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.

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.

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.

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.

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 examples of how groups and individuals have considered profit and personal values in making economic choices in the past or present.

2.2. Component / Goal:

Understands how economic systems function.

• 2.2.1. Benchmark / Gle: ECONOMIC SYSTEMS

  Analyzes how the forces of supply and demand have affected the production, distribution, and consumption of goods, services, and resources in the United States in the past or present.

• 2.2.2. Benchmark / Gle: TRADE

  Understands and analyzes how the forces of supply and demand have affected international trade in the United States 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 influence of the U.S. government's taxation, creation of currency, and tariffs 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 the United States in the past or present.

3.1. Component / Goal:

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

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

  Understands and analyzes physical and cultural characteristics of places and regions in the United States from the past or in the present.

3.2. Component / Goal:

Understands human interaction with the environment.

• 3.2.1. Benchmark / Gle: HUMAN-ENVIRONMENTAL INTERACTION

  Analyzes how the environment has affected people and how people have affected the environment in the United States in the past or present.

• 3.2.2. Benchmark / Gle: CULTURE

  Understands cultural diffusion in the United States from the past or in the present.

• 3.2.3. Benchmark / Gle: HUMAN MIGRATION

  Understands and analyzes migration as a catalyst for the growth of the United States in the past or present.

3.3. Component / Goal:

Understands the geographic context of global issues and events.

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

  Understands that learning about the geography of the United States helps us understand the global issue of diversity.

4.1. Component / Goal:

Understands historical chronology.

• 4.1.2. Benchmark / Gle: CHRONOLOGICAL ERAS

  Understands how the following themes and developments help to define eras in U.S. history from 1776 to 1900:

  • 4.1.2.a. Grade Level Expectation:

    Fighting for independence and framing the Constitution (1776 - 1815).

  • 4.1.2.b. Grade Level Expectation:

    Slavery, expansion, removal, and reform (1801 - 1850).

  • 4.1.2.c. Grade Level Expectation:

    Civil War and Reconstruction (1850 - 1877).

  • 4.1.2.d. Grade Level Expectation:

    Development and struggles in the West, industrialization, immigration, and urbanization (1870 - 1900).

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 U.S. history (1776 - 1900).

• 4.2.2. Benchmark / Gle: CULTURES AND CULTURAL GROUPS

  Understands and analyzes how cultures and cultural groups have contributed to U.S. history (1776 - 1900).

• 4.2.3. Benchmark / Gle: IDEAS AND TECHNOLOGY

  Understands and analyzes how technology and ideas have impacted U.S. history (1776 - 1900).

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 U.S. history (1776 - 1900).

• 4.3.2. Benchmark / Gle: MULTIPLE CAUSATION

  Analyzes multiple causal factors to create positions on major events in U.S. history (1776 - 1900).

4.4. Component / Goal:

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

• 4.4.1. Benchmark / Gle: HISTORICAL ANTECENDENTS

  Analyzes how a historical event in U.S. history helps us to understand a current issue.

5.1. Component / Goal:

Uses critical reasoning skills to analyze and evaluate positions.

• 5.1.1. Benchmark / Gle: UNDERSTANDS REASONING

  Understands reasons based on evidence for a position on an issue or event.

• 5.1.2. Benchmark / Gle: EVALUATES REASONING

  Evaluates the logic of reasons for a position 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 that are tied to an essential question to focus inquiry on an issue.

• 5.2.2. Benchmark / Gle: ANALYZES SOURCES

  Evaluates the logic of positions in primary and secondary sources to interpret an issue or event.

5.3. Component / Goal:

Deliberates public issues.

• 5.3.1. Benchmark / Gle: DELIBERATION

  Applies key ideals outlined in fundamental documents to clarify and address public issues 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

  Uses sources within the body of the work to support positions in a paper or presentation.

• 5.4.2. Benchmark / Gle: CITING SOURCES

  Uses appropriate format to cite sources within an essay or presentation.

8.2.01. Learning Expectation:

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

• 8.2.01.a. Benchmark:

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

• 8.2.01.b. Benchmark:

  Describe the differences within economic theories such as mercantilism and capitalism.

• 8.2.01.c. Benchmark:

  List the major industrial and agricultural products of Tennessee and the United States.

• 8.2.01.d. Benchmark:

  Describe a range of examples of the various institutions that make up economic systems such as households, business firms, banks, government agencies, labor unions, and corporations.

• 8.2.01.e. Benchmark:

  Analyze the impact of economic phenomena within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Tennessee and early America.

8.2.02. Learning Expectation:

Understand global economic connections, conflicts, and interdependence.

• 8.2.02.b. Benchmark:

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

• 8.2.02.c. Benchmark:

  Apply economic concepts to evaluate historic and contemporary developments.

• 8.2.02.d. Benchmark:

  Explain the economic impact of improved communication and transportation on the world economy.

• 8.2.02.e. Benchmark:

  Analyze the impact of national and international markets and events on the production of goods and services in Tennessee and early America.

8.2.03. Learning Expectation:

Understand the potential costs and benefits of individual economic choices in the market economy.

• 8.2.03.a. Benchmark:

  Define microeconomic terms such as credit, debt, goods, services, domestic products, imports, and exports.

• 8.2.03.b. Benchmark:

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

• 8.2.03.c. Benchmark:

  Evaluate the relationship between creditors and debtors.

• 8.2.03.d. Benchmark:

  Explain and illustrate how values and beliefs influence different economic decisions related to needs and wants.

8.2.04. Learning Expectation:

Understand the interactions of individuals, businesses, and the government in a market economy.

• 8.2.04.a. Benchmark:

  Define macroeconomic terms such as economic alignments, credit, market economy, tariffs, closed economies, and emerging markets.

• 8.2.04.b. Benchmark:

  Generalize and evaluate the process of governmental taxation on individuals and businesses.

• 8.2.04.c. Benchmark:

  Evaluate the domestic and international impact of various economic agreements.

• 8.2.04.d. Benchmark:

  Compare basic economic systems according to who determines what is produced, distributed, and consumed.

• 8.2.04.e. Benchmark:

  Explain economic factors that led to the urbanization of Tennessee and early America.

• 8.2.04.f. Benchmark:

  Trace the development of major industries that contributed to the urbanization of Tennessee and early America.

• 8.2.04.g. Benchmark:

  Explain the changes in types of jobs and occupations that resulted from the urbanization of Tennessee and early America.

8.3.01. Learning Expectation:

Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

• 8.3.01.a. Benchmark:

  Locate major countries and regions of the world on a map or globe focusing on those countries and regions that relate to the development of North America.

• 8.3.01.b. Benchmark:

  Identify the routes of contact between the Americas and Europe, Asia, and Africa.

• 8.3.01.c. Benchmark:

  Illustrate the geographic exchange of ideas, materials, and goods between the Americas and the rest of the world prior to the Civil War.

8.3.02. Learning Expectation:

Know the location of places and geographic features, both physical and human, in Tennessee and the United States.

• 8.3.02.a. Benchmark:

  Identify major landforms, bodies of water, cities, and states.

• 8.3.02.b. Benchmark:

  Identify the physical, economic, and cultural regions of the United States.

• 8.3.02.c. Benchmark:

  Explain the factors that contribute to the placement of cities and boundaries.

8.3.03. Learning Expectation:

Recognize the interaction between human and physical systems.

• 8.3.03.a. Benchmark:

  Explain how physical features such as Major River and mountain systems affected the development of early Native American and early European settlements.

• 8.3.03.b. Benchmark:

  Explain how environmental factors influenced the way of life of the various peoples of the Americas.

• 8.3.03.c. Benchmark:

  Describe how geographic features affected the development of transportation and communication networks.

• 8.3.03.d. Benchmark:

  Explain the influences of geographic features both physical and human on historical events.

• 8.3.03.e. Benchmark:

  Explain how physical processes shape the United States' features and patterns.

• 8.3.03.f. Benchmark:

  Understand the differences in population characteristics of the United States such as density, distribution, and growth rates.

8.3.04. Learning Expectation:

Understand the geographic factors that determined the locations and patterns of settlements in the United States and Tennessee.

• 8.3.04.a. Benchmark:

  Explain how processes of migration affected development of settlements in the United States.

• 8.3.04.b. Benchmark:

  Explain how environmental issues such as water supply and resource availability influenced settlement patterns.

8.3.05. Learning Expectation:

Understand the impact of immigration and migration on a society.

• 8.3.05.a. Benchmark:

  List the causes of migration and immigration.

• 8.3.05.b. Benchmark:

  Discuss the economic and social impact of immigration and migration on a region or country.

• 8.3.05.c. Benchmark:

  Categorize causes of migration and immigration into 'push and pull' factors.

8.4.01. Learning Expectation:

Appreciate the development of people's need to organize themselves into a system of governance.

• 8.4.01.a. Benchmark:

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

• 8.4.01.b. Benchmark:

  Analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security.

• 8.4.01.c. Benchmark:

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

8.4.02. Learning Expectation:

Recognize the purposes and structure of governments.

• 8.4.02.a. Benchmark:

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

• 8.4.02.b. Benchmark:

  Distinguish basic differences between democracy and other forms of government in other regions of the world.

• 8.4.02.c. Benchmark:

  Identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision-making.

• 8.4.02.d. Benchmark:

  Analyze the influence of diverse forms of public opinion on the development of public policy and decision-making.

8.4.03. Learning Expectation:

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

• 8.4.03.a. Benchmark:

  Relate a people's location, population, production and consumption to the function of their government.

• 8.4.03.b. Benchmark:

  Identify models of lower to higher forms of political order.

• 8.4.03.c. Benchmark:

  Describe the ways nations and organizations respond to forces of unity and diversity affecting order and security.

8.4.04. Learning Expectation:

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

• 8.4.04.a. Benchmark:

  Differentiate between rights and privileges of the individual.

• 8.4.04.b. Benchmark:

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

• 8.4.04.c. Benchmark:

  Explain conditions, actions, and motivations that contribute to conflict and cooperation within and among states, regions and nations.

• 8.4.04.d. Benchmark:

  Describe and analyze the role advancements in technology have played in conflict resolution.

8.4.05. Learning Expectation:

Understand the rights, responsibilities, and privileges of citizens living in a democratic society.

• 8.4.05.a. Benchmark:

  Define the differences between the individual and the state.

• 8.4.05.b. Benchmark:

  Identify and interpret sources and examples of the rights and responsibilities of citizens.

• 8.4.05.c. Benchmark:

  Describe the importance of individual rights, such as free speech and press, in a democratic society.

• 8.4.05.d. Benchmark:

  Evaluate the role of government in balancing the rights of individuals versus the common good.

• 8.4.05.e. Benchmark:

  Identify and describe the basic features of the political system in the early United States, and identify representative leaders from various levels and branches of government.

• 8.4.05.f. Benchmark:

  Analyze the effectiveness of selected public policies and citizen behaviors in realizing the stated ideals of a democratic republican form of government.

8.4.06. Learning Expectation:

Understand the role the Constitution of the United States plays in the lives of Americans.

• 8.4.06.a. Benchmark:

  Recognize how the Constitution defines citizen rights.

• 8.4.06.b. Benchmark:

  Explain how the Constitution is applied in every day life.

• 8.4.06.c. Benchmark:

  Apply the Constitution to individual court cases.

• 8.4.06.d. Benchmark:

  Analyze the United States Constitution in principle and practice.

• 8.4.06.e. Benchmark:

  Compare and contrast the ways the Constitution balances the 'individual' versus the 'state.'.

8.4.07. Learning Expectation:

Understand the role that Tennessee's government plays in Tennesseeans' lives.

• 8.4.07.a. Benchmark:

  Identify how the Tennessee Constitution reflects the principles represented in the Constitution.

• 8.4.07.b. Benchmark:

  Identify the influences of ideas from the United States Constitution on the Tennessee Constitution.

• 8.4.07.c. Benchmark:

  Identify civic responsibilities of Tennessee and United States citizens.

• 8.4.07.d. Benchmark:

  Describe the structure and functions of government at municipal, county, and state levels.

• 8.4.07.e. Benchmark:

  Identify how the different points of view of political parties and interest groups have affected important Tennessee and national issues.

• 8.4.07.f. Benchmark:

  Identify the leadership qualities of elected and appointed leaders of Tennessee, past and present.

• 8.4.07.g. Benchmark:

  Analyze the contributions of Tennessee political leaders within the national scene.

8.5.01. Learning Expectation: Era 1 -Three Worlds Meet (Beginnings to 1620)

Identify ancient civilizations of the Americas.

• 8.5.01.a. Benchmark:

  Identify the ancient civilizations in the Americas.

• 8.5.01.b. Benchmark:

  Explain the cultures of the Western Hemisphere's native peoples prior to European contact.

• 8.5.01.c. Benchmark:

  Evaluate the expanding intercontinental exchange and the conflicts brought on by exploration and colonization.

8.5.02. Learning Expectation: Era 1 -Three Worlds Meet (Beginnings to 1620)

Understand the place of historical events in the context of past, present and future.

• 8.5.02.a. Benchmark:

  Describe the role religion played in Western Europe, during the age of exploration, with respect to subsequent crusading tradition and overseas exploration.

• 8.5.02.b. Benchmark:

  Explain the ways geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas.

• 8.5.02.c. Benchmark:

  Describe the immediate and long -term impact early European exploration had on Native populations and on colonization in the Americas.

• 8.5.02.d. Benchmark:

  List the characteristics of the Spanish and Portuguese exploration and conquest of the Americas.

8.5.03. Learning Expectation: Era 1 -Three Worlds Meet (Beginnings to 1620)

Acquire historical information from a variety of sources to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

• 8.5.03.a. Benchmark:

  Recognize that the English, Spanish, Portuguese, and French differed from one another in their views regarding economics, property, and religion and this influenced the way the different cultures colonized.

• 8.5.03.b. Benchmark:

  Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.

8.5.04. Learning Expectation: Era 1 -Three Worlds Meet (Beginnings to 1620)

Recognize Tennessee's role within the early development of the Americas.

• 8.5.04.a. Benchmark:

  Explain the geological factors that led to the geographic features of Tennessee.

• 8.5.04.b. Benchmark:

  Describe pre-Columbian Native American peoples and their societies.

• 8.5.04.c. Benchmark:

  List the early European explorers and their nations of origin.

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

Identify the role that desire for freedom played in the settlement of the New World.

• 8.5.05.a. Benchmark:

  Discuss the search for religious, economic and individual freedom in the settlement of the colonies.

• 8.5.05.b. Benchmark:

  Classify various limits on individual freedom in Colonial America.

• 8.5.05.c. Benchmark:

  Describe the lives of free and indentured immigrants from Europe who came to North America and the Caribbean.

• 8.5.05.d. Benchmark:

  Recognize the contributions of European philosophers which influenced the religious and political aspects of colonial America as to how individuals contributed to participatory government, challenged inherited ideas of hierarchy, and affected the ideal of community.

• 8.5.05.e. Benchmark:

  Explain how the evolution of English political practice impacted the colonists' sense of freedom.

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

Understand the place of historical events in the context of past, present and future.

• 8.5.06.a. Benchmark:

  Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.

• 8.5.06.b. Benchmark:

  Explain the differences and similarities among the English, French and Spanish settlements.

• 8.5.06.c. Benchmark:

  Recognize the cultural and environmental impacts of European settlement in North America.

• 8.5.06.d. Benchmark:

  Evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.

• 8.5.06.e. Benchmark:

  Recognize the shift from utilizing indentured servitude to slavery within the colonies due to economic reasons and popular uprisings.

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

Use historical information acquired from a variety of sources to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

• 8.5.07.a. Benchmark:

  Read and analyze a primary source document such as diaries, letters and contracts.

• 8.5.07.b. Benchmark:

  Recognize how family and gender roles of different regions of colonial America changed across time.

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

Understand the social, cultural and political events that shaped African slavery in colonial America.

• 8.5.08.a. Benchmark:

  Recognize that the economic systems employed in the northern colonies differed from those of the southern colonies.

• 8.5.08.b. Benchmark:

  Explain how the Declaration of Independence conflicts with the institution of chattel slavery.

• 8.5.08.c. Benchmark:

  Describe the contributions of free and enslaved blacks in United States history.

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

Recognize Tennessee's role within Colonial America.

• 8.5.09.a. Benchmark:

  Identify Tennessee's natural resources.

• 8.5.09.b. Benchmark:

  Discuss how the Proclamation Line did not deter western expansion of colonials.

• 8.5.09.c. Benchmark:

  Explain the significance of the Cumberland Gap in Tennessee history.

8.5.10. Learning Expectation: Era 3 -Revolution and the New Nation (1754-1820)

Understand the causes and results of the American Revolution.

• 8.5.10.a. Benchmark:

  Explain the events that contributed to the outbreak of the American Revolution such as leaders who resisted imperial policy, the English tax on colonists from the Seven Years War, divergent economic interests, and regional motivations.

• 8.5.10.b. Benchmark:

  Know the Declaration of Independence, its major ideas, and its sources.

• 8.5.10.c. Benchmark:

  Describe the armed conflict of the Revolutionary War.

• 8.5.10.d. Benchmark:

  Explain the roles played by significant individuals during the American Revolution.

8.5.11. Learning Expectation: Era 3 -Revolution and the New Nation (1754-1820)

Understand the place of historical events in the context of past, present and future.

• 8.5.11.a. Benchmark:

  Explain the major political issues of the thirteen colonies after their independence, which led to the creation of the Articles of Confederation.

• 8.5.11.b. Benchmark:

  Explain the economic issues addressed by the Continental Congress and its subsequent successes and failures.

• 8.5.11.c. Benchmark:

  Recognize the debate over the necessity of the Bill of Rights.

• 8.5.11.d. Benchmark:

  Explain the factors and results of Shay's Rebellion.

• 8.5.11.e. Benchmark:

  Describe the birth of America's political parties.

8.5.12. Learning Expectation: Era 3 -Revolution and the New Nation (1754-1820)

Demonstrate how to use historical information acquired from a variety of sources to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

• 8.5.12.a. Benchmark:

  Analyze documents such as the Declaration of Independence, the Federalist Papers, the United States Constitution and the Bill of Rights.

• 8.5.12.b. Benchmark:

  Explain the differing perspectives and roles played in the American Revolution by various groups of people.

8.5.13. Learning Expectation: Era 3 -Revolution and the New Nation (1754-1820)

Identify Tennessee's role within early development of the nation.

• 8.5.13.a. Benchmark:

  Describe the events that led to the creation and the failure of the state of Franklin.

• 8.5.13.b. Benchmark:

  Examine the expansion of settlers into Tennessee.

• 8.5.13.c. Benchmark:

  Discuss the entry of Tennessee into the Union.

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

Identify American territorial expansion efforts and its effects on relations with European powers and Native Americans.

• 8.5.14.a. Benchmark:

  Give examples of maps, time lines, and charts that show western expansion.

• 8.5.14.b. Benchmark:

  Identify the factors that led to territorial expansion and its effects.

• 8.5.14.c. Benchmark:

  Explain the short and long term political and cultural impacts of the Louisiana Purchase.

• 8.5.14.d. Benchmark:

  Recognize the significance of the Lewis and Clark expedition.

• 8.5.14.e. Benchmark:

  Describe the Monroe Doctrine and its foreign policy goals.

• 8.5.14.f. Benchmark:

  Describe the causes, sectional divisions, Native American support for the British and results of the War of 1812.

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

Discuss sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.

• 8.5.15.a. Benchmark:

  Illustrate the demographics brought on by the Western movement, expansion of slavery, emerging industrialization and consequences for Native American groups.

• 8.5.15.b. Benchmark:

  Consider the social and political impact of the theory of Manifest Destiny.

• 8.5.15.c. Benchmark:

  Analyze governmental policy in response to sectional differences.

• 8.5.15.d. Benchmark:

  Explain the events that led to the Mexican-American War and the consequences of the Treaty of Guadeloupe-Hidalgo.

• 8.5.15.e. Benchmark:

  Describe the political impact of adding new states to the Union.

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

Recognize successes and failures of reform movements of the early 1800's to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

• 8.5.16.a. Benchmark:

  Define the concept of reform.

• 8.5.16.b. Benchmark:

  Identify reform movements of early1800's.

• 8.5.16.c. Benchmark:

  Describe the lives of immigrants in American society during the antebellum period and how this led to a rationale for reform movement.

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

Identify Tennessee's role within expansion of the nation.

• 8.5.17.a. Benchmark:

  Discuss the growth of Tennessee's cities and regions.

• 8.5.17.b. Benchmark:

  Evaluate the differences among Tennessee's three grand divisions.

• 8.5.17.c. Benchmark:

  Study the impact on Tennessee's history made by individuals.

• 8.5.17.d. Benchmark:

  Examine the events that led to the systematic removal of Native Americans within Tennessee and the subsequent Trail of Tears.

• 8.5.17.e. Benchmark:

  Recognize Tennessee's influence in country's westward expansion.

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

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

• 8.5.18.a. Benchmark:

  Identify sectional differences that led to the Civil War.

• 8.5.18.b. Benchmark:

  Chart the course of major events throughout the Civil War.

• 8.5.18.c. Benchmark:

  Explain the technological, social and strategic aspects of the Civil War.

• 8.5.18.d. Benchmark:

  Weigh political, social, and economic impact of the Civil War on the different regions of the United States.

• 8.5.18.e. Benchmark:

  Understand that different scholars may describe the same event or situation in different ways.

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

Identify the contributions of African Americans from slavery to Reconstruction.

• 8.5.19.a. Benchmark:

  Recognize the economic impact of African American labor on the United States economy.

• 8.5.19.b. Benchmark:

  Analyze the social and cultural impact of African Americans on American society.

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

Identify Tennessee's role within the Civil War.

• 8.5.20.a. Benchmark:

  Identify important Civil War sites within Tennessee's borders.

• 8.5.20.b. Benchmark:

  Explain conflicts within the regions of Tennessee over Civil War issues.

• 8.5.20.c. Benchmark:

  Discuss the contributions of significant Tennesseeans during the Civil War.

8.6.01. Learning Expectation:

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

• 8.6.01.a. Benchmark:

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

• 8.6.01.b. Benchmark:

  Identify and interpret examples of stereotyping, conformity, and altruism.

8.6.02. Learning Expectation:

Understand how groups can impact change at the local, state national and world levels.

• 8.6.02.a. Benchmark:

  Identify and analyze examples of tension between expression of individuality and group or institutional efforts to promote social conformity.

• 8.6.02.b. Benchmark:

  Describe the role of institutions in furthering both continuity and change.

• 8.6.02.c. Benchmark:

  Apply knowledge of how groups and institutions work to meet individual needs and promote the common good.

• 8.6.02.d. Benchmark:

  Describe the various forms institutions take and the interactions of people with institutions.

8.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.

• 8.C.1.1. Standard: (Comprehension) Students are able to describe the basic structure of government adopted through compromises by the Constitutional Convention (Examples

  three branches, separation of powers, checks and balances; Great Compromise, Three-Fifths Compromise).

• 8.C.1.2. Standard: (Application) Students are able to describe the relationship of government to citizens and groups during the Westward Expansion (Examples

  Northwest Ordinance, Land Ordinance of 1785).

• 8.C.1.3. Standard: (Application) Students are able to describe the successes and problems of the government under the Articles of Confederation (Examples

  Shay's Rebellion, lack of taxation).

• 8.C.1.4. Standard: (Comprehension) Students are able to describe the impact of the Civil War on the United States government (Examples

  Emancipation Proclamation, Confederate States of America).

8.C.2. Indicator / Benchmark:

Analyze the constitutional rights and responsibilities of United States citizens.

• 8.C.2.1. Standard: (Comprehension) Students are able to describe the fundamental liberties and rights stated in the first 15 amendments of the Constitution (Examples

  Bill of Rights, freedom of speech, freedom of religion, right to bear arms, Civil War amendments).

8.E.1. Indicator / Benchmark:

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

• 8.E.1.1. Standard: (Comprehension) Students are able to identify economic support for America during conflicts (Examples

  France, Spain, Native American; money, goods and supplies, services; Revolutionary War, War of 1812, Civil War).

• 8.E.1.2. Standard: (Analysis) Students are able to describe how westward expansion was motivated by economic gain (Examples

  gold rush, fur trade, agriculture; supply and demand, buying on credit, wants vs. needs).

• 8.E.1.3. Standard: (Analysis) Students are able to describe the impact of technology and industrialization on mid-1800s America (Examples

  cotton gin, McCormick reaper, steamboat, steam locomotive; big business).

• 8.E.1.4. Standard: (Comprehension) Students are able to outline the economic effects of Reconstruction in the United States (Examples

  share cropping, contract system).

2.a. Assessment Target:

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

2.b. Assessment Target:

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

2.c. Assessment Target:

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

2.d. Assessment Target:

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

2.e. Assessment Target:

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

2.f. Assessment Target:

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

2.g. Assessment Target:

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

2.h. Assessment Target:

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

2.i. Assessment Target:

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

3.a. Assessment Target:

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

3.b. Assessment Target:

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

3.c. Assessment Target:

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

3.d. Assessment Target:

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

3.e. Assessment Target:

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

3.f. Assessment Target:

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

3.g. Assessment Target:

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

3.h. Assessment Target:

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

3.i. Assessment Target:

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

3.j. Assessment Target:

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

3.k. Assessment Target:

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

3.l. Assessment Target:

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

3.m. Assessment Target:

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

3.n. Assessment Target:

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

3.o. Assessment Target:

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

4.a. Assessment Target:

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

4.b. Assessment Target:

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

4.c. Assessment Target:

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

4.d. Assessment Target:

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

4.e. Assessment Target:

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

4.f. Assessment Target:

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

5.a. Assessment Target:

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

5.b. Assessment Target:

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

5.c. Assessment Target:

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

5.d. Assessment Target:

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

5.e. Assessment Target:

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

5.f. Assessment Target:

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

5.g. Assessment Target:

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

5.h. Assessment Target:

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

5.i. Assessment Target:

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

5.j. Assessment Target:

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

5.k. Assessment Target:

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

5.l. Assessment Target:

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

5.m. Assessment Target:

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

5.n. Assessment Target:

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

1.a. Assessment Target:

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

1.b. Assessment Target:

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

1.c. Assessment Target:

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

1.d. Assessment Target:

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

1.e. Assessment Target:

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

1.f. Assessment Target:

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

1.g. Assessment Target:

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

1.h. Assessment Target:

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

1.i. Assessment Target:

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

1.j. Assessment Target:

Student knows and understands how to model spatial organization.

2.a. Assessment Target:

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

2.b. Assessment Target:

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

2.c. Assessment Target:

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

2.d. Assessment Target:

Student knows and understands the elements and types of regions.

2.e. Assessment Target:

Student knows and understands how and why regions change.

2.f. Assessment Target:

Student knows and understands the connections among regions.

2.g. Assessment Target:

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

2.h. Assessment Target:

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

2.i. Assessment Target:

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

2.j. Assessment Target:

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

3.a. Assessment Target:

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

3.b. Assessment Target:

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

3.c. Assessment Target:

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

3.d. Assessment Target:

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

3.e. Assessment Target:

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

3.f. Assessment Target:

Student knows and understands how ecosystems work.

3.g. Assessment Target:

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

3.h. Assessment Target:

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

4.a. Assessment Target:

Student knows and understands the demographic structure of a population.

4.b. Assessment Target:

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

4.c. Assessment Target:

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

4.d. Assessment Target:

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

4.e. Assessment Target:

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

4.f. Assessment Target:

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

4.g. Assessment Target:

Student knows and understands the processes of cultural diffusion.

4.h. Assessment Target:

Student knows and understands ways to classify economic activity.

4.i. Assessment Target:

Student knows and understands the basis for global interdependence.

4.j. Assessment Target:

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

4.k. Assessment Target:

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

4.l. Assessment Target:

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

4.m. Assessment Target:

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

4.n. Assessment Target:

Student knows and understands the causes and consequences of urbanization.

4.o. Assessment Target:

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

4.p. Assessment Target:

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

4.q. Assessment Target:

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

4.r. Assessment Target:

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

5.a. Assessment Target:

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

5.b. Assessment Target:

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

5.c. Assessment Target:

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

5.d. Assessment Target:

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

5.e. Assessment Target:

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

5.f. Assessment Target:

Student knows and understands how natural hazards affect human activities.

5.g. Assessment Target:

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

5.h. Assessment Target:

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

5.i. Assessment Target:

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

5.j. Assessment Target:

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

6.a. Assessment Target:

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

6.b. Assessment Target:

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

6.c. Assessment Target:

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

6.d. Assessment Target:

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

6.e. Assessment Target:

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

6.f. Assessment Target:

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

1.a. Assessment Target:

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

1.b. Assessment Target:

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

1.c. Assessment Target:

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

1.d. Assessment Target:

The student measures and calculates calendar time.

1.e. Assessment Target:

The student interprets data presented in time lines.

1.f. Assessment Target:

The student reconstructs patterns of historical succession and duration.

1.g. Assessment Target:

The student compares alternative models for periodization.

2.a. Assessment Target:

The student reconstructs the literal meaning of a historical passage.

2.b. Assessment Target:

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

2.c. Assessment Target:

The student reads historical narratives imaginatively.

2.d. Assessment Target:

The student evidences historical perspectives.

2.e. Assessment Target:

The student draws upon data in historical maps.

2.f. Assessment Target:

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

2.g. Assessment Target:

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

3.a. Assessment Target:

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

3.b. Assessment Target:

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

3.c. Assessment Target:

The student differentiates between historical facts and historical interpretations.

3.d. Assessment Target:

The student considers multiple perspectives.

3.e. Assessment Target:

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

3.f. Assessment Target:

The student challenges arguments of historical inevitability.

3.g. Assessment Target:

The student compares competing historical narratives.

3.h. Assessment Target:

The student holds interpretations of history as tentative.

3.i. Assessment Target:

The student evaluates major debates among historians.

3.j. Assessment Target:

The student hypothesizes the influence of the past.

4.a. Assessment Target:

The student formulates historical questions.

4.b. Assessment Target:

The student obtains historical data.

4.c. Assessment Target:

The student interrogates historical data.

4.d. Assessment Target:

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

5.a. Assessment Target:

The student identifies the issues and problems in the past.

5.b. Assessment Target:

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

5.c. Assessment Target:

The student identifies relevant historical antecedents.

5.d. Assessment Target:

The student evaluates alternative courses of action.

5.e. Assessment Target:

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

5.f. Assessment Target:

The student evaluates the implementation of a decision.

1.a. Assessment Target:

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

1.b. Assessment Target:

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

2.a. Assessment Target:

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

2.b. Assessment Target:

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

2.c. Assessment Target:

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

3.a. Assessment Target:

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

3.b. Assessment Target:

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

3.c. Assessment Target:

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

4.a. Assessment Target:

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

4.b. Assessment Target:

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

4.c. Assessment Target:

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

4.d. Assessment Target:

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

5.a. Assessment Target:

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

5.b. Assessment Target:

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

5.c. Assessment Target:

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

6.a. Assessment Target:

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

6.b. Assessment Target:

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

6.c. Assessment Target:

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

6.d. Assessment Target:

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

7.a. Assessment Target:

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

7.b. Assessment Target:

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

7.c. Assessment Target:

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

8.a. Assessment Target:

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

8.b. Assessment Target:

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

8.c. Assessment Target:

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

9.a. Assessment Target:

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

9.b. Assessment Target:

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

9.c. Assessment Target:

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

9.d. Assessment Target:

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

10.a. Assessment Target:

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

10.b. Assessment Target:

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

1.a. Assessment Target:

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

1.b. Assessment Target:

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

2.a. Assessment Target:

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

2.b. Assessment Target:

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

2.c. Assessment Target:

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

2.d. Assessment Target:

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

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

horses, ships, iron, and monotheistic faith.

3.b. Assessment Target:

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

3.c. Assessment Target:

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

3.d. Assessment Target:

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

3.e. Assessment Target:

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

4.a. Assessment Target:

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

4.b. Assessment Target:

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

4.c. Assessment Target:

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

4.d. Assessment Target:

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

4.e. Assessment Target:

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

4.f. Assessment Target:

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

4.g. Assessment Target:

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

5.a. Assessment Target:

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

5.b. Assessment Target:

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

5.c. Assessment Target:

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

5.d. Assessment Target:

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

5.e. Assessment Target:

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

5.f. Assessment Target:

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

5.g. Assessment Target:

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

6.a. Assessment Target:

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

6.b. Assessment Target:

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

6.c. Assessment Target:

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

6.d. Assessment Target:

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

6.e. Assessment Target:

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

6.f. Assessment Target:

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

7.a. Assessment Target:

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

7.b. Assessment Target:

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

7.c. Assessment Target:

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

7.d. Assessment Target:

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

7.e. Assessment Target:

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

7.f. Assessment Target:

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

8.a. Assessment Target:

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

8.b. Assessment Target:

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

8.c. Assessment Target:

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

8.d. Assessment Target:

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

8.e. Assessment Target:

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

9.a. Assessment Target:

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

9.b. Assessment Target:

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

9.c. Assessment Target:

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

10.a. Assessment Target:

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

5.2.9.A. Standard Statement:

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

5.2.9.B. Standard Statement:

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

5.2.9.C. Standard Statement:

Analyze skills used to resolve conflicts in society and government.

5.2.9.D. Standard Statement:

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

5.2.9.E. Standard Statement:

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

5.2.9.F. Standard Statement:

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

5.2.9.G. Standard Statement:

Analyze political and civic participation in government and society.

5.3.9.A. Standard Statement:

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

5.3.9.B. Standard Statement:

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

5.3.9.C. Standard Statement:

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

5.3.9.D. Standard Statement:

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

5.3.9.E. Standard Statement:

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

5.3.9.F. Standard Statement:

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

5.3.9.G. Standard Statement:

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

5.3.9.H. Standard Statement:

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

5.3.9.I. Standard Statement:

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

5.3.9.J. Standard Statement:

Analyze the importance of freedom of the press.

5.3.9.K. Standard Statement:

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

5.4.9.A. Standard Statement:

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

5.4.9.B. Standard Statement:

Explain the role of the United States in world affairs.

5.4.9.C. Standard Statement:

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

5.4.9.D. Standard Statement:

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

5.4.9.E. Standard Statement:

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

6.1.9.A. Standard Statement:

Analyze the similarities and differences in economic systems.

6.1.9.B. Standard Statement:

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

6.1.9.C. Standard Statement:

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

6.1.9.D. Standard Statement:

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

6.2.9.A. Standard Statement:

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

6.2.9.B. Standard Statement:

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

6.2.9.C. Standard Statement:

Explain the structure and purpose of the Federal Reserve System.

6.2.9.D. Standard Statement:

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

6.2.9.E. Standard Statement:

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

6.2.9.F. Standard Statement:

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

6.2.9.G. Standard Statement:

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

6.2.9.H. Standard Statement:

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

6.2.9.I. Standard Statement:

Explain how government provides public goods.

6.2.9.J. Standard Statement:

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

6.2.9.K. Standard Statement:

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

6.2.9.L. Standard Statement:

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

6.3.9.A. Standard Statement:

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

6.3.9.B. Standard Statement:

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

6.3.9.C. Standard Statement:

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

6.3.9.D. Standard Statement:

Explain marginal analysis and decision-making.

6.3.9.E. Standard Statement:

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

6.3.9.F. Standard Statement:

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

6.4.9.A. Standard Statement:

Explain why specialization may lead to increased production and consumption.

6.4.9.B. Standard Statement:

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

6.4.9.C. Standard Statement:

Explain why governments sometimes restrict or subsidize trade.

6.4.9.D. Standard Statement:

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

6.4.9.E. Standard Statement:

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

6.4.9.F. Standard Statement:

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

6.4.9.G. Standard Statement:

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

6.5.9.A. Standard Statement:

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

6.5.9.B. Standard Statement:

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

6.5.9.C. Standard Statement:

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

6.5.9.D. Standard Statement:

Analyze how risks influence business decision-making.

6.5.9.E. Standard Statement:

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

6.5.9.F. Standard Statement:

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

6.5.9.G. Standard Statement:

Explain the differences among stocks, bonds and mutual funds.

6.5.9.H. Standard Statement:

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

7.1.9.A. Standard Statement:

Explain geographic tools and their uses.

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

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

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

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

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

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

• 7.1.9.A.4. Standard Descriptor:

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

7.1.9.B. Standard Statement:

Explain and locate places and regions.

• 7.1.9.B.1. Standard Descriptor:

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

• 7.1.9.B.2. Standard Descriptor:

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

• 7.1.9.B.3. Standard Descriptor:

  How culture and experience influence perceptions of places and regions.

• 7.1.9.B.4. Standard Descriptor:

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

• 7.1.9.B.5. Standard Descriptor:

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

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

Climate regions; Landform regions.

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

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

7.3.9.A. Standard Statement:

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

• 7.3.9.A.1. Standard Descriptor:

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

• 7.3.9.A.2. Standard Descriptor:

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

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

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

7.3.9.B. Standard Statement:

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

• 7.3.9.B.1. Standard Descriptor:

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

• 7.3.9.B.2. Standard Descriptor:

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

• 7.3.9.B.3. Standard Descriptor:

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

7.3.9.C. Standard Statement:

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

• 7.3.9.C.1. Standard Descriptor:

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

• 7.3.9.C.2. Standard Descriptor:

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

• 7.3.9.C.3. Standard Descriptor:

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

7.3.9.D. Standard Statement:

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

• 7.3.9.D.1. Standard Descriptor:

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

• 7.3.9.D.2. Standard Descriptor:

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

• 7.3.9.D.3. Standard Descriptor:

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

7.4.9.A. Standard Statement:

Explain the impacts of physical systems on people.

• 7.4.9.A.1. Standard Descriptor:

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

• 7.4.9.A.2. Standard Descriptor:

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

7.4.9.B. Standard Statement:

Explain the impacts of people on physical systems.

• 7.4.9.B.1. Standard Descriptor:

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

• 7.4.9.B.2. Standard Descriptor:

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

8.1.9.A. Standard Statement: Analyze chronological thinking

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

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

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

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

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

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

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

8.2.9.A. Standard Statement:

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

• 8.2.9.A.1. Standard Descriptor:

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

• 8.2.9.A.2. Standard Descriptor:

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

• 8.2.9.A.3. Standard Descriptor:

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

• 8.2.9.A.4. Standard Descriptor:

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

8.2.9.B. Standard Statement:

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

• 8.2.9.B.1. Standard Descriptor:

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

• 8.2.9.B.2. Standard Descriptor:

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

8.2.9.C. Standard Statement:

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

• 8.2.9.C.1. Standard Descriptor:

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

• 8.2.9.C.2. Standard Descriptor:

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

• 8.2.9.C.3. Standard Descriptor:

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

• 8.2.9.C.4. Standard Descriptor:

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

• 8.2.9.C.5. Standard Descriptor:

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

• 8.2.9.C.6. Standard Descriptor:

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

• 8.2.9.C.7. Standard Descriptor:

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

• 8.2.9.C.8. Standard Descriptor:

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

8.2.9.D. Standard Statement:

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

• 8.2.9.D.1. Standard Descriptor:

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

• 8.2.9.D.2. Standard Descriptor:

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

• 8.2.9.D.3. Standard Descriptor:

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

• 8.2.9.D.4. Standard Descriptor:

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

• 8.2.9.D.5. Standard Descriptor:

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

8.3.9.A. Standard Statement:

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

• 8.3.9.A.1. Standard Descriptor:

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

• 8.3.9.A.2. Standard Descriptor:

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

• 8.3.9.A.3. Standard Descriptor:

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

• 8.3.9.A.4. Standard Descriptor:

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

8.3.9.B. Standard Statement:

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

• 8.3.9.B.1. Standard Descriptor:

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

• 8.3.9.B.2. Standard Descriptor:

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

• 8.3.9.B.3. Standard Descriptor:

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

8.3.9.C. Standard Statement:

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

• 8.3.9.C.1. Standard Descriptor:

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

• 8.3.9.C.2. Standard Descriptor:

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

• 8.3.9.C.3. Standard Descriptor:

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

• 8.3.9.C.4. Standard Descriptor:

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

• 8.3.9.C.5. Standard Descriptor:

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

• 8.3.9.C.6. Standard Descriptor:

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

• 8.3.9.C.7. Standard Descriptor:

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

• 8.3.9.C.8. Standard Descriptor:

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

8.3.9.D. Standard Statement:

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

• 8.3.9.D.1. Standard Descriptor:

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

• 8.3.9.D.2. Standard Descriptor:

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

• 8.3.9.D.3. Standard Descriptor:

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

• 8.3.9.D.4. Standard Descriptor:

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

• 8.3.9.D.5. Standard Descriptor:

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

8.4.9.A. Standard Statement:

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

• 8.4.9.A.1. Standard Descriptor:

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

• 8.4.9.A.2. Standard Descriptor:

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

• 8.4.9.A.3. Standard Descriptor:

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

8.4.9.B. Standard Statement:

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

• 8.4.9.B.1. Standard Descriptor:

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

• 8.4.9.B.2. Standard Descriptor:

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

• 8.4.9.B.3. Standard Descriptor:

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

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

Africa; Americas; Asia; Europe.

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

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

2.1. Strand / Standard:

Read, write, and present a variety of products, such as tables, charts, graphs, maps, reports, letters, computer presentations, checklists, resumes, brochures, pamphlets, and summaries.

2.2. Strand / Standard:

Write on, speak about, and dramatize different historical perspectives of individuals and groups (e.g., settlers, slaves, indentured servants, and slave holders; Patriots and Loyalists; Federalists and Anti-Federalists; political parties; rural and urban dwellers; and peoples of different cultural, economic, and ethnic backgrounds).

2.3. Strand / Standard:

Write on, speak about, and dramatize different evaluations of the causes and effects of major events (e.g., the American Revolution, the Constitutional Convention, the Industrial Revolution, westward expansion, the Civil War, and Reconstruction).

2.4. Strand / Standard:

Examine the development and emergence of a unique American culture (e.g., art, music, and literature).

3.1. Strand / Standard:

Explain the political and economic consequences of the French and Indian War in both Europe and North America, and the overhaul of English imperial policy following the Treaty of Paris of 1763 and the Proclamation of 1763.

3.2. Strand / Standard:

Compare and contrast the arguments advanced by defenders and opponents of the new imperial policy on the traditional rights of English people and the legitimacy of asking the colonies to pay a share of the costs of the empire, including the Sugar, Stamp, and Declaratory Acts.

3.3. Strand / Standard:

Reconstruct the chronology and recognize the significance of the critical events leading to armed conflict between the colonies and England (Colonial opposition to and protests against taxation without representation (e.g., the Sons of Liberty and boycotts of British goods); The Quartering Act and the Townshend Acts; The Boston Massacre; The Boston Tea Party and the 'Intolerable Acts'; The First Continental Congress).

3.4. Strand / Standard:

Analyze political, ideological, religious, and economic origins of the Revolution.

3.5. Strand / Standard:

Examine the arguments between Patriots and Loyalists about independence and draw conclusions about how the decision to declare independence was reached at the Second Continental Congress.

4.1. Strand / Standard:

Analyze the ideological war between Great Britain and her North American colonies as expressed in the Declaration of Independence.

4.2. Strand / Standard:

Explain the major ideas expressed in the Declaration of Independence and their intellectual origins.

4.3. Strand / Standard:

Describe how key principles of the Declaration of Independence grew in importance to become unifying ideas of democracy in the United States.

4.4. Strand / Standard:

Explain the significance of the political, economic, geographic and social advantages and disadvantages of each side.

4.5. Strand / Standard:

Compare and contrast different roles and perspectives on the war (e.g., men and women, white colonists of different social classes, free and enslaved African Americans, and Native Americans).

4.6. Strand / Standard:

Identify and chronologically detail significant developments, battles and events, including Lexington and Concord, the publication of Common Sense, Saratoga, the French Alliance, the Valley Forge encampment, Yorktown, and the Treaty of Paris of 1783, and explain how the colonists won the war against superior British resources.

4.7. Strand / Standard:

Trace the formation of a national government of the United States by the Second Continental Congress in the Articles of Confederation.

4.8. Strand / Standard:

Recognize the significance of key individuals, including King George III, Lord North, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Lord Cornwallis, Thomas Jefferson, Patrick Henry, and Thomas Paine.

5.1. Strand / Standard:

Evaluate the provisions of the Articles of Confederation, its provisions, strengths and weaknesses, and the various state constitutions.

5.2. Strand / Standard:

Explain the dispute over the western lands and how it was resolved through the Northwest Ordinance, and describe the economic issues arising out of the Revolution and Shays' Rebellion.

5.3. Strand / Standard:

Recognize and analyze the significance of the Constitutional Convention, its major debates and compromises, and key individuals (e.g., George Washington, James Madison, and George Mason); the struggle for ratification of the Constitution as embodied in the Federalist Papers and Anti-Federalist arguments; and the addition of the Bill of Rights to the Constitution.

5.4. Strand / Standard:

Identify and explain the fundamental principles of the Constitution, including popular sovereignty, consent of the governed, separation of powers, checks and balances, and federalism.

5.5. Strand / Standard:

Interpret and give examples of the rights, responsibilities, liberties, and protections all individuals possess under the Constitution and the Bill of Rights, including the freedoms of religion, speech, press, assembly and petition, and the rights to due process and trial by jury.

5.6. Strand / Standard:

Examine the major domestic and foreign affairs issues facing the first three presidents and Congress, the development of political parties, and the significance of the presidential election of 1800.

5.7. Strand / Standard:

Describe Alexander Hamilton's economic plan for the United States (e.g., the national bank, redemption of bonds, and protective tariffs).

5.8. Strand / Standard:

Appraise how Chief Justice John Marshall's precedent-setting decisions in Marbury v. Madison and McCulloch v. Maryland interpreted the Constitution and established the Supreme Court as an independent and equal branch of the federal government.

5.9. Strand / Standard:

Describe United States foreign relations and conflicts, territorial disputes, the War of 1812, and the significance of the Monroe Doctrine, the Louisiana Purchase and the acquisition of Florida in the Adams-Onis Treaty.

6.1. Strand / Standard:

Describe the economic growth and changes in the United States in science, technology, energy, manufacturing, entrepreneurship, and transportation, including geographic factors in the location and development of United States industries and centers of urbanization (e.g., Industrial Revolution, the early labor movement, and famous entrepreneurs of the time).

6.2. Strand / Standard:

Evaluate the impact in the Northern states of the concentration of industry, manufacturing, and shipping; the development of the railroad system; and the effects of immigration and the immigrant experience.

6.3. Strand / Standard:

Evaluate the impact in the Southern states of the dependence on cotton, the plantation system and rigid social classes, and the relative absence of enterprises engaged in manufacturing and finance.

6.4. Strand / Standard:

Assess the economic, political and social aspects of slavery, the variety of slave experiences, African American resistance to slavery, and the rise of sharecropping and tenant farming.

7.1. Strand / Standard:

Trace the development of Jacksonian Democracy and explain why the election of Andrew Jackson was considered a victory for the common man.

7.2. Strand / Standard:

Analyze Jackson's attack on the Second Bank of the United States and the subsequent business cycle of inflation and depression in the 1830s.

7.3. Strand / Standard:

Describe and explain the Nullification Crisis and the development of the states' rights debates.

7.4. Strand / Standard:

Compare and contrast the policies toward Native Americans pursued by presidential administrations through the Jacksonian era, and evaluate the impact on Native Americans of white expansion, including the resistance and removal of the Five Tribes (i.e., Choctaw, Chickasaw, Creek, Seminole, and Cherokee).

8.1. Strand / Standard:

Analyze changing ideas about race and assess pro-slavery and anti-slavery ideologies in the North and South.

8.2. Strand / Standard:

Explain the fundamental beliefs of abolitionism and the operation of the Underground Railroad.

8.3. Strand / Standard:

Assess the importance of the Second Great Awakening and the ideas and beliefs of its principal leaders.

8.4. Strand / Standard:

Identify major utopian experiments (e.g., New Harmony, Indiana, and Oneida, New York) and describe the reasons for their formation.

8.5. Strand / Standard:

Examine changing gender roles and the ideas and activities of women reformers.

8.6. Strand / Standard:

Identify and explain the significance of the activities of early reform leaders of different racial, economic and social groups in education, abolition, temperance, and women's suffrage.

9.1. Strand / Standard:

Examine and discuss Manifest Destiny as a motivation and justification for westward expansion, the lure of the West, and the reality of life on the frontier.

9.2. Strand / Standard:

Delineate and locate territorial acquisitions (e.g., Texas Annexation, Mexican Cession, and Gadsden Purchase), explorations, events, and settlement of the American West using a variety of resources.

9.3. Strand / Standard:

Describe the causes and effects of the Louisiana Purchase and the explorations of Lewis and Clark.

9.4. Strand / Standard:

Analyze the causes of Texas independence and the Mexican-American War, and evaluate the provisions and consequences of the Treaty of Guadalupe Hidalgo.

9.5. Strand / Standard:

Assess the factors that led to increased immigration (e.g., the Irish potato famine, railroad construction, and employment opportunities) and how ethnic and cultural conflict was intensified.

9.6. Strand / Standard:

Compare and contrast the causes and character of the rapid settlement of Oregon and California in the late 1840s and 1850s.

9.7. Strand / Standard:

Examine the religious origins and persecution of the Mormons, explain the motives for their trek westward, and evaluate their contributions to the settlement of the West.

9.8. Strand / Standard:

Describe the importance of trade on the frontiers and assess the impact of westward expansion on Native American peoples, including their displacement and removal and the Indian Wars of 1850s-1870s.

9.9. Strand / Standard:

Evaluate the impact of the Homestead Act of 1862 and the resulting movement westward to free land.

10.1. Strand / Standard:

Identify and explain the economic, social, and cultural sectional differences between the North and the South.

10.2. Strand / Standard:

Examine how the invention of the cotton gin, the demand for cotton in northern and European textile factories, and the opening of new lands in the South and West led to the increased demand for slaves.

10.3. Strand / Standard:

Evaluate the importance of slavery as a principal cause of the conflict.

10.4. Strand / Standard:

Explain how the Compromise of 1850, the publication of Uncle Tom's Cabin, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown's raid on Harper's Ferry contributed to and increased sectional polarization.

10.5. Strand / Standard:

Discuss the significance of the presidential election of 1860, including the issues, personalities, and results.

11.1. Strand / Standard:

Compare the economic resources of the Union and the Confederacy at the beginning of the Civil War and assess the tactical advantages of each side.

11.2. Strand / Standard:

Identify the turning points of the war (e.g., major battles and the Emancipation Proclamation) and evaluate how political, economic, military, and diplomatic leadership affected the outcome of the conflict.

11.3. Strand / Standard:

Compare and contrast the motives for fighting and the daily life experiences of Confederate soldiers with those of Union soldiers, both white and African American.

11.4. Strand / Standard:

Compare homefront and battlefront roles of women in the Union and the Confederacy.

11.5. Strand / Standard:

Examine the various plans for Reconstruction the programs to transform social relations in the South, and the successes and failures of Reconstruction in the South, North, and West (e.g., the role of carpetbaggers and scalawags, the passage of Black Codes, the accomplishments of the Freedmen's Bureau, and the rise of the Ku Klux Klan).

11.6. Strand / Standard:

Explain the provisions of the 13th , 14th and 15th Amendments and the political forces supporting and opposing each.

11.7. Strand / Standard:

Analyze the escalating conflict between the president and Congress, and explain the reasons for and consequences of Andrew Johnson's impeachment and trial.

11.8. Strand / Standard:

Analyze how and why the Compromise of 1877 effectively ended Reconstruction.

8.2.1. Benchmark: History

Dawn of a New Nation through Imperialism: Analyze the transformation of the nation (e.g., Imperialism, industrialization, immigration, political/social reformers, urbanization, mechanization of agriculture, changing business environment)

8.2.2. Benchmark: History

Dawn of a New Nation through Imperialism: Explain how political parties developed to resolve issues (e.g., payment of debt, establishment of a national bank, strict or loose interpretation of the Constitution, support for England or France) in th

8.2.3. Benchmark: History

Dawn of a New Nation through Imperialism: Explain how political leaders (e.g., Andrew Jackson, William Henry Harrison, Martin Van Buren, John Tyler) dictated national policy (e.g., States' rights, closure of National Bank, Indian Removal Act)

8.2.4. Benchmark: History

Dawn of a New Nation through Imperialism: Explain how the concept of Manifest Destiny impacted national policy (e.g., War with Mexico, Gadsden Purchase, imperialism, Gold Rush, foreign policy)

8.2.5. Benchmark: History

Dawn of a New Nation through Imperialism: Explain how reform efforts led to major changes in society (e.g., abolitionists, women's movement, temperance, education)

8.2.6. Benchmark: History

Dawn of a New Nation through Imperialism: Explain the causes (e.g., states' rights, slavery, differences in Northern and Southern economies) of the Civil War

8.2.7. Benchmark: History

Dawn of a New Nation through Imperialism: Explain the course and consequences of the Civil War (e.g., contributions of key individuals, key battles, The Emancipation Proclamation)

8.2.8. Benchmark: History

Dawn of a New Nation through Imperialism: Trace the social, economic, political, and cultural factors of Reconstruction (e.g., Jim Crow Laws, election of 1876, black codes, rise of Ku Klux Klan)

8.2.9. Benchmark: History

Dawn of a New Nation through Imperialism: Analyze the impact of immigration on the United States (e.g., labor pools, ghettos)

8.2.10. Benchmark: History

Dawn of a New Nation through Imperialism: Analyze the rationale for western expansion and how it affected minorities (e.g. reservations, Indian Removal Act, treaties, Chinese Exclusion Act, Dawes Act, Manifest Destiny, Homestead Act)

8.2.11. Benchmark: History

Dawn of a New Nation through Imperialism: Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Roughrider Recipients) in North Dakota and tribal history

8.3.1. Benchmark: Early United States Economy

Explain the purpose and effects of trade barriers (e.g., imposed trade barriers such as tariffs enacted before the Civil War, natural trade barriers such as mountains)

8.3.2. Benchmark: Early United States Economy

Describe how technological advances (e.g., cotton gin, steel plow, McCormick reaper, steamboat, steam locomotives) and industrialization impacted regions of the United States prior to the Civil War.

8.3.3. Benchmark: Early United States Economy

Evaluate how economic opportunities (e.g., manufacturing, agricultural, business) impact North Dakota and other regions (e.g., Midwest, Northeast)

8.3.4. Benchmark: Early United States Economy

Describe factors (e.g., climate, population, tax laws, natural resources) governing economic decision making in North Dakota and other regions (e.g., Midwest, Southeast)

8.4.1. Benchmark: Citizenship

Explain the connections between the rights and responsibilities of citizenship (e.g., voting and staying informed on issues; being tried by a jury and serving on juries; having rights and respecting the rights of others)

8.4.2. Benchmark: Government Systems

Explain factors (e.g., lack of economic power, lack of central government, no court systems) that contributed to the demise of the Articles of Confederation and explain how they led to the creation of the US Constitution.

8.4.3. Benchmark: Government Systems

Explain how the United States Constitution and Amendments influence society (e.g., voting rights, equal protection, due process)

8.4.4. Benchmark: Government Systems

Explain the political party process at the local, state, and national level (e.g., the structure and functions of political parties, electoral college, how campaigns are run and who participates in them, the role of the media in the el

8.4.5. Benchmark: Government Systems

Describe the relationship (e.g., power, responsibility, influence) among the executive, judicial, and legislative branches of the government at the local, state (i.e., North Dakota), and national level

8.4.6. Benchmark: Government Systems

Compare the functions and structure of local, state, tribal, and federal governments within North Dakota

8.5.1. Benchmark: Physical Geography

Describe the location and characteristics of the three regions of North Dakota including the Red River Valley, the Drift Prairie, and the Missouri Plateau

8.5.2. Benchmark: Human Geography

Describe the characteristics, distribution, and effects of human migration within the United States during different time periods (e.g., Westward Expansion, post Civil War, Industrialization, urbanization)

8.5.3. Benchmark: Human Geography

Compare human characteristics (e.g., population distribution, land use) of places and regions (i.e. North Dakota)

8.6.1. Benchmark: Culture

Explain ways technology contributes to the spread of ideas, values, and behavioral patterns between societies and regions (e.g., how transportation and communication technologies contribute to the diffusion of culture)

8.6.2. Benchmark: Culture

Explain how culture influences gender roles, ethics, and beliefs

2.01. Competency Goal / Objective:

Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.

2.02. Competency Goal / Objective:

Describe the contributions of key North Carolina and national personalities from the Revolutionary War era and assess their influence on the outcome of the war.

2.03. Competency Goal / Objective:

Examine the role of North Carolina in the Revolutionary War.

2.04. Competency Goal / Objective:

Examine the reasons for the colonists' victory over the British, and evaluate the impact of military successes and failures, the role of foreign interventions, and on-going political and economic domestic issues.

2.05. Competency Goal / Objective:

Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.

3.01. Competency Goal / Objective:

Describe the causes of the War of 1812 and analyze the impact of the war on North Carolina and the nation.

3.02. Competency Goal / Objective:

Investigate the conditions that led to North Carolina's economic, political, and social decline during this period and assess the implications for the future development of the state.

3.03. Competency Goal / Objective:

Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs.

3.04. Competency Goal / Objective:

Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.

3.05. Competency Goal / Objective:

Compare and contrast different perspectives among North Carolinians on the national policy of Removal and Resettlement of American Indian populations.

3.06. Competency Goal / Objective:

Describe and evaluate the geographic, economic, and social implications of the North Carolina Gold Rush.

3.07. Competency Goal / Objective:

Explain the reasons for the creation of a new State Constitution in 1835, and describe its impact on religious groups, African Americans, and American Indians.

3.08. Competency Goal / Objective:

Examine the impact of national events such as the Louisiana Purchase, the Lewis and Clark Expedition, the War with Mexico, and the California Gold Rush, and technological advances on North Carolina.

4.01. Competency Goal / Objective:

Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation.

4.02. Competency Goal / Objective:

Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war.

4.03. Competency Goal / Objective:

Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state.

4.04. Competency Goal / Objective:

Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

4.05. Competency Goal / Objective:

Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.

5.01. Competency Goal / Objective:

Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state.

5.02. Competency Goal / Objective:

Examine the changing role of educational, religious, and social institutions in the state and analyze their impact.

5.03. Competency Goal / Objective:

Describe the social, economic, and political impact of migration on North Carolina.

5.04. Competency Goal / Objective:

Identify technological advances, and evaluate their influence on the quality of life in North Carolina.

5.05. Competency Goal / Objective:

Assess the influence of the political, legal, and social movements on the political system and life in North Carolina.

5.06. Competency Goal / Objective:

Describe North Carolina's reaction to the increasing United States involvement in world affairs including participation in World War I, and evaluate the impact on the state's economy.

6.01. Competency Goal / Objective:

Identify the causes and effects of the Great Depression and analyze the impact of New Deal policies on Depression Era life in North Carolina.

6.02. Competency Goal / Objective:

Describe the significance of major events and military engagements associated with World War II and evaluate the impact of the war on North Carolina.

6.03. Competency Goal / Objective:

Examine the significance of key ideas and individuals associated with World War II.

6.04. Competency Goal / Objective:

Assess the impact of World War II on the economic, political, social, and military roles of different groups in North Carolina including women and minorities.

7.01. Competency Goal / Objective:

Analyze the extent and significance of economic changes in North Carolina.

7.02. Competency Goal / Objective:

Evaluate the importance of social changes to different groups in North Carolina.

7.03. Competency Goal / Objective:

Assess the influence of technological advances on economic development and daily life.

7.04. Competency Goal / Objective:

Compare and contrast the various political viewpoints surrounding issues of the post World War II era.

7.05. Competency Goal / Objective:

Evaluate the major changes and events that have effected the roles of local, state, and national governments.

8.01. Competency Goal / Objective:

Describe the changing demographics in North Carolina and analyze their significance for North Carolina's society and economy.

8.02. Competency Goal / Objective:

List economic and technological advances occurring in North Carolina since 1970, and assess their influence on North Carolina's role in the nation and the world.

8.03. Competency Goal / Objective:

Describe the impact of state and national issues on the political climate of North Carolina.

8.04. Competency Goal / Objective:

Assess the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.

9.01. Competency Goal / Objective:

Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.

9.02. Competency Goal / Objective:

Identify past and present state and local leaders from diverse cultural backgrounds and assess their influence in affecting change.

9.03. Competency Goal / Objective:

Describe opportunities for and benefits of civic participation.

1.01. Competency Goal / Objective:

Read for literal meaning.

1.02. Competency Goal / Objective:

Summarize to select main ideas.

1.03. Competency Goal / Objective:

Draw inferences.

1.04. Competency Goal / Objective:

Detect cause and effect.

1.05. Competency Goal / Objective:

Recognize bias and propaganda.

1.06. Competency Goal / Objective:

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

1.07. Competency Goal / Objective:

Distinguish fact and fiction.

1.08. Competency Goal / Objective:

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

2.01. Competency Goal / Objective:

Use appropriate sources of information.

2.02. Competency Goal / Objective:

Explore print and non-print materials.

2.03. Competency Goal / Objective:

Utilize different types of technology.

2.04. Competency Goal / Objective:

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

2.05. Competency Goal / Objective:

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

2.06. Competency Goal / Objective:

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

3.01. Competency Goal / Objective:

Use map and globe reading skills.

3.02. Competency Goal / Objective:

Interpret graphs and charts.

3.03. Competency Goal / Objective:

Detect bias.

3.04. Competency Goal / Objective:

Interpret social and political messages of cartoons.

3.05. Competency Goal / Objective:

Interpret history through artifacts, arts, and media.

4.01. Competency Goal / Objective:

Use hypothetical reasoning processes.

4.02. Competency Goal / Objective:

Examine, understand, and evaluate conflicting viewpoints.

4.03. Competency Goal / Objective:

Recognize and analyze values upon which judgments are made.

4.04. Competency Goal / Objective:

Apply conflict resolutions.

4.05. Competency Goal / Objective:

Predict possible outcomes.

4.06. Competency Goal / Objective:

Draw conclusions.

4.07. Competency Goal / Objective:

Offer solutions.

4.08. Competency Goal / Objective:

Develop hypotheses.

5.01. Competency Goal / Objective:

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

5.02. Competency Goal / Objective:

Create and modify a database for class assignments.

5.03. Competency Goal / Objective:

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

5.04. Competency Goal / Objective:

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

2.1. Strand / Performance Indicator:

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

• 2.1.1. Performance Indicator:

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

• 2.1.2. Performance Indicator:

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

• 2.1.3. Performance Indicator:

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

2.2. Strand / Performance Indicator:

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

• 2.2.1. Performance Indicator:

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

• 2.2.2. Performance Indicator:

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

• 2.2.3. Performance Indicator:

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

2.3. Strand / Performance Indicator:

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

• 2.3.1. Performance Indicator:

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

• 2.3.2. Performance Indicator:

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

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

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

2.4. Strand / Performance Indicator:

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

• 2.4.1. Performance Indicator:

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

• 2.4.2. Performance Indicator:

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

• 2.4.3. Performance Indicator:

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

• 2.4.4. Performance Indicator:

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

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

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

• 3.1.1. Performance Indicator:

  Students map information about people, places, and environments.

• 3.1.2. Performance Indicator:

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

• 3.1.3. Performance Indicator:

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

• 3.1.4. Performance Indicator:

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

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

Geography for Life).

• 3.2.1. Performance Indicator:

  Students formulate geographic questions and define geographic issues and problems.

• 3.2.2. Performance Indicator:

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

• 3.2.3. Performance Indicator:

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

• 3.2.4. Performance Indicator:

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

4.1. Strand / Performance Indicator:

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

• 4.1.1. Performance Indicator:

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

• 4.1.2. Performance Indicator:

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

• 4.1.3. Performance Indicator:

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

• 4.1.4. Performance Indicator:

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

• 4.1.5. Performance Indicator:

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

• 4.1.6. Performance Indicator:

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

• 4.1.7. Performance Indicator:

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

4.2. Strand / Performance Indicator:

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

• 4.2.1. Performance Indicator:

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

• 4.2.2. Performance Indicator:

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

• 4.2.3. Performance Indicator:

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

• 4.2.4. Performance Indicator:

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

• 4.2.5. Performance Indicator:

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

5.1. Strand / Performance Indicator:

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

• 5.1.1. Performance Indicator:

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

• 5.1.2. Performance Indicator:

  Students consider the nature and evolution of constitutional democracies.

• 5.1.3. Performance Indicator:

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

• 5.1.4. Performance Indicator:

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

5.2. Strand / Performance Indicator:

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

• 5.2.1. Performance Indicator:

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

• 5.2.2. Performance Indicator:

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

• 5.2.3. Performance Indicator:

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

• 5.2.4. Performance Indicator:

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

• 5.2.5. Performance Indicator:

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

• 5.2.6. Performance Indicator:

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

5.3. Strand / Performance Indicator:

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

• 5.3.1. Performance Indicator:

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

• 5.3.2. Performance Indicator:

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

• 5.3.3. Performance Indicator:

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

• 5.3.4. Performance Indicator:

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

5.4. Strand / Performance Indicator:

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

• 5.4.1. Performance Indicator:

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

• 5.4.2. Performance Indicator:

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

• 5.4.3. Performance Indicator:

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