural products, locally, regionally, and globally.

    • 7.2.01.c. Benchmark:

      Apply basic economic concepts in studying the various regions of the world such as export, import, tariffs, closed and emerging markets.

    • 7.2.01.d. Benchmark:

      Explain the interactions between domestic and global economic systems.

  • 7.2.02. Learning Expectation:

    Understand global economic connections, conflicts, and interdependence.

    • 7.2.02.a. Benchmark:

      Recognize that resources, goods, and services are exchanged worldwide.

    • 7.2.02.b. Benchmark:

      Explain the interactions between domestic and global economic systems.

    • 7.2.02.c. Benchmark:

      Explain the economic impact of improved communication and transportation.

    • 7.2.02.d. Benchmark:

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

    • 7.2.02.e. Benchmark:

      Evaluate the domestic and international impact of various economic agreements.

    • 7.2.02.f. Benchmark:

      Apply economic concepts to evaluate contemporary developments.

  • 7.2.03. Learning Expectation:

    Understand the changes that occur in the nature, use, distribution, and importance of resources.

    • 7.2.03.a. Benchmark:

      Describe the characteristics, location, and use of renewable and nonrenewable resources.

    • 7.2.03.b. Benchmark:

      Identify ways resources are recycled.

    • 7.2.03.c. Benchmark:

      Describe patterns of resource distribution and utilization.

    • 7.2.03.d. Benchmark:

      Discover the relationship between the use, availability, and accessibility of resources and a country's standard of living, including the role of technology in resource acquisition and use.

    • 7.2.03.e. Benchmark:

      Analyze issues related to the location, availability, use, distribution, and trade of natural resources.

• TN.7.3. Content Standard: Geography

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

  • 7.3.01. Learning Expectation:

    Understand the characteristics and uses of maps, globes, and other geographic tools and technologies.

    • 7.3.01.a. Benchmark:

      Identify, describe, and be able to use the basic elements of maps and mapping.

    • 7.3.01.b. Benchmark:

      Identify the location of physical and human attributes on maps and globes at local, regional, and global scales.

    • 7.3.01.c. Benchmark:

      Demonstrate an understanding of various types of maps including thematic and topographic maps.

    • 7.3.01.d. Benchmark:

      Discuss applications of current geographic techniques in mapping such as GIS and GPS.

  • 7.3.02. Learning Expectation:

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

    • 7.3.02.a. Benchmark:

      Identify the location of Earth's major physical characteristics such as continents, landforms, bodies of water, climate regions, vegetation, and natural resources.

    • 7.3.02.b. Benchmark:

      Identify the location and size of major human features such as cities, political units, and countries.

    • 7.3.02.c. Benchmark:

      Explain why physical, biological and human processes leave discernable patterns on the Earth's surface locally, regionally, and globally.

    • 7.3.02.d. Benchmark:

      Identify the spatial distribution of major ecosystems such as tropical rainforest, desert and grassland.

  • 7.3.03. Learning Expectation:

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

    • 7.3.03.a. Benchmark:

      Identify concepts and geographic tools used to define and describe spatial organization such as absolute and relative location, distance, direction, scale, movement and region.

    • 7.3.03.b. Benchmark:

      Explain patterns of spatial organization including why some areas are more densely settled than others are and the differences between rural, urban, and suburban patterns.

    • 7.3.03.c. Benchmark:

      Describe factors that affect spatial organization of the Earth's surface such as transportation, migration, and communication technology.

  • 7.3.04. Learning Expectation:

    Understand the physical and human characteristics of place.

    • 7.3.04.a. Benchmark:

      Identify which features on Earth's surface are physical and which are human.

    • 7.3.04.b. Benchmark:

      Describe how physical, biological, and human characteristics and processes define and shape a place.

    • 7.3.04.c. Benchmark:

      Describe how human movement and migration influence the character of a place.

    • 7.3.04.d. Benchmark:

      Appraise the symbiotic relationship between the physical and human environments as they are reflected on Earth's surface.

  • 7.3.05. Learning Expectation:

    Understand that common physical and cultural characteristics create regions.

    • 7.3.05.a. Benchmark:

      Identify the criteria used to define a region, including physical traits and formal, functional, and vernacular cultural regions.

    • 7.3.05.b. Benchmark:

      Describe types of regions at the local, regional, and global level.

    • 7.3.05.c. Benchmark:

      Describe how cultures influence the characteristics of regions and how human characteristics make specific regions of the world distinctive.

    • 7.3.05.d. Benchmark:

      Explain factors that contribute to changing regional characteristics and boundaries.

  • 7.3.06. Learning Expectation:

    Understand how physical processes shape the Earth's natural landscapes and affect environments.

    • 7.3.06.a. Benchmark:

      Identify types of Earth's physical processes such as tectonic activity, changing landforms.

    • 7.3.06.b. Benchmark:

      Consider the effect of weathering and erosion, the hydrologic cycle and climate change.

    • 7.3.06.c. Benchmark:

      Analyze physical patterns and ecosystems found locally, regionally, and globally.

    • 7.3.06.d. Benchmark:

      Examine the consequences of a specific physical process operating on Earth's surface.

  • 7.3.07. Learning Expectation:

    Understand how physical systems and the physical environment affect human systems.

    • 7.3.07.a. Benchmark:

      Describe how the characteristics of different physical environments affect human activities including ways in which people adapt to living in different physical environments.

    • 7.3.07.b. Benchmark:

      Describe the impact and interaction of natural hazards and disasters on human settlements and systems.

    • 7.3.07.c. Benchmark:

      Evaluate the limits and opportunities of physical environments for human activities.

  • 7.3.08. Learning Expectation:

    Understand how human activities impact and modify the physical environment.

    • 7.3.08.a. Benchmark:

      Describe effects of human modification on the physical environment including global warming, deforestation, desertification, and urbanization.

    • 7.3.08.b. Benchmark:

      Explain the ways in which human induced changes in the physical environment in one place can cause changes in other places.

    • 7.3.08.c. Benchmark:

      Analyze the environmental consequences of humans changing the physical environment.

  • 7.3.09. Learning Expectation:

    Understand the nature, distribution and migration of human populations on Earth's surfaces.

    • 7.3.09.a. Benchmark:

      Identify the characteristics of populations at a variety of scales including ethnicity, age distribution, number of males and females, and life expectancy.

    • 7.3.09.b. Benchmark:

      Define demographic concepts including population, population distribution, population density, growth rate, family size, and infant mortality.

    • 7.3.09.c. Benchmark:

      Describe the causes and effects of human migration such as 'push and pull' factors.

    • 7.3.09.d. Benchmark:

      Analyze contemporary population issues.

    • 7.3.09.e. Benchmark:

      Predict the consequences of population changes on the Earth's physical and cultural environments.

• TN.7.4. Content Standard: Governance and Civics

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

  • 7.4.01. Learning Expectation:

    Understand different systems of governance.

    • 7.4.01.a. Benchmark:

      Recognize world political regions locally, regionally, and globally.

    • 7.4.01.b. Benchmark:

      Explain the purposes and structure of various systems of governance.

    • 7.4.01.c. Benchmark:

      Compare different political systems with that of the United States and identify political leaders from selected contemporary settings.

    • 7.4.01.d. Benchmark:

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

  • 7.4.02. Learning Expectation:

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

    • 7.4.02.a. Benchmark:

      Identify international and multinational organizations of cooperation.

    • 7.4.02.b. Benchmark:

      Describe the current struggles over energy resources and how different governments resolve these problems.

    • 7.4.02.c. Benchmark:

      Describe conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.

    • 7.4.02.d. Benchmark:

      Explore governmental responses to environmental issues such as air pollution, watershed management, water pollution and solid waste, including hazardous and toxic waste.

    • 7.4.02.e. Benchmark:

      Describe ideas and mechanisms governments develop to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security.

• TN.7.5. Content Standard: History

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

  • 7.5.01. Learning Expectation:

    Understand the patterns of human settlement.

    • 7.5.01.a. Benchmark:

      Identify reasons why people choose to settle in different places.

    • 7.5.01.b. Benchmark:

      Explain how and why the location of settlements changes over space and time locally, regionally, and globally.

    • 7.5.01.c. Benchmark:

      Explain factors leading to areas of dense human settlement.

    • 7.5.01.d. Benchmark:

      Describe factors involved in the growth and development of cities.

    • 7.5.01.e. Benchmark:

      Evaluate the causes and consequences of urbanization.

  • 7.5.02. Learning Expectation:

    Recognize that places change over time.

    • 7.5.02.a. Benchmark:

      Identify the physical and human factors that influences a place.

    • 7.5.02.b. Benchmark:

      Analyze the causes and effects of changes in a place over time.

• TN.7.6. Content Standard: Individuals, Groups, and Interactions

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

  • 7.6.01. Learning Expectation:

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

    • 7.6.01.a. Benchmark:

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

    • 7.6.01.b. Benchmark:

      Know how to share and give opinions in a group.

    • 7.6.01.c. Benchmark:

      Describe personal connections to a place.

    • 7.6.01.d. Benchmark:

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

    • 7.6.01.e. Benchmark:

      Examine issues involving the rights, roles, and status of the individual in relation to the general welfare in various regions of the world.

  • 7.6.02. Learning Expectation:

    Understand how groups can effect change at local, regional, and global levels.

    • 7.6.02.a. Benchmark:

      Identify ways family, groups, and community influence daily life and personal choices.

    • 7.6.02.b. Benchmark:

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

    • 7.6.02.c. Benchmark:

      Explore the causes, consequences, and possible solutions applied by governing bodies to persistent global issues such as health, security, resource allocation, economic development, and environmental quality.

  • 7.6.03. Learning Expectation:

    Understand how a geographic view is a significant tool in interpreting the present and planning for the future.

    • 7.6.03.a. Benchmark:

      Identify the effects of physical and human geographic factors on current policies and issues such as land use, urban planning, and conservation issues.

    • 7.6.03.b. Benchmark:

      Describe the impact of contemporary patterns of consumption, production, and population growth on the future spatial organization of Earth.

    • 7.6.03.c. Benchmark:

      Integrate multiple points of view to analyze and evaluate contemporary geographic issues.

• SD.7.G. Goal / Strand: Geography

  Students will understand the interrelationships of people, places, and the environment.

  • 7.G.1. Indicator / Benchmark:

    Analyze information from geographic representation, tools, and technology to define location, place, and region.

    • 7.G.1.1. Standard: (Application) Students are able to select appropriate resources, data services, and geographic tools to interpret information (Examples

      atlases, globes, almanacs, thematic maps, satellite images, topographic maps, GPS, GIS; five themes of geography; latitude, longitude, time zones).

    • 7.G.1.2. Standard: (Application) Students are able to apply location, direction, size, and/or shape to maps (Examples

      South Dakota's location relative to neighboring states).

    • 7.G.1.3. Standard: (Application) Students are able to identify characteristics of various locations, places, and regions (Examples

      physical features, population).

    • 7.G.1.4. Standard:

      (Application) Students are able to identify population distribution, growth rates, and characteristics of human populations.

  • 7.G.2. Indicator / Benchmark:

    Analyze the relationships among the natural environment, the movement of peoples, and the development of societies.

    • 7.G.2.1. Standard: (Application) Students are able to identify natural environmental changes that impact regions and settlement patterns (Examples

      tsunamis, El Nino, volcanic eruptions).

    • 7.G.2.2. Standard: (Analysis) Students are able to identify how humans impact and are affected by the natural environment (Examples

      deforestation, dam building, roads, clothing, housing, diet).

    • 7.G.2.3. Standard: (Analysis) Students are able to describe the impact of the natural environment on settlement patterns (Examples

      deserts, mountains, rivers, coastlines, prairies).

    • 7.G.2.4. Standard: (Synthesis) Students are able to identify how human migration impacts politics, the environment, and regions (Examples

      changing South Dakota demographics, pollution, government services, employment, societal norms).

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

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

  • 7.C.1. Indicator / Benchmark:

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

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

      laws and norms, political boundaries).

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

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

  • 7.C.2. Indicator / Benchmark:

    Analyze the constitutional rights and responsibilities of United States citizens.

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

      patriotism, volunteerism, nationalism).

• SD.7.E. Goal / Strand: Economics

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

  • 7.E.1. Indicator / Benchmark:

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

    • 7.E.1.1. Standard:

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

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

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

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

      quotas, tariffs, European Union, NAFTA).

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

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

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

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