New Hampshire's Eighth Grade Standards

Article Body

  • NH.3. Strand / Standard: Civics and Governments

    The goal of Civics is to educate students to understand the purpose, structure, and functions of government; the political process; the rule of law; and world affairs. Civics builds on a foundation of history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public affairs.

    • 3.1. Standard / Gle: The Nature and Purpose of Government

      Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States.

      • 3.1.8.1. Grade Level Expectation:

        Explain why limiting the powers of government is essential for the protection of individual rights.

      • 3.1.8.2. Grade Level Expectation:

        Analyze the major arguments for and against representative government as distinguished from direct democracy, and discuss how, in a representative democracy, minority rights are protected.

    • 3.2. Standard / Gle: Structure and Function of United States and New Hampshire Government

      Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.

      • 3.2.8.1. Grade Level Expectation:

        Define the organization and responsibilities of federal government that are set forth in the New Hampshire Constitution, the United States Constitution and their amendments, e.g., Separation of Powers, Division of Powers, or the Bill of Rights.

      • 3.2.8.2. Grade Level Expectation:

        Compare and contrast the structure and major responsibilities and services of government at the local, state, and federal levels as set forth in the New Hampshire Constitution and the United States Constitution, e.g., taxation, transportation, or education.

      • 3.2.8.3. Grade Level Expectation:

        Describe ways in which particular events and documents contributed to the evolution of American government, e.g., states' rights, universal suffrage, or civil rights.

      • 3.2.8.4. Grade Level Expectation:

        Explain the legislative and political processes by which a bill becomes a law or government policy is established at the local, state, and federal levels, e.g., citizen petitions or conference committees.

    • 3.3. Standard / Gle: The World and the United States' Place In It

      Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs.

      • 3.3.8.1. Grade Level Expectation:

        Illustrate the importance of countries working together to resolve problems, e.g., the United Nations, NATO, or the European Union.

      • 3.3.8.2. Grade Level Expectation:

        Analyze environmental, economic, and technological developments and their impact on society.

    • 3.4. Standard / Gle: Rights and Responsibilities

      Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement.

      • 3.4.8.1. Grade Level Expectation:

        Describe and analyze ways Americans can effectively participate in civic and political life at the local, state, and federal levels, e.g., problem solving, public engagement, or voting.

  • NH.4. Strand / Standard: Economics

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

    • 4.1. Standard / Gle: Economics and the Individual

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

      • 4.1.8.1. Grade Level Expectation:

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

    • 4.2. Standard / Gle: Basic Economic Concepts

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

      • 4.2.8.1. Grade Level Expectation:

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

      • 4.2.8.2. Grade Level Expectation:

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

    • 4.3. Standard / Gle: Cycles in the Economy

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

      • 4.3.8.1. Grade Level Expectation:

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

      • 4.3.8.2. Grade Level Expectation:

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

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

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

      • 4.4.8.1. Grade Level Expectation:

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

      • 4.4.8.2. Grade Level Expectation:

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

    • 4.5. Standard / Gle: International Economics and Trade

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

      • 4.5.8.1. Grade Level Expectation:

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

      • 4.5.8.2. Grade Level Expectation:

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

      • 4.5.8.3. Grade Level Expectation:

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

      • 4.5.8.4. Grade Level Expectation:

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

    • 4.6. Standard / Gle: Personal Finance

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

      • 4.6.8.1. Grade Level Expectation:

        Compare the advantages and disadvantages of different payment methods.

      • 4.6.8.2. Grade Level Expectation:

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

      • 4.6.8.3. Grade Level Expectation:

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

      • 4.6.8.4. Grade Level Expectation:

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

      • 4.6.8.5. Grade Level Expectation:

        Define and compare saving and investing.

      • 4.6.8.6. Grade Level Expectation:

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

      • 4.6.8.7. Grade Level Expectation:

        Discuss the importance of taking responsibility for personal financial decisions.

      • 4.6.8.8. Grade Level Expectation:

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

  • NH.5. Strand / Standard: Geography

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

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

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

      • 5.1.8.1. Grade Level Expectation:

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

    • 5.2. Standard / Gle: Places and Regions

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

      • 5.2.8.1. Grade Level Expectation:

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

      • 5.2.8.2. Grade Level Expectation:

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

      • 5.2.8.3. Grade Level Expectation:

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

    • 5.3. Standard / Gle: Physical Systems

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

      • 5.3.8.1. Grade Level Expectation:

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

    • 5.4. Standard / Gle: Human Systems

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

      • 5.4.8.1. Grade Level Expectation:

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

      • 5.4.8.2. Grade Level Expectation:

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

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

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

    • 6.1. Standard / Gle: Political Foundations and Development

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

      • 6.1.8.1. Grade Level Expectation:

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

      • 6.1.8.2. Grade Level Expectation:

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

      • 6.1.8.3. Grade Level Expectation:

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

      • 6.1.8.4. Grade Level Expectation:

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

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

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

      • 6.2.8.1. Grade Level Expectation:

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

      • 6.2.8.2. Grade Level Expectation:

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

      • 6.2.8.3. Grade Level Expectation:

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

      • 6.2.8.4. Grade Level Expectation:

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

      • 6.2.8.5. Grade Level Expectation:

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

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

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

      • 6.3.8.1. Grade Level Expectation:

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

    • 6.4. Standard / Gle: Economic Systems & Technology

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

      • 6.4.8.1. Grade Level Expectation:

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

      • 6.4.8.2. Grade Level Expectation:

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

    • 6.5. Standard / Gle: Social/Cultural

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

      • 6.5.8.1. Grade Level Expectation:

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

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

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

    • 7.1. Standard / Gle: Political Foundations and Developments

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

      • 7.1.8.1. Grade Level Expectation:

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

      • 7.1.8.2. Grade Level Expectation:

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

      • 7.1.8.3. Grade Level Expectation:

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

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

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

      • 7.2.8.1. Grade Level Expectation:

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

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

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

      • 7.3.8.1. Grade Level Expectation:

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

      • 7.3.8.2. Grade Level Expectation:

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

Nevada's Eighth Grade Standards

Article Body

  • NV.1.0. Content Standard: Economics

    The Economic Way of Thinking: Students will use fundamental economic concepts, including scarcity, choice, cost, incentives, and costs versus benefits to describe and analyze problems and opportunities, both individual and social.

    • 1.8.1 Strand / Indicator: Scarcity, Choice, and Cost

      Use the concept of opportunity cost to evaluate the tradeoffs when choices occur.

    • 1.8.2 Strand / Indicator: Incentives and Preferences

      Recognize that self-interest is a motivational factor when people respond to incentives. (E 3.8.2)

    • 1.8.3 Strand / Indicator: Cost versus Benefits

      Identify the additional benefits and the additional costs that result from choosing a little more or a little less.

    • 1.8.4 Strand / Indicator: Personal Economics

      Evaluate career paths by comparing costs and benefits.

  • NV.2.0. Content Standard: Economics

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

    • 2.8.1 Strand / Indicator: Measuring Economic Growth

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

    • 2.8.2 Strand / Indicator: Measuring Economic Growth

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

    • 2.8.4 Strand / Indicator: Measuring Inflation

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

    • 2.8.6 Strand / Indicator: Measuring Unemployment

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

    • 2.8.7 Strand / Indicator: Measuring Unemployment

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

    • 2.8.8 Strand / Indicator: Measuring Interest

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

    • 2.8.9 Strand / Indicator: Measuring Interest

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

    • 2.8.10 Strand / Indicator: Personal Economics

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

  • NV.3.0. Content Standard: Economics

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

    • 3.8.1 Strand / Indicator: Trade Is Beneficial

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

    • 3.8.2 Strand / Indicator: Markets Determine Prices

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

    • 3.8.3 Strand / Indicator: Prices as Signals

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

    • 3.8.4 Strand / Indicator: Prices as Signals

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

    • 3.8.6 Strand / Indicator: Personal Economics

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

    • 3.8.7 Strand / Indicator: Personal Economics

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

  • NV.4.0. Content Standard: Economics

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

    • 4.8.1 Strand / Indicator: Financial Institutions

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

    • 4.8.2 Strand / Indicator: Labor Unions

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

    • 4.8.3 Strand / Indicator: For-profit Business Organizations

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

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

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

    • 4.8.5 Strand / Indicator: Personal Economics

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

    • 4.8.6 Strand / Indicator: Personal Economics

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

  • NV.5.0. Content Standard: Economics

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

    • 5.8.1 Strand / Indicator: Functions of Money

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

    • 5.8.4 Strand / Indicator: History of Money

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

    • 5.8.5 Strand / Indicator: Personal Economics

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

  • NV.6.0. Content Standard: Economics

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

    • 6.8.1 Strand / Indicator: Resource Allocation

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

    • 6.8.2 Strand / Indicator: Resource Allocation

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

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

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

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

      Explain the circular flow of economic activity.

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

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

    • 6.8.6 Strand / Indicator: Differences in Individual Incomes

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

    • 6.8.7 Strand / Indicator: Personal Economics

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

  • NV.7.0. Content Standard: Economics

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

    • 7.8.1 Strand / Indicator: Investment

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

    • 7.8.4 Strand / Indicator: Entrepreneurship

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

    • 7.8.5 Strand / Indicator: Competition

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

    • 7.8.6 Strand / Indicator: Specialization

      Give examples of how specialization is facilitated by trade.

    • 7.8.7 Strand / Indicator: Personal Economics

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

  • NV.8.0. Content Standard: Economics

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

    • 8.8.1 Strand / Indicator: Public Goods

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

    • 8.8.2 Strand / Indicator: Externalities

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

    • 8.8.3 Strand / Indicator: Redistributing Income

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

    • 8.8.4 Strand / Indicator: Property Rights

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

    • 8.8.7 Strand / Indicator: Personal Economics

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

  • NV.9.0. Content Standard: Economics

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

    • 9.8.1 Strand / Indicator: International Trade

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

    • 9.8.2 Strand / Indicator: Interdependence

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

    • 9.8.4 Strand / Indicator: Exchange Rates

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

    • 9.8.5 Strand / Indicator: Personal Economics

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

  • NV.1.0. Content Standard: Geography

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

    • 1.8.1 Strand / Indicator: Map Use

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

    • 1.8.2 Strand / Indicator: Map Section

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

    • 1.8.3 Strand / Indicator: Geographic Tools and Technologies

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

    • 1.8.4 Strand / Indicator: Map Construction

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

    • 1.8.5 Strand / Indicator: Map Applications

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

    • 1.8.6 Strand / Indicator: Map Analysis

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

    • 1.8.7 Strand / Indicator: Map Concepts

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

    • 1.8.8 Strand / Indicator: Map Locations

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

  • NV.2.0. Content Standard: Geography

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

    • 2.8.1 Strand / Indicator: Characteristics of Places and Regions

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

    • 2.8.2 Strand / Indicator: Cultural Identity

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

    • 2.8.3 Strand / Indicator: Cultural Perspectives

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

    • 2.8.4 Strand / Indicator: Impact of Technology

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

    • 2.8.5 Strand / Indicator: History and Region

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

    • 2.8.6 Strand / Indicator: Patterns of Change

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

    • 2.8.7 Strand / Indicator: Applying Concepts of Regions

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

  • NV.3.0. Content Standard: Geography

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

    • 3.8.1 Strand / Indicator: Physical Systems

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

    • 3.8.2 Strand / Indicator: Natural Hazards

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

    • 3.8.3 Strand / Indicator: Characteristics of Ecosystems

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

    • 3.8.4 Strand / Indicator: Distribution of Ecosystems

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

    • 3.8.5 Strand / Indicator: Analysis of Ecosystems

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

  • NV.4.0. Content Standard: Geography

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

    • 4.8.1 Strand / Indicator: Demographic Concepts

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

    • 4.8.2 Strand / Indicator: Migration and Settlement

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

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

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

    • 4.8.4 Strand / Indicator: Patterns of Human Settlement

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

    • 4.8.5 Strand / Indicator: Economic Systems and Interdependence

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

    • 4.8.6 Strand / Indicator: Analysis of Economic Issues

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

    • 4.8.7 Strand / Indicator: Patterns of Human Development

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

    • 4.8.8 Strand / Indicator: Human Organizations

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

    • 4.8.9 Strand / Indicator: Cooperation and Conflict

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

    • 4.8.10 Strand / Indicator: International Alliances and Organizations

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

  • NV.5.0. Content Standard: Geography

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

    • 5.8.1 Strand / Indicator: Changes in the Physical Environment

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

    • 5.8.2 Strand / Indicator: Constraints of the Physical Environment

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

    • 5.8.3 Strand / Indicator: Technology and the Physical Environment

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

    • 5.8.4 Strand / Indicator: Human Modification

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

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

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

    • 5.8.6 Strand / Indicator: Earth's Resources

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

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

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

  • NV.6.0. Content Standard: Geography

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

    • 6.8.1 Strand / Indicator: Applying Geography in History

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

    • 6.8.2 Strand / Indicator: Applying Geography in Current Events

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

    • 6.8.3 Strand / Indicator: Applying Geography to Contemporary Issues

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

    • 6.8.4 Strand / Indicator: Applying Geography to the Future

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

  • NV.7.0. Content Standard: Geography

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

    • 7.8.1 Strand / Indicator: Ask Geographic Questions

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

    • 7.8.2 Strand / Indicator: Acquire Geographic Information

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

    • 7.8.3 Strand / Indicator: Organize Geographic Information

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

    • 7.8.4 Strand / Indicator: Analyze Geographic Information

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

    • 7.8.5 Strand / Indicator: Present Geographic Information

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

  • NV.1.0. Content Standard: Civics

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

    • 1.8.1 Strand / Indicator: Rules and Law

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

    • 1.8.2 Strand / Indicator: Documents

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

    • 1.8.4 Strand / Indicator: Democratic Participation

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

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

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

  • NV.2.0. Content Standard: Civics

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

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

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

    • 2.8.2 Strand / Indicator: The Legislative Structure and Process

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

    • 2.8.3 Strand / Indicator: Legislative Powers

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

    • 2.8.4 Strand / Indicator: The Executive Branch

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

    • 2.8.5 Strand / Indicator: The Judicial Branch

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

    • 2.8.6 Strand / Indicator: The Jury System

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

    • 2.8.7 Strand / Indicator: Checks and Balances

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

  • NV.3.0. Content Standard: Civics

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

    • 3.8.1 Strand / Indicator: Division of Powers

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

    • 3.8.2 Strand / Indicator: Federalism

      'Define 'federalism.'

    • 3.8.3 Strand / Indicator: Constitutional Supremacy

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

  • NV.4.0. Content Standard: Civics

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

    • 4.8.1 Strand / Indicator: Leaders and Elections

      Describe the election process.

    • 4.8.2 Strand / Indicator: Political Parties

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

    • 4.8.3 Strand / Indicator: Interest Groups

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

    • 4.8.4 Strand / Indicator: Formation of Public Opinion

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

    • 4.8.5 Strand / Indicator: Propaganda

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

    • 4.8.6 Strand / Indicator: Public Policy

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

  • NV.5.0. Content Standard: Civics

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

    • 5.8.1 Strand / Indicator: Citizenship

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

    • 5.8.3 Strand / Indicator: Symbols

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

    • 5.8.4 Strand / Indicator: Individual Rights

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

    • 5.8.6 Strand / Indicator: Conflict and Resolution

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

  • NV.6.0. Content Standard: Civics

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

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

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

    • 6.8.5 Strand / Indicator: Court Systems

      Describe the juvenile, civil, and criminal court systems.

  • NV.7.0. Content Standard: Civics

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

    • 7.8.1 Strand / Indicator: Comparative Political Systems

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

    • 7.8.2 Strand / Indicator: Comparative Economic Systems

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

  • NV.8.0. Content Standard: Civics

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

    • 8.8.1 Strand / Indicator: From Individual to the World

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

    • 8.8.2 Strand / Indicator: Foreign Policy

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

    • 8.8.3 Strand / Indicator: International Organizations

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

    • 8.8.4 Strand / Indicator: International Organizations

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

  • NV.1.0. Content Standard: History

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

    • 1.8.1 Strand / Indicator: Current Events

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

    • 1.8.2 Strand / Indicator: Chronology

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

  • NV.2.0. Content Standard: History

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

    • 2.8.1 Strand / Indicator: Inquiry

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

    • 2.8.2 Strand / Indicator: Research and Analysis

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

    • 2.8.3 Strand / Indicator: Informational Tools

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

  • NV.3.0. Content Standard: History

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

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

      Explain the characteristics and environments of hunter-gatherer.

    • 3.8.2 Strand / Indicator: World

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

    • 3.8.3 Strand / Indicator: World

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

    • 3.8.4 Strand / Indicator: World

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

    • 3.8.5 Strand / Indicator: Nevada

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

  • NV.4.0. Content Standard: History

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

    • 4.8.1 Strand / Indicator: World

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

    • 4.8.2 Strand / Indicator: World

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

    • 4.8.3 Strand / Indicator: World

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

    • 4.8.4 Strand / Indicator: World

      Identify the characteristics of European feudalism.

  • NV.5.0. Content Standard: History

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

    • 5.8.1 Strand / Indicator: World

      Define the Renaissance in terms of science and fine arts.

    • 5.8.5 Strand / Indicator: Nevada

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

    • 5.8.6 Strand / Indicator: United States and Nevada

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

    • 5.8.7 Strand / Indicator: World and United States

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

    • 5.8.8 Strand / Indicator: World and United States

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

    • 5.8.9 Strand / Indicator: World and United States

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

    • 5.8.10 Strand / Indicator: World and United States

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

    • 5.8.11 Strand / Indicator: United States

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

    • 5.8.12 Strand / Indicator: World and United States

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

  • NV.6.0. Content Standard: History

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

    • 6.8.1 Strand / Indicator: World and United States

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

    • 6.8.3 Strand / Indicator: United States

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

    • 6.8.4 Strand / Indicator: United States

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

    • 6.8.5 Strand / Indicator: United States

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

    • 6.8.6 Strand / Indicator: United States

      Identify the Articles of Confederation.

    • 6.8.7 Strand / Indicator: United States

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

    • 6.8.8 Strand / Indicator: United States

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

    • 6.8.12 Strand / Indicator: World and United States

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

    • 6.8.13 Strand / Indicator: United States

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

    • 6.8.14 Strand / Indicator: United States

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

    • 6.8.15 Strand / Indicator: United States

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

    • 6.8.16 Strand / Indicator: United States

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

    • 6.8.17 Strand / Indicator: United States and Nevada

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

    • 6.8.18 Strand / Indicator: Nevada

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

    • 6.8.19 Strand / Indicator: Nevada

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

    • 6.8.20 Strand / Indicator: United States

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

    • 6.8.21 Strand / Indicator: United States

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

    • 6.8.22 Strand / Indicator: Nevada

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

  • NV.7.0. Content Standard: History

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

    • 7.8.1 Strand / Indicator: United States

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

    • 7.8.2 Strand / Indicator: United States

      Identify the Black Codes and Jim Crow Laws.

    • 7.8.3 Strand / Indicator: United States

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

    • 7.8.4 Strand / Indicator: Nevada

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

    • 7.8.5 Strand / Indicator: United States and Nevada

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

    • 7.8.7 Strand / Indicator: United States

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

    • 7.8.8 Strand / Indicator: United States

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

    • 7.8.9 Strand / Indicator: Nevada and United States

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

    • 7.8.11 Strand / Indicator: United States and Nevada

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

    • 7.8.13 Strand / Indicator: United States

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

    • 7.8.14 Strand / Indicator: World and United States

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

    • 7.8.17 Strand / Indicator: World and United States

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

  • NV.8.0. Content Standard: History

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

    • 8.8.1 Strand / Indicator: World

      Define totalitarianism. (C 1.8.1; C 7.8.1)

    • 8.8.2 Strand / Indicator: World and United States

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

    • 8.8.4 Strand / Indicator: United States

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

    • 8.8.5 Strand / Indicator: United States and Nevada

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

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

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

    • 8.8.7 Strand / Indicator: World and United States

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

    • 8.8.8 Strand / Indicator: United States and Nevada

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

  • NV.9.0. Content Standard: History

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

    • 9.8.1 Strand / Indicator: World and United States

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

    • 9.8.2 Strand / Indicator: United States

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

    • 9.8.3 Strand / Indicator: World and United States

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

    • 9.8.5 Strand / Indicator: World and United States

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

    • 9.8.6 Strand / Indicator: United States

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

    • 9.8.7 Strand / Indicator: Nevada

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

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

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

    • 9.8.9 Strand / Indicator: World and United States

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

    • 9.8.10 Strand / Indicator: United States

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

    • 9.8.11 Strand / Indicator: World and United States

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

    • 9.8.12 Strand / Indicator: United States and World

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

    • 9.8.13 Strand / Indicator: Nevada

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

    • 9.8.14 Strand / Indicator: United States

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

  • NV.10.0. Content Standard: History

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

    • 10.8.1 Strand / Indicator: World and United States

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

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

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

    • 10.8.4 Strand / Indicator: World and United States

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

    • 10.8.5 Strand / Indicator: United States

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

    • 10.8.6 Strand / Indicator: World and United States

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

Nebraska's Eighth Grade Standards

Article Body

  • NE.8.1. Content Standard: United States History

    • 8.1.1. Indicator / Skill:

      By the end of eighth grade, students will analyze major cultures in the Americas before the 17th century.

      • 8.1.1.1. Gle / Indicator:

        Describe the regional culture groups of early Native Americans in North America, e.g., the Northern, Northwestern, Plains, Mound Builders, Eastern Woodlands, and Southwestern Native Americans, etc.

      • 8.1.1.2. Gle / Indicator:

        Describe selected civilizations in Central and South Americas, e.g., the Mayan, Olmecs, Aztec, Incas, Chibchas, and Toltecs.

      • 8.1.1.3. Gle / Indicator:

        Explain how geography and climate influenced the way Early American cultural groups lived.

    • 8.1.2. Indicator / Skill:

      By the end of eighth grade, students will analyze the major people, events, and ideas that led to the exploration and settlement of the Americas by Europeans.

      • 8.1.2.1. Gle / Indicator:

        Explain the motivations, obstacles, and accomplishments of sponsors and leaders of key expeditions from Spain, France, Portugal, and England.

      • 8.1.2.2. Gle / Indicator:

        Identify the economic, ideological, religious, and nationalist forces that led to competition among European powers for control of the Americas.

      • 8.1.2.3. Gle / Indicator:

        Identify the political, economic, and social impact of the encounter between European and early cultures in the Americas.

      • 8.1.2.4. Gle / Indicator:

        Identify explorers, e.g., Columbus, Leif Ericsson, Amerigo Vespucci, Champlain, and Hudson.

      • 8.1.2.5. Gle / Indicator:

        Describe Spanish, French, and English settlements.

    • 8.1.3. Indicator / Skill:

      By the end of eighth grade, students will describe key people, events, and ideas from colonial America.

      • 8.1.3.1. Gle / Indicator:

        Explain the factors that led to the founding of the colonies, e.g., the escape from religious persecution, economic opportunity, release from prison, and military adventure.

      • 8.1.3.2. Gle / Indicator:

        Describe geographic, political, economic, and social contrasts in the three regions of New England, the mid-Atlantic, and the South.

      • 8.1.3.3. Gle / Indicator:

        Describe life in the colonies in the 18th century from the perspectives of Native Americans, large landowners, farmers, artisans, women, and slaves.

      • 8.1.3.4. Gle / Indicator:

        Explain the principal economic and political connections between the colonies and England.

      • 8.1.3.5. Gle / Indicator:

        Describe sources of dissatisfaction that led to the American Revolution.

      • 8.1.3.6. Gle / Indicator:

        Identify key individuals and events in the American Revolution, e.g., King George, Lord North, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine.

      • 8.1.3.7. Gle / Indicator:

        Explain major military campaigns of the Revolutionary War and reasons why the colonies were able to defeat the British.

    • 8.1.4. Indicator / Skill:

      By the end of eighth grade, students will analyze challenges faced by the new United States government.

      • 8.1.4.1. Gle / Indicator:

        Explain the writing of a new Constitution in 1787 and the struggles over ratification and the addition of a Bill of Rights.

      • 8.1.4.2. Gle / Indicator:

        Describe major issues facing Congress and the first four presidents.

      • 8.1.4.3. Gle / Indicator:

        Explain conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two political parties.

    • 8.1.5. Indicator / Skill:

      By the end of eighth grade, students will describe growth and change in the United States from 1801-1861.

      • 8.1.5.1. Gle / Indicator:

        Describe territorial exploration, expansion, and settlement, e.g., Lewis and Clark, Louisiana Purchase, and acquisition of southern and western territories.

      • 8.1.5.2. Gle / Indicator:

        Describe how the physical geography and various incentives influenced the movement of people, goods, and services

      • 8.1.5.3. Gle / Indicator:

        Describe the political relationships between the Americas and Europe, which led to the Monroe Doctrine.

      • 8.1.5.4. Gle / Indicator:

        Describe the impact of inventions, e.g., the cotton gin, McCormick reaper, etc.

    • 8.1.6. Indicator / Skill:

      By the end of eighth grade, students will identify and analyze causes, key events, and the effects of the Civil War and Reconstruction.

      • 8.1.6.1. Gle / Indicator:

        Describe economic and philosophical differences between the North and South.

      • 8.1.6.2. Gle / Indicator:

        Identify key events leading to secession and war.

      • 8.1.6.3. Gle / Indicator:

        Identify key people during this period, e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, William Lloyd Garrison, Harriet Tubman, Harriet Beecher Stowe, John Brown, Clara Barton, etc.

      • 8.1.6.4. Gle / Indicator:

        Identify key events during the Civil War, e.g., major battles, the Emancipation Proclamation, and Lee's surrender at Appomattox.

      • 8.1.6.5. Gle / Indicator:

        Describe life on the battlefield and on the homefront from multiple perspectives.

      • 8.1.6.6. Gle / Indicator:

        Explain the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the United States Constitution.

      • 8.1.6.7. Gle / Indicator:

        Describe the impact of Reconstruction policies on the South.

    • 8.1.7. Indicator / Skill:

      By the end of eighth grade, students will explain post Civil War changes in the United States, and the role of the United States in world affairs through World War I.

      • 8.1.7.1. Gle / Indicator:

        Describe federal policies of expansion and how they affected various culture groups and individuals, e.g., Native Americans, Asian Americans, etc.

      • 8.1.7.2. Gle / Indicator:

        Explain why people immigrated to the United States, describe their obstacles and contributions.

      • 8.1.7.3. Gle / Indicator:

        Describe the growth of American cities and the impact on societies.

      • 8.1.7.4. Gle / Indicator:

        Describe the United States participation in key world events, e.g., the Spanish- American War, World War I, etc.

    • 8.1.8. Indicator / Skill:

      By the end of eighth grade, students will describe key, social, economic and cultural developments from WWI through the Great Depression.

      • 8.1.8.1. Gle / Indicator:

        Describe the arts in the United States, e.g., the Harlem Renaissance, the works of F. Scott Fitzgerald, Louis Armstrong, etc.

      • 8.1.8.2. Gle / Indicator:

        Describe the social changes, e.g., women's suffrage, prohibition, etc.

      • 8.1.8.3. Gle / Indicator:

        Describe the economic factors that led to the Great Depression.

      • 8.1.8.4. Gle / Indicator:

        Describe the extent and depth of business and farm failures, unemployment, and poverty.

      • 8.1.8.5. Gle / Indicator:

        Describe the New Deal, the Depression, and the future role of government in the economy.

      • 8.1.8.6. Gle / Indicator:

        Identify key people of the period, e.g., Eleanor and Franklin Roosevelt, Charles Lindbergh, etc.

      • 8.1.9.1. Gle / Indicator:

        Explain segregation, desegregation, and the Civil Rights Movement.

    • 8.1.9. Indicator / Skill:

      By the end of eighth grade, students will describe key people, events, and ideas since World War II.

      • 8.1.9.2. Gle / Indicator:

        Describe the changing role of women in America.

      • 8.1.9.3. Gle / Indicator:

        Describe the technology revolution and its impact on communication, transportation, and new industries.

      • 8.1.9.4. Gle / Indicator:

        Describe the consumer economy and increasing global markets.

      • 8.1.9.5. Gle / Indicator:

        Describe the increases in violent crime and illegal drugs.

      • 8.1.9.6. Gle / Indicator:

        Explain the effects of increased immigration.

      • 8.1.9.7. Gle / Indicator:

        Describe political leaders of the period, trend in national elections, and differences between the two major political parties.

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

    • 8.2.1. Indicator / Skill:

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

      • 8.2.1.1. Gle / Indicator:

        Describe how archeological discoveries change our knowledge of early peoples.

      • 8.2.1.2. Gle / Indicator:

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

      • 8.2.1.3. Gle / Indicator:

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

    • 8.2.2. Indicator / Skill:

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

      • 8.2.2.1. Gle / Indicator:

        Describe the geography and history of each civilization.

      • 8.2.2.2. Gle / Indicator:

        Describe the location in time and place.

      • 8.2.2.3. Gle / Indicator:

        Identify social, political, and economic institutions.

      • 8.2.2.4. Gle / Indicator:

        Describe religious traditions and written language.

      • 8.2.2.5. Gle / Indicator:

        Identify significant contributions and legacies.

    • 8.2.3. Indicator / Skill:

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

      • 8.2.3.1. Gle / Indicator:

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

      • 8.2.3.2. Gle / Indicator:

        Describe the development of Greek democracy.

      • 8.2.3.3. Gle / Indicator:

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

      • 8.2.3.4. Gle / Indicator:

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

      • 8.2.3.5. Gle / Indicator:

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

      • 8.2.3.6. Gle / Indicator:

        Relate Roman mythology and religion.

      • 8.2.3.7. Gle / Indicator:

        Describe the development of the Roman government.

      • 8.2.3.8. Gle / Indicator:

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

      • 8.2.3.9. Gle / Indicator:

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

      • 8.2.3.10. Gle / Indicator:

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

      • 8.2.3.11. Gle / Indicator:

        Describe the impact and spread of Christianity and Judaism.

      • 8.2.3.12. Gle / Indicator:

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

    • 8.2.4. Indicator / Skill:

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

      • 8.2.4.1. Gle / Indicator:

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

      • 8.2.4.2. Gle / Indicator:

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

      • 8.2.4.3. Gle / Indicator:

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

      • 8.2.4.4. Gle / Indicator:

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

    • 8.2.5. Indicator / Skill:

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

      • 8.2.5.1. Gle / Indicator:

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

      • 8.2.5.2. Gle / Indicator:

        Describe the Age of Charlemagne.

      • 8.2.5.3. Gle / Indicator:

        Describe the impact of Magyars and the Vikings.

      • 8.2.5.4. Gle / Indicator:

        Analyze the influence of Christianity throughout Europe.

    • 8.2.6. Indicator / Skill:

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

      • 8.2.6.1. Gle / Indicator:

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

      • 8.2.6.2. Gle / Indicator:

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

      • 8.2.6.3. Gle / Indicator:

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

      • 8.2.6.4. Gle / Indicator:

        Describe the culture and contributions of ancient Arabia.

      • 8.2.6.5. Gle / Indicator:

        Identify cultural characteristics of Japan's feudal system.

      • 8.2.6.6. Gle / Indicator:

        Identify various Chinese dynasties and their legacies to later generations.

      • 8.2.6.7. Gle / Indicator:

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

  • NE.8.3. Content Standard: Civics and Economics

    • 8.3.1. Indicator / Skill:

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

      • 8.3.1.1. Gle / Indicator:

        Explain the election and appointment of officials.

      • 8.3.1.2. Gle / Indicator:

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

      • 8.3.1.3. Gle / Indicator:

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

      • 8.3.1.4. Gle / Indicator:

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

      • 8.3.1.5. Gle / Indicator:

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

    • 8.3.2. Indicator / Skill:

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

      • 8.3.2.1. Gle / Indicator:

        Explain nomination and promotion of candidates for elective office.

      • 8.3.2.2. Gle / Indicator:

        Describe similarities and differences between the major political parties.

      • 8.3.2.3. Gle / Indicator:

        Describe voter turnout.

      • 8.3.2.4. Gle / Indicator:

        Evaluate the accuracy of campaign advertising.

      • 8.3.2.5. Gle / Indicator:

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

    • 8.3.3. Indicator / Skill:

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

      • 8.3.3.1. Gle / Indicator:

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

      • 8.3.3.2. Gle / Indicator:

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

      • 8.3.3.3. Gle / Indicator:

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

      • 8.3.3.4. Gle / Indicator:

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

      • 8.3.3.5. Gle / Indicator:

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

      • 8.3.3.6. Gle / Indicator:

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

    • 8.3.4. Indicator / Skill:

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

      • 8.3.4.1. Gle / Indicator:

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

      • 8.3.4.2. Gle / Indicator:

        Describe the exercise of the power of judicial review.

      • 8.3.4.3. Gle / Indicator:

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

      • 8.3.4.4. Gle / Indicator:

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

    • 8.3.5. Indicator / Skill:

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

      • 8.3.5.1. Gle / Indicator:

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

      • 8.3.5.2. Gle / Indicator:

        Analyze the effect of producer and consumer behavior on markets.

      • 8.3.5.3. Gle / Indicator:

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

      • 8.3.5.4. Gle / Indicator:

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

      • 8.3.5.5. Gle / Indicator:

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

      • 8.3.5.6. Gle / Indicator:

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

      • 8.3.5.7. Gle / Indicator:

        Describe the development of money, savings, and credit.

    • 8.3.6. Indicator / Skill:

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

      • 8.3.6.1. Gle / Indicator:

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

      • 8.3.6.2. Gle / Indicator:

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

      • 8.3.6.3. Gle / Indicator:

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

      • 8.3.6.4. Gle / Indicator:

        Explain the differences between traditional command and market economics.

      • 8.3.6.5. Gle / Indicator:

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

    • 8.3.7. Indicator / Skill:

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

      • 8.3.7.1. Gle / Indicator:

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

      • 8.3.7.2. Gle / Indicator:

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

      • 8.3.7.3. Gle / Indicator:

        Describe the election process and appointment of officials.

      • 8.3.7.4. Gle / Indicator:

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

      • 8.3.7.5. Gle / Indicator:

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

    • 8.3.8. Indicator / Skill:

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

      • 8.3.8.1. Gle / Indicator:

        What are inalienable rights?

      • 8.3.8.2. Gle / Indicator:

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

      • 8.3.8.3. Gle / Indicator:

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

      • 8.3.8.4. Gle / Indicator:

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

      • 8.3.8.5. Gle / Indicator:

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

      • 8.3.8.6. Gle / Indicator:

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

  • NE.8.4. Content Standard: Skills

    • 8.4.1. Indicator / Skill:

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

      • 8.4.1.1. Gle / Indicator:

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

      • 8.4.1.2. Gle / Indicator:

        Explain the meaning of 'E Pluribus Unum.'

      • 8.4.1.3. Gle / Indicator:

        Discuss the importance of the Gettysburg Address.

      • 8.4.1.4. Gle / Indicator:

        Explain the Preamble to the Constitution.

      • 8.4.1.5. Gle / Indicator:

        Explain the Declaration of Independence.

      • 8.4.1.6. Gle / Indicator:

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

      • 8.4.1.7. Gle / Indicator:

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

      • 8.4.1.8. Gle / Indicator:

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

    • 8.4.2. Indicator / Skill:

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

      • 8.4.2.1. Gle / Indicator:

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

      • 8.4.2.2. Gle / Indicator:

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

      • 8.4.2.3. Gle / Indicator:

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

      • 8.4.2.4. Gle / Indicator:

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

      • 8.4.2.5. Gle / Indicator:

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

      • 8.4.2.6. Gle / Indicator:

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

      • 8.4.2.7. Gle / Indicator:

        Distinguish fact from fiction by examining documentary sources.

      • 8.4.2.8. Gle / Indicator:

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

      • 8.4.2.9. Gle / Indicator:

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

    • 8.4.3. Indicator / Skill:

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

      • 8.4.3.1. Gle / Indicator:

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

      • 8.4.3.2. Gle / Indicator:

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

    • 8.4.4. Indicator / Skill:

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

    • 8.4.5. Indicator / Skill:

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

    • 8.4.6. Indicator / Skill:

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

      • 8.4.6.1. Gle / Indicator:

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

      • 8.4.6.2. Gle / Indicator:

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

      • 8.4.6.3. Gle / Indicator:

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

      • 8.4.6.4. Gle / Indicator:

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

Montana's Eighth Grade Standards

Article Body
  • MT.1. Content Standard: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
    • 1.1. Benchmark: Students will apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process).
    • 1.2. Benchmark: Students will assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author).
    • 1.3. Benchmark: Students will interpret and apply information to support conclusions and use group decision-making strategies to solve problems in real world situations (e.g., school elections, community projects, conflict resolution, role playing scenarios).
  • MT.2. Content Standard: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.
    • 2.1. Benchmark: Students will describe the purpose of government and how the powers of government are acquired, maintained and used.
    • 2.2. Benchmark: Students will identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government).
    • 2.3. Benchmark: Students will identify the significance of tribal sovereignty and Montana tribal governments' relationship to local, state and federal governments.
    • 2.4. Benchmark: Students will analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security.
    • 2.5. Benchmark: Students will identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule).
    • 2.6. Benchmark: Students will explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements).
    • 2.7. Benchmark: Students will explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements.
  • MT.3. Content Standard: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).
    • 3.1. Benchmark: Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.
    • 3.2. Benchmark: Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.
    • 3.3. Benchmark: Students will analyze diverse land use and explain the historical and contemporary effects of this use on the environment, with an emphasis on Montana.
    • 3.4. Benchmark: Students will explain how movement patterns throughout the world (e.g., people, ideas, diseases, products, food) lead to interdependence and/or conflict.
    • 3.5. Benchmark: Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).
    • 3.6. Benchmark: Students will describe and distinguish between the environmental effects on the earth of short-term physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation).
    • 3.7. Benchmark: Students will describe major changes in a local area that have been caused by human beings (e.g., a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment.
  • MT.4. Content Standard: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
    • 4.1. Benchmark: Students will interpret the past using a variety of sources (e.g., biographies, documents, diaries, eyewitnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.
    • 4.2. Benchmark: Students will describe how history can be organized and analyzed using various criteria to group people and events (e.g., chronology, geography, cause and effect, change, conflict, issues).
    • 4.3. Benchmark: Students will use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interviews, comparative accounts, research) to make informed decisions as responsible citizens.
    • 4.4. Benchmark: Students will identify significant events and people and important democratic values (e.g., freedom, equality, privacy) in the major eras/civilizations of Montana, American Indian, United States, and world history.
    • 4.5. Benchmark: Students will identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
    • 4.6. Benchmark: Students will explain how and why events (e.g., American Revolution, Battle of the Little Big Horn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians.
    • 4.7. Benchmark: Students will summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States.
  • MT.5. Content Standard: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.
    • 5.1. Benchmark: Students will identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services).
    • 5.2. Benchmark: Students will apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns.
    • 5.3. Benchmark: Students will compare and contrast the difference between private and public goods and services.
    • 5.4. Benchmark: Students will analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment).
    • 5.5. Benchmark: Students will explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individuals and groups (e.g., businesses, financial institutions, and governments).
    • 5.6. Benchmark: Students will analyze the influences of technological advancements (e.g., machinery, internet, genetics) on household, state, national and global economies.
  • MT.6. Content Standard: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.
    • 6.1. Benchmark: Students will compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.
    • 6.2. Benchmark: Students will explain and give examples of how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, spirituality) contributes to the development and transmission of culture.
    • 6.3. Benchmark: Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.
    • 6.4. Benchmark: Students will compare and illustrate the unique characteristics of American Indian tribes and other cultural groups in Montana.
    • 6.5. Benchmark: Students will explain the cultural contributions of, and tensions between, racial and ethnic groups in Montana, the United States, and the world.
    • 6.6. Benchmark: Students will identify and describe the stratification of individuals within social groups (e.g., status, social class, haves and have nots).

Missouri's Eighth Grade Standards

Article Body

  • MO.TS.7. Strand: Big Idea / Standard: Tools of Social Science Inquiry

    Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents)

    • TS.7.G. Concept: Gle / Benchmark:

      Supporting a point of view

      • TS.7.G.a. Gle / Proficiency:

        Identify, research and defend a point of view/position (DOK 3; SS7 1.2, 1.4, 1.7)

    • TS.7.A. Concept: Gle / Benchmark:

      Identify, select, use, analyze and create appropriate resources, primary and secondary, for social science inquiry

      • TS.7.A.a. Gle / Proficiency:

        Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters (DOK 2; SS7 1.2, 1.4, 2.1)

    • TS.7.B. Concept: Gle / Benchmark:

      Knowledge to create and use various social studies graphics and maps

      • TS.7.B(1). Gle / Proficiency:

        Use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions and make predictions (DOK 4; SS7 1.4, 3.5, 1.6)

      • TS.7.B(2). Gle / Proficiency:

        Create maps, graphs, timelines, charts and diagrams to communicate information (DOK 2; SS7 1.8, 1.4, 2.1)

    • TS.7.C. Concept: Gle / Benchmark:

      Understanding fact, opinion, bias and points of view in sources

      • TS.7.C.a. Gle / Proficiency:

        Distinguish between fact and opinion and recognize bias and points of view (DOK 2; SS7 1.7, 3.6, 3.5)

    • TS.7.D. Concept: Gle / Benchmark:

      Using technological tools

      • TS.7.D.a. Gle / Proficiency:

        Use technological tools for research and presentation (DOK 2, 3, 4; SS7 1.4, 2.7, 2.1)

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

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

    • PC.1.A. Concept: Gle / Benchmark:

      Principles of constitutional democracy in the United States

      • PC.1.A(1). Gle / Proficiency:

        Analyze important principles in the Declaration of Independence, including inalienable rights and government by consent of the governed (DOK 3; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        limited government (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        rule of law (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        majority rule and minority rights (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        separation of powers (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        checks and balances (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        amendment process (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        federalism (i.e., as regards federal and state governments, powers being shared, delegated and reserved) (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        popular sovereignty (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        due process of law (see Amendments V & XIV) (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(2). Gle / Proficiency: Analyze important principles in the Constitution including

        voting by citizens, especially as later amendments were passed (DOK 2; SS1 1.6, 4.2)

      • PC.1.A(3). Gle / Proficiency: Apply important principles of the Bill of Rights, such as

        basic rights and freedoms (for rights listed, see Amendments 1-8; for rights not listed, see Amendment 9) (DOK 2; SS1 1.1)

      • PC.1.A(3). Gle / Proficiency: Apply important principles of the Bill of Rights, such as

        protections against the government (fair trials, rights of accused, due process of law, etc.) (DOK 2; SS1 1.1)

    • PC.1.B. Concept: Gle / Benchmark:

      Role of citizens and governments in carrying out constitutional principles

      • PC.1.B.a. Gle / Proficiency:

        Apply knowledge of responsibilities that governments and citizens need to accept in order to carry out the principles in the Bill of Rights (DOK 3; SS1 1.6, 4.2)

  • MO.GS.2. Strand: Big Idea / Standard: Principles and Process of Governance Systems

    Knowledge of principles and processes of governance systems

    • GS.2.C. Concept: Gle / Benchmark:

      Processes of governmental systems

      • GS.2.C(1). Gle / Proficiency:

        Apply rights and responsibilities of individuals to events in US history and everyday life (DOK 4; SS2 4.2)

      • GS.2.C(2). Gle / Proficiency:

        Explain how laws are made, interpreted and enforced (DOK 2; SS1 1.1)

      • GS.2.C(3). Gle / Proficiency:

        Explain how leaders are selected (DOK 2; SS2 1.1)

      • GS.2.C(4). Gle / Proficiency:

        Explain how power is distributed among individuals and branches of government (DOK 2; SS2 1.1)

      • GS.2.C(5). Gle / Proficiency:

        Describe how to participate in government (i.e., voting, campaigning, lobbying, participating in a political party, petitioning, influencing public opinion, etc.) (DOK 2; SS2 4.2)

      • GS.2.C(6). Gle / Proficiency:

        Give examples of how local, state and national governments impact people's lives (DOK 2; SS2 1.6)

      • GS.2.C(7). Gle / Proficiency:

        Analyze decision-making and conflict resolution in courts at local, state and national levels (roles of judge, jury, attorneys for prosecution, plaintiff and defense; civil vs. criminal law; court procedures) (DOK 3; SS2 1.6)

  • MO.MH.3a. Strand: Big Idea / Standard: Missouri, United States and World History

    Knowledge of continuity and change in the history of Missouri and the United States

    • MH.3a.A. Concept: Gle / Benchmark:

      Understand the migrations of people from many regions to North America

      • MH.3a.A.a. Gle / Proficiency:

        Analyze the viability and diversity of Native American cultures before Europeans came (DOK 2; SS3 1.9)

    • MH.3a.C. Concept: Gle / Benchmark:

      Discovery, Exploration and Settlement of the United States

      • MH.3a.C.a. Gle / Proficiency:

        Evaluate the importance of the discovery, exploration and early settlement of America (DOK 3; SS3 1.6)

    • MH.3a.D. Concept: Gle / Benchmark:

      Perspectives on The American Revolution

      • MH.3a.D.a. Gle / Proficiency:

        Interpret the American Revolution, including the perspectives of patriots and loyalists and factors that explain why the American colonists were successful (DOK 3; SS3 3.6)

    • MH.3a.E. Concept: Gle / Benchmark:

      Political Developments in the U.S.

      • MH.3a.E.a. Gle / Proficiency:

        Justify the drafting of the Constitution and its effects on the formation of the new nation (DOK 3; SS3 4.1, 1.6)

    • MH.3a.F. Concept: Gle / Benchmark:

      Westward Expansion and settlement in the US

      • MH.3a.F(1) Gle / Proficiency: Assess the significance of Westward Expansion including

        Louisiana Purchase (DOK 3; SS3 1.6)

      • MH.3a.F(1) Gle / Proficiency: Assess the significance of Westward Expansion including

        Lewis and Clark Expedition (DOK 3; SS3 1.6)

      • MH.3a.F(1) Gle / Proficiency: Assess the significance of Westward Expansion including

        Missouri Compromise (DOK 3; SS3 1.6)

      • MH.3a.F(1) Gle / Proficiency: Assess the significance of Westward Expansion including

        Texas and the Mexican War (DOK 3; SS3 1.6)

      • MH.3a.F(1) Gle / Proficiency: Assess the significance of Westward Expansion including

        Oregon Territory (DOK 3; SS3 1.6)

      • MH.3a.F(1) Gle / Proficiency: Assess the significance of Westward Expansion including

        California Gold Rush (DOK 3; SS3 1.6)

      • MH.3a.F(2) Gle / Proficiency: Analyze cultural interactions among these groups

        Native American (DOK 3; SS3 1.9, 1.6)

      • MH.3a.F(2) Gle / Proficiency: Analyze cultural interactions among these groups

        Immigrants from Europe (DOK 3; SS3 1.9, 1.6)

      • MH.3a.F(2) Gle / Proficiency: Analyze cultural interactions among these groups

        Africans brought to America (DOK 3; SS3 1.9, 1.6)

    • MH.3a.H. Concept: Gle / Benchmark:

      Expansion and reform movements

      • MH.3a.H.a. Gle / Proficiency: Summarize reform movements such as

        Abolitionism (DOK 2; SS3 1.8)

      • MH.3a.H.b. Gle / Proficiency: Summarize reform movements such as

        Women's movement (DOK 2; SS3 1.8)

      • MH.3a.H.c. Gle / Proficiency: Summarize reform movements such as

        Jacksonian Democracy (DOK 2; SS3 1.8)

    • MH.3a.I. Concept: Gle / Benchmark:

      Understanding the causes and consequences of the Civil War

      • MH.3a.I.a. Gle / Proficiency:

        Interpret political, economic and social causes and consequences of the Civil War and Reconstruction (DOK 3; SS3 1.6, 3.1)

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

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

    • EC.4.A. Concept: Gle / Benchmark:

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

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

        business cycle (expansion, recession, depression) (DOK 2; SS4 1.1)

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

        unemployment (DOK 2; SS4 1.1)

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

        market economy (DOK 2; SS4 1.1)

    • EC.4.B. Concept: Gle / Benchmark:

      Understanding the consequences of personal and public economic decisions

      • EC.4.B.a. Gle / Proficiency:

        Describe how decisions and actions of governments, businesses, groups and individuals affect one another in a market economy. (DOK 2; SS4 1.6)

    • EC.4.C. Concept: Gle / Benchmark:

      Understanding various types of taxes and their purposes

      • EC.4.C.a. Gle / Proficiency:

        Identify different forms of taxes, such as tariffs, sales taxes and income taxes, and their purposes (DOK 2; SS4 1.1)

    • EC.4.E. Concept: Gle / Benchmark:

      The role of technology in changing the US from an agricultural economy to an industrial economy

      • EC.4.E.a. Gle / Proficiency:

        Assess the role of technology in our economy and how our economy has changed from an agricultural economy to an industrial economy (DOK 3; SS4 1.6)

    • EC.4.F. Concept: Gle / Benchmark:

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

      • EC.4.F.a. Gle / Proficiency:

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

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

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

    • EG.5.A. Concept: Gle / Benchmark:

      Reading and constructing maps

      • EG.5.A(1). Gle / Proficiency:

        Use and evaluate geographic research sources to process and report information to solve problems and make predictions (DOK 4; SS5 1.5, 3.2, 3.7, 1.4, 2.1)

      • EG.5.A(2). Gle / Proficiency:

        Construct maps (DOK 2; SS5 1.8)

    • EG.5.B. Concept: Gle / Benchmark:

      Understanding the concept of location to make predictions and solve problems

      • EG.5.B(1). Gle / Proficiency:

        Locate states of the United States (DOK 1; SS5 1.4, 1.5)

      • EG.5.B(2). Gle / Proficiency:

        Locate cities and topographic features of the United States (DOK 1; SS5 1.4, 1.5)

      • EG.5.B(3). Gle / Proficiency:

        Locate and describe geographic places, using absolute and relative location (DOK 2; SS5 1.4, 1.5, 1.10)

    • EG.5.C. Concept: Gle / Benchmark:

      Understanding the concept of place

      • EG.5.C(1). Gle / Proficiency:

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

      • EG.5.C(2). Gle / Proficiency:

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

    • EG.5.E. Concept: Gle / Benchmark:

      Understanding relationships between and among places

      • EG.5.E.a. Gle / Proficiency:

        Explain how changes in transportation, communication and other technologies affect the movement of people, products and ideas (DOK 2; SS5 1.10, 1.6)

    • EG.5.F. Concept: Gle / Benchmark:

      Understanding relationships between and among regions

      • EG.5.F.a. Gle / Proficiency:

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

    • EG.5.H. Concept: Gle / Benchmark:

      Human Systems

      • EG.5.H.a. Gle / Proficiency:

        Compare major patterns of population distribution, demographics, and migrations in the United States and the impact of those patterns on cultures and community life (DOK 3; SS5 1.6)

    • EG.5.J. Concept: Gle / Benchmark:

      Using geography to interpret, explain and plan for the future

      • EG.5.J.a. Gle / Proficiency:

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

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

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

    • RI.6.E. Concept: Gle / Benchmark:

      Group membership

      • RI.6.E.a. Gle / Proficiency:

        Analyze how a person becomes a member of a group or institution and what factors that influence inclusion or exclusion from a group (DOK 3; SS6 1.9)

    • RI.6.G. Concept: Gle / Benchmark:

      Effect of laws and events on relationships

      • RI.6.G.a. Gle / Proficiency:

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

    • RI.6.H. Concept: Gle / Benchmark:

      Effect of personal and group experiences on perceptions

      • RI.6.H.a. Gle / Proficiency:

        Assess how personal and group experiences influence people's perceptions and judgments of events (DOK 3; SS6 3.6, 3.5, 1.6)

    • RI.6.I. Concept: Gle / Benchmark:

      Changing ideas, concepts and traditions Identify how ideas, concepts and traditions have changed over time in the United States Describe how ideas, concepts and traditions have changed over time Analyze how ideas, concepts, and traditions have changed over time (e.g., women's role in society)

      • RI.6.I.a. Gle / Proficiency:

        Analyze how ideas, concepts, and traditions have changed over time (e.g., women's role in society) (DOK 3; SS6 1.9)

Michigan: 8th-Grade Standards

Article Body

  • MI.F1. Strand / Standard Category: Integrated United States History - Foundations in United States History and Geography Eras 1-3 - Political and Intellectual Transformations

    • F1.1. Standard: Describe the ideas, experiences, and interactions that influenced the colonists' decisions to declare independence by analyzing

      • 8-F1.1.1. Grade Level Expectation:

        Colonial ideas about government (e.g., limited government, republicanism, protecting individual rights and promoting the common good, representative government, natural rights). (C2)

      • 8-F1.1.2. Grade Level Expectation:

        Experiences with self-government (e.g., House of Burgesses and town meetings). (C2)

      • 8-F1.1.3. Grade Level Expectation:

        Changing interactions with the royal government of Great Britain after the French and Indian War. (C2)

    • F1.2. Standard: Using the Declaration of Independence, including the grievances at the end of the document, describe the role this document played in expressing

      • 8-F1.2.1. Grade Level Expectation:

        Colonists' views of government. (C2)

      • 8-F1.2.2. Grade Level Expectation:

        Their reasons for separating from Great Britain. (C2)

    • F1.3. Standard: Describe the consequences of the American Revolution by analyzing

      the:

      • 8-F1.3.1. Grade Level Expectation:

        Birth of an independent republican government. (C2)

      • 8-F1.3.2. Grade Level Expectation:

        Creation of Articles of Confederation. (C2)

      • 8-F1.3.3. Grade Level Expectation:

        Changing views on freedom and equality. (C2)

      • 8-F1.3.4. Grade Level Expectation:

        Concerns over distribution of power within governments, between government and the governed, and among people. (C2)

  • MI.U3. Strand / Standard Category: Integrated United States History - U.S. History and Geography (USHG) Era 3 - Revolution and the New Nation

    • U3.3. Standard: Creating New Government(s) and a New Constitution

      Explain the challenges faced by the new nation and analyze the development of the Constitution as a new plan for governing.

      • 8-U3.3.1. Grade Level Expectation:

        Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shays' Rebellion, disputes over western lands). (C2)

      • 8-U3.3.2. Grade Level Expectation:

        Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention. (E1.4)

      • 8-U3.3.3. Grade Level Expectation:

        Describe the major issues debated at the Constitutional Convention including the distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery as a regional and federal issue.

      • 8-U3.3.4. Grade Level Expectation:

        Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.

      • 8-U3.3.5. Grade Level Expectation:

        Analyze the debates over the ratification of the Constitution from the perspectives of Federalists and Anti-Federalists and describe how the states ratified the Constitution. (C2)

      • 8-U3.3.6. Grade Level Expectation:

        Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong central government. (C3)

      • 8-U3.3.7. Grade Level Expectation:

        Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the United States using the ideas of social compact, limited government, natural rights, right of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. (C2)

  • MI.U4. Strand / Standard Category: Integrated United States History - U.S. History and Geography (USHG) Era 4 - Expansion and Reform (1792-1861)

    • U4.1. Standard: Challenges to an Emerging Nation

      Analyze the challenges the new government faced and the role of political and social leaders in meeting these challenges.

      • 8-U4.1.1. Grade Level Expectation:

        Washington's Farewell - Use Washington's Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washington's advice. (C4)

      • 8-U4.1.2. Grade Level Expectation: Establishing America's Place in the World - Explain the changes in America's relationships with other nations by analyzing

        treaties with American Indian nations, Jay's Treaty (1795), French Revolution, Pinckney's Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine. (C4)

      • 8-U4.1.3. Grade Level Expectation: Challenge of Political Conflict - Explain how political parties emerged out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over
        • 8-U4.1.3a. Expectation:

          Relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts) and of the executive branch (e.g., during the Jacksonian era). (C3)

        • 8-U4.1.3b. Expectation:

          Foreign relations (e.g., French Revolution, relations with Great Britain). (C3)

        • 8-U4.1.3c. Expectation:

          Economic policy (e.g., the creation of a national bank, assumption of revolutionary debt). (C3, E2.2)

      • 8-U4.1.4. Grade Level Expectation:

        Establishing a National Judiciary and Its Power - Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden). (C3, E1.4, 2.2)

    • U4.2. Standard: Regional and Economic Growth

      Describe and analyze the nature and impact of the territorial, demographic, and economic growth in the first three decades of the new nation using maps, charts, and other evidence.

      • 8-U4.2.1. Grade Level Expectation: Comparing Northeast and the South - Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate and the development of
        • 8-U4.2.1a. Expectation:

          Agriculture, including changes in productivity, technology, supply and demand, and price. (E1.3,1.4)

        • 8-U4.2.1b. Expectation:

          Industry, including entrepreneurial development of new industries, such as textiles. (E1.1)

        • 8-U4.2.1c. Expectation:

          The labor force including labor incentives and changes in labor forces. (E1.2)

        • 8-U4.2.1d. Expectation:

          Transportation including changes in transportation (steamboats and canal barges) and impact on economic markets and prices. (E1.2,1.3)

        • 8-U4.2.1e. Expectation:

          Immigration and the growth of nativism

        • 8-U4.2.1f. Expectation:

          Race relations

        • 8-U4.2.1g. Expectation:

          Class relations

      • 8-U4.2.2. Grade Level Expectation:

        The Institution of Slavery - Explain the ideology of the institution of slavery, its policies, and consequences.

      • 8-U4.2.3. Grade Level Expectation:

        Westward Expansion - Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, and the idea of Manifest Destiny. (E2.1)

      • 8-U4.2.4. Grade Level Expectation:

        Consequences of Expansion - Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians the institution of slavery, and the relations between free and slaveholding states. (C2)

    • U4.3. Standard: Reform Movements

      Analyze the growth of antebellum American reform movements.

      • 8-U4.3.1. Grade Level Expectation:

        Explain the origins of the American education system and Horace Mann's campaign for free compulsory public education.

      • 8-U4.3.2. Grade Level Expectation:

        Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. (C2)

      • 8-U4.3.3. Grade Level Expectation:

        Analyze the antebellum women's rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence. (C2)

      • 8-U4.3.4. Grade Level Expectation:

        Analyze the goals and effects of the antebellum temperance movement. (C2)

      • 8-U4.3.5. Grade Level Expectation:

        Evaluate the role of religion in shaping antebellum reform movements. (C2)

  • MI.U5. Strand / Standard Category: Integrated United States History - U.S. History and Geography (USHG) Era 5 - Civil War and Reconstruction (1850-1877)

    • U5.1. Standard: The Coming of the Civil War

      Analyze and evaluate the early attempts to abolish or contain slavery and to realize the ideals of the Declaration of Independence.

      • 8-U5.1.1. Grade Level Expectation:

        Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples. (C2)

      • 8-U5.1.2. Grade Level Expectation:

        Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state).

      • 8-U5.1.3. Grade Level Expectation:

        Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3)

      • 8-U5.1.4. Grade Level Expectation: Describe how the following increased sectional tensions
        • 8-U5.1.4a. Expectation:

          The Missouri Compromise (1820) (C2; C3)

        • 8-U5.1.4b. Expectation:

          The Wilmot Proviso (1846) (C2; C3)

        • 8-U5.1.4c. Expectation:

          The Compromise of 1850 including the Fugitive Slave Act (C2; C3)

        • 8-U5.1.4d. Expectation:

          The Kansas-Nebraska Act (1854) and subsequent conflict in Kansas (C2; C3)

        • 8-U5.1.4e. Expectation:

          The Dred Scott v. Sandford decision (1857) (C2; C3)

        • 8-U5.1.4f. Expectation:

          Changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party) (C2; C3)

      • 8-U5.1.5. Grade Level Expectation:

        Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan's role in the Underground Railroad) and effects of their actions before and during the Civil War.(C2)

      • 8-U5.1.6. Grade Level Expectation:

        Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War. (C2)

    • U5.2. Standard: Civil War

      Evaluate the multiple causes, key events, and complex consequences of the Civil War.

      • 8-U5.2.1. Grade Level Expectation:

        Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. (C3, E1.2)

      • 8-U5.2.2. Grade Level Expectation: Make an argument to explain the reasons why the North won the Civil War by considering the
        • 8-U5.2.2a. Expectation:

          Critical events and battles in the war (E1.4)

        • 8-U5.2.2b. Expectation:

          The political and military leadership of the North and South (E1.4)

        • 8-U5.2.2c. Expectation:

          The respective advantages and disadvantages, including geographic, demographic, economic and technological (E1.4)

      • 8-U5.2.3. Grade Level Expectation: Examine Abraham Lincoln's presidency with respect to
        • 8-U5.2.3a. Expectation:

          His military and political leadership (C2)

        • 8-U5.2.3b. Expectation:

          The evolution of his emancipation policy (including the Emancipation Proclamation) (C2)

        • 8-U5.2.3c. Expectation:

          The role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence. (C2)

      • 8-U5.2.4. Grade Level Expectation:

        Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples.

      • 8-U5.2.5. Grade Level Expectation:

        Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments.

    • U5.3. Standard: Reconstruction

      Using evidence, develop an argument regarding the character and consequences of Reconstruction.

      • 8-U5.3.1. Grade Level Expectation:

        Describe the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, President Andrew Johnson, Republicans, and African Americans.

      • 8-U5.3.2. Grade Level Expectation: Describe the early responses to the end of the Civil War by describing the
        • 8-U5.3.2a. Expectation:

          Policies of the Freedmen's Bureau. (E2.2)

        • 8-U5.3.2b. Expectation:

          Restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes. (C2, C5)

      • 8-U5.3.3. Grade Level Expectation:

        Describe the new role of African Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan. (C2, C5)

      • 8-U5.3.4. Grade Level Expectation:

        Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.

      • 8-U5.3.5. Grade Level Expectation:

        Explain the decision to remove Union troops in 1877 and describe its impact on Americans.

  • MI.U6. Strand / Standard Category: Integrated United States History - U.S. History and Geography (USHG) Era 6 - The Development of an Industrial, Urban, and Global United States (1870-1930)

    • U6.1. Standard: America in the Last Half of the 19th Century

      Analyze the major changes in communication, transportation, demography, and urban centers, including the location and growth of cities linked by industry and trade, in last half of the 19th century.

      • 8-U6.1.1. Grade Level Expectation: America at Century's End - Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in
        • 8-U6.1.1a. Expectation:

          Territory, including the size of the United States and land use.

        • 8-U6.1.1b. Expectation:

          Population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America. (E3.2)

        • 8-U6.1.1c. Expectation:

          Systems of transportation (canals and railroads, including the Transcontinental Railroad), and their impact on the economy and society. (E1.4, 3.2)

        • 8-U6.1.1d. Expectation:

          Governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the Homestead Act). (E.2.2)

        • 8-U6.1.1e. Expectation:

          Economic change, including industrialization, increased global competition, and their impact on conditions of farmers and industrial workers. (E1.4, 2.1, 3.2)

        • 8-U6.1.1f. Expectation:

          The treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court's decision in Plessy v. Ferguson, and the response of African Americans.

        • 8-U6.1.1g. Expectation:

          The policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians.

    • U6.2. Standard: Investigation Topics and Issue Analysis (P2)

      Use the historical perspective to investigate a significant historical topic from United States History Eras 3-6 that also has significance as an issue or topic in the United States today.

      • 8-U6.2.1. Grade Level Expectation:

        United States History Investigation Topic and Issue Analysis, Past and Present - Use historical perspectives to analyze issues in the United States from the past and the present; conduct research on a historical issue or topic, identify a connection to a contemporary issue, and present findings (e.g., oral, visual, video, or electronic presentation, persuasive essay, or research paper); include causes and consequences of the historical action and predict possible consequences of the contemporary action.

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

    • P3.1. Standard:

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

      • 8-P3.1.1. Grade Level Expectation:

        Identify, research, analyze, discuss, and defend a position on a national public policy issue.

        • 8-P3.1.1a. Expectation:

          Identify a national public policy issue.

        • 8-P3.1.1b. Expectation:

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

        • 8-P3.1.1c. Expectation:

          Use inquiry methods to trace the origins of the issue and to acquire data about the issue.

        • 8-P3.1.1d. Expectation:

          Generate and evaluate alternative resolutions to the public issue and analyze various perspectives (causes, consequences, positive and negative impact) on the issue.

        • 8-P3.1.1e. Expectation:

          Identify and apply core democratic values or constitutional principles.

        • 8-P3.1.1f. Expectation:

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

        • 8-P3.1.1g. Expectation:

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

        • 8-P3.1.1h. Expectation:

          Develop an action plan to address or inform others about the issue

    • P4.2. Standard:

      Citizen Involvement

      • 8-P4.2.1. Grade Level Expectation:

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

      • 8-P4.2.2. Grade Level Expectation:

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

      • 8-P4.2.3. Grade Level Expectation:

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

Massachusetts: 8th-Grade Standards

Article Body

  • MA.1. Domain / General Standard: Concepts and Skills

    The concepts and skills for grades 8 through 12 are defined below. The concepts and skills may be taught at the grade level that each district deems appropriate.

    • 1.1. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Apply the skills of prekindergarten through grade seven.

    • 1.2. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H)

    • 1.3. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

    • 1.4. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

    • 1.5. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

    • 1.6. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

    • 1.7. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

    • 1.8. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

    • 1.9. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Distinguish intended from unintended consequences. (H, E, C)

    • 1.10. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Distinguish historical fact from opinion. (H, E, C)

    • 1.11. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G)

    • 1.12. Learning Standard / Outcome: Concepts and Skills

      Civics and Government: Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C)

    • 1.13. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E)

    • 1.14. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E)

    • 1.15. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)

    • 1.16. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E)

    • 1.17. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E)

    • 1.18. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E)

    • 1.19. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E)

    • 1.20. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E)

    • 1.21. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E)

    • 1.22. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E)

    • 1.23. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E)

    • 1.24. Learning Standard / Outcome: Concepts and Skills

      General Economics Skills: Differentiate between fiscal and monetary policy. (E)

    • 1.25. Learning Standard / Outcome: Concepts and Skills

      U.S. Economics Skills: Explain the basic economic functions of the government in the economy of the United States. (E)

    • 1.26. Learning Standard / Outcome: Concepts and Skills

      U.S. Economics Skills: Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E)

    • 1.27. Learning Standard / Outcome: Concepts and Skills

      U.S. Economics Skills: Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H)

    • 1.28. Learning Standard / Outcome: Concepts and Skills

      U.S. Economics Skills: Analyze how federal tax and spending policies affect the national budget and the national debt. (E)

  • MA.2. Domain / General Standard: World History I

    The World from the Fall of Rome through the Enlightenment: Students study the development of world civilizations after the fall of the Roman Empire. Students study the history of the major empires and political entities of this period: the Ottoman Empire, the Moghul Empire, the Chinese dynasties, the Byzantine Empire, and the major pre-Columbian civilizations that existed in Central and South America.

    • 2.1. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)

    • 2.2. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Describe significant aspects of Islamic belief (the life and teachings of Muhammad). (H)

    • 2.3. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Describe significant aspects of Islamic belief (the significance of the Qur'an as the primary source of Islamic belief). (H)

    • 2.4. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Describe significant aspects of Islamic belief (Islam's historical relationship to Judaism and Christianity). (H)

    • 2.5. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Describe significant aspects of Islamic belief (the relationship between government and religion in Muslim societies). (H)

    • 2.6. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia (the strength of the Islamic world's economy and culture). (H, G)

    • 2.7. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia (the training of Muslim soldiers and the use of advanced military techniques). (H, G)

    • 2.8. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia (the disorganization and internal divisions of Islam's enemies). (H, G)

    • 2.9. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia (the resistance and/or assimilation of Christianized peoples in the Mediterranean). (H, G)

    • 2.10. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Describe the central political, economic, and religious developments in major periods of Islamic history (the sources of disagreement between Sunnis and Shi'ites). (H, E)

    • 2.11. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Describe the central political, economic, and religious developments in major periods of Islamic history (the importance of the trade routes connecting the Far East and Europe and the role of the Mongols in increasing trade along these routes, including the silk routes to China). (H, E)

    • 2.12. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Describe the central political, economic, and religious developments in major periods of Islamic history (the relationship of trade to the growth of Central Asian and Middle Eastern cities). (H, E)

    • 2.13. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Describe the central political, economic, and religious developments in major periods of Islamic history (the sources and uses of slaves in Islamic societies as well as the extent of the Islamic slave trade across Africa from 700 AD on). (H, E)

    • 2.14. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Analyze the influence and achievements of Islamic civilization during its 'Golden Age.' (the preservation and expansion of Greek thought). (H)

    • 2.15. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Analyze the influence and achievements of Islamic civilization during its 'Golden Age.' (Islamic science, philosophy, and mathematics). (H)

    • 2.16. Learning Standard / Outcome: World History I Learning Standards

      The Emergence and Expansion of Islam to 1500: Analyze the influence and achievements of Islamic civilization during its 'Golden Age.' (Islamic architecture). (H)

    • 2.17. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the rise and achievements of the Byzantine Empire (the influence of Constantine, including the establishment of Christianity as an officially sanctioned religion). (H)

    • 2.18. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the rise and achievements of the Byzantine Empire (the importance of Justinian and the Code of Justinian). (H)

    • 2.19. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the rise and achievements of the Byzantine Empire (the preservation of Greek and Roman traditions). (H)

    • 2.20. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the rise and achievements of the Byzantine Empire (the construction of the Church of the Holy Wisdom (Hagia Sophia)). (H)

    • 2.21. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the growing influence of Christianity and the Catholic Church). (H, E)

    • 2.22. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the differing orders of medieval society, the development of feudalism, and the development of private property as a distinguishing feature of western civilization). (H, E)

    • 2.23. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the initial emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class). (H, E)

    • 2.24. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the economic and social effects of the spread of the Black Death or Bubonic Plague). (H, E)

    • 2.25. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe the major economic, social, and political developments that took place in medieval Europe (the growth and development of the English and French nations). (H, E)

    • 2.26. Learning Standard / Outcome: World History I Learning Standards

      The Medieval Period in Europe to 1500: Describe developments in medieval English legal and constitutional history and their importance in the rise of modern democratic institutions and procedures, including the Magna Carta, parliament, and habeas corpus. (H, C)

    • 2.27. Learning Standard / Outcome: World History I Learning Standards

      The Encounters Between Christianity and Islam to 1500: Describe the religious and political origins of conflicts between Islam and Christianity, including the causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuries. (H)

    • 2.28. Learning Standard / Outcome: World History I Learning Standards

      The Encounters Between Christianity and Islam to 1500: Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople in 1453. (H)

    • 2.29. Learning Standard / Outcome: World History I Learning Standards

      The Encounters Between Christianity and Islam to 1500: Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of Spanish and Portuguese kingdoms after the Reconquest in 1492. (H)

    • 2.30. Learning Standard / Outcome: World History I Learning Standards

      The Origins of European Western Expansion and the Civilizations of Central and South America: Explain why European nations sent explorers westward and how overseas expansion led to the growth of commerce and the development of the trans-Atlantic slave trade. (H, E)

    • 2.31. Learning Standard / Outcome: World History I Learning Standards

      The Origins of European Western Expansion and the Civilizations of Central and South America: Identify the three major pre-Columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, economies, art and architecture, and use of slaves. (H, G, E)

    • 2.32. Learning Standard / Outcome: World History I Learning Standards

      The Origins of European Western Expansion and the Civilizations of Central and South America: Identify the major economic, political, and social effects of the European colonial period in South America. (H, E)

    • 2.33. Learning Standard / Outcome: World History I Learning Standards

      African History to 1800: Describe the indigenous religious practices observed by early Africans before contact with Islam and Christianity. (H)

    • 2.34. Learning Standard / Outcome: World History I Learning Standards

      African History to 1800: Explain how extended family/kinship and tribal relationships have shaped indigenous African cultures, and their effects on the political and economic development of African countries. (H, E)

    • 2.35. Learning Standard / Outcome: World History I Learning Standards

      African History to 1800: Describe the different ways in which Islam and Christianity influenced indigenous African cultures. (H)

    • 2.36. Learning Standard / Outcome: World History I Learning Standards

      African History to 1800: Identify the locations and time periods of the empires of Ghana, Mali, and Songhay. (H, G)

    • 2.37. Learning Standard / Outcome: World History I Learning Standards

      African History to 1800: Describe important political and economic aspects of the African empires (the economies of these empires (gold, salt, and slaves as commodities for trade by African kings)). (H, E)

    • 2.38. Learning Standard / Outcome: World History I Learning Standards

      African History to 1800: Describe important political and economic aspects of the African empires (leaders such as Sundiata and Mansa Musa). (H, E)

    • 2.40. Learning Standard / Outcome: World History I Learning Standards

      African History to 1800: Describe important political and economic aspects of the African empires (Timbuktu as a center of trade and learning). (H, E)

    • 2.41. Learning Standard / Outcome: World History I Learning Standards

      African History to 1800: Describe the development and effects of the trans-African slave trade to the Middle East from the 8th century on, and the trans-Atlantic slave trade to the Western Hemisphere from the 16th century on. (H, E, G)

    • 2.42. Learning Standard / Outcome: World History I Learning Standards

      Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 (the origins of Indian civilization in the Indus Valley). (H)

    • 2.43. Learning Standard / Outcome: World History I Learning Standards

      Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 (the evolution and central principles of Hinduism). (H)

    • 2.44. Learning Standard / Outcome: World History I Learning Standards

      Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 ( the development of the caste system). (H)

    • 2.45. Learning Standard / Outcome: World History I Learning Standards

      Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 (the influence of Islam and the rise and fall of the Moghul empire). (H)

    • 2.46. Learning Standard / Outcome: World History I Learning Standards

      Indian History to 1800: Describe important economic, political, and religious developments in Indian history to 1800 (artistic and intellectual achievements, including the development of a decimal system). (H)

    • 2.47. Learning Standard / Outcome: World History I Learning Standards

      Indian History to 1800: Describe the growth of British influence in India and the emergence of the British Raj. (H)

    • 2.48. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Summarize the major reasons for the continuity of Chinese civilization through the 19th century (the role of kinship and Confucianism in maintaining order and hierarchy). (H)

    • 2.49. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Summarize the major reasons for the continuity of Chinese civilization through the 19th century (the political order established by the various dynasties that ruled China). (H)

    • 2.50. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Summarize the major reasons for the continuity of Chinese civilization through the 19th century (the role of civil servants/scholars in maintaining a stable political and economic order). (H)

    • 2.51. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Describe the growth of commerce and towns in China and the importance of agriculture to the development of the Chinese economy to 1800, including the limited role of slavery. (H)

    • 2.52. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Summarize the major economic, political, and religious developments in Japanese history to 1800 (the evolution of Shinto and Japanese Buddhism). (H)

    • 2.53. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Summarize the major economic, political, and religious developments in Japanese history to 1800 (the development of feudalism). (H)

    • 2.54. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Summarize the major economic, political, and religious developments in Japanese history to 1800 (the rise of the Shoguns and the role of the samurai). (H)

    • 2.55. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Describe Japan's cultural and economic relationship to China and Korea. (H, G)

    • 2.56. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Describe the influence and consequences of Japanese isolationism to 1800. (H, G)

    • 2.57. Learning Standard / Outcome: World History I Learning Standards

      History of China, Japan, and Korea to 1800: Explain how Korea has been both a battleground and a cultural bridge between China and Japan. (H, G)

    • 2.58. Learning Standard / Outcome: World History I Learning Standards

      Renaissance and the Reformation in Europe: Describe the origins and development of the Renaissance, including the influence and accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael, Shakespeare, and Johannes Gutenberg. (H)

    • 2.59. Learning Standard / Outcome: World History I Learning Standards

      Renaissance and the Reformation in Europe: Describe origins and effects of the Protestant Reformation (the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther and John Calvin). (H)

    • 2.60. Learning Standard / Outcome: World History I Learning Standards

      Renaissance and the Reformation in Europe: Describe origins and effects of the Protestant Reformation (the spread of Protestantism across Europe, including the reasons and consequences of England's break with the Catholic Church). (H)

    • 2.61. Learning Standard / Outcome: World History I Learning Standards

      Renaissance and the Reformation in Europe: Describe origins and effects of the Protestant Reformation (the weakening of a uniform Christian faith). (H)

    • 2.62. Learning Standard / Outcome: World History I Learning Standards

      Renaissance and the Reformation in Europe: Describe origins and effects of the Protestant Reformation (the consolidation of royal power). (H)

    • 2.63. Learning Standard / Outcome: World History I Learning Standards

      Renaissance and the Reformation in Europe: Explain the purposes and policies of the Catholic Counter-Reformation, including the influence and ideas of Ignatius Loyola. (H)

    • 2.64. Learning Standard / Outcome: World History I Learning Standards

      Renaissance and the Reformation in Europe: Explain the role of religion in the wars among European nations in the 15th and 16th centuries. (H)

    • 2.65. Learning Standard / Outcome: World History I Learning Standards

      Scientific Revolution and the Enlightenment in Europe: Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton. (H)

    • 2.66. Learning Standard / Outcome: World History I Learning Standards

      Scientific Revolution and the Enlightenment in Europe: Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire. (H)

    • 2.67. Learning Standard / Outcome: World History I Learning Standards

      Scientific Revolution and the Enlightenment in Europe: Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H)

    • 2.68. Learning Standard / Outcome: World History I Learning Standards

      The Growth and Decline of Islamic Empires: Describe the expansion of the Ottoman Empire in the 15th and 16th centuries into North Africa, Eastern Europe, and throughout the Middle East. (H, E)

    • 2.69. Learning Standard / Outcome: World History I Learning Standards

      The Growth and Decline of Islamic Empires: Describe the expansion of Islam into India from the 13th through the 17th century, the role of the Mongols, the rise and fall of the Moghul Empire, and the relationship between Muslims and Hindus. (H, E)

    • 2.70. Learning Standard / Outcome: World History I Learning Standards

      The Growth and Decline of Islamic Empires: Account for the declining strength of the Ottoman Empire beginning in the 17th century, including the failed siege of Vienna in 1683 and the rapid pace of modernization in European economic, political, religious, scientific, and intellectual life resulting from the ideas embedded in the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, and the Industrial Revolution. (H, E)

  • MA.3. Domain / General Standard: World History II

    The Rise of the Nation State to the Present: Students study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They study the origins and consequences of the Industrial Revolution, 19th century political reform in Western Europe, and imperialism in Africa, Asia, and South America.

    • 3.1. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (the rise of the French monarchy, including the policies and influence of Louis XIV). (H, C, E)

    • 3.2. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (the Thirty Years War and the Peace of Westphalia). (H, C, E)

    • 3.3. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (the growing power of Russian tsars, including the attempts at Westernization by Peter the Great, the growth of serfdom, and Russia's rise as an important force in Eastern Europe and Asia). (H, C, E)

    • 3.4. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (the rise of Prussia). (H, C, E)

    • 3.5. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs (Poland and Sweden). (H, C, E)

    • 3.6. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Explain why England was the main exception to the growth of absolutism in royal power in Europe (the causes and essential events of the English Civil War and the Glorious Revolution of 1688). (H, C)

    • 3.7. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Explain why England was the main exception to the growth of absolutism in royal power in Europe (the effect of the Glorious Revolution on the development of constitutional government and liberty in England, including the importance of the English Bill of Rights and how it limited the power of the monarch to act without the consent of Parliament). (H, C)

    • 3.8. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Summarize the important causes and events of the French Revolution (Causes: the effect of Enlightenment political thought; the influence of the American Revolution; economic troubles and the rising influence of the middle class; government corruption and incompetence); (Events: the role of the Estates General and the National Assembly; the storming of the Bastille on July 14, 1789; the 1789 Declaration of the Rights of Man and the Citizen; the execution of Louis XVI in 1793; the Terror; the rise and fall of Napoleon; the Congress of Vienna). (H, C, E)

    • 3.9. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Summarize the major effects of the French Revolution (its contribution to modern nationalism and its relationship to totalitarianism). (H)

    • 3.10. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Summarize the major effects of the French Revolution (the abolition of theocratic absolutism in France). (H)

    • 3.11. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Summarize the major effects of the French Revolution (the abolition of remaining feudal restrictions and obligations). (H)

    • 3.12. Learning Standard / Outcome: World History II Learning Standards

      The Growth of the Nation State in Europe: Summarize the major effects of the French Revolution (its support for the ideas of popular sovereignty, religious tolerance, and legal equality). (H)

    • 3.13. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Identify the causes of the Industrial Revolution (the rise in agricultural productivity). (H, E)

    • 3.14. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Identify the causes of the Industrial Revolution (transportation improvements such as canals and railroads). (H, E)

    • 3.15. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Identify the causes of the Industrial Revolution (the influence of the ideas of Adam Smith). (H, E)

    • 3.16. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Identify the causes of the Industrial Revolution (new sources of energy such as coal and technological innovations such as the steam engine). (H, E)

    • 3.17. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the social and economic impact of the Industrial Revolution (the vast increases in productivity and wealth). (H, E)

    • 3.18. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the social and economic impact of the Industrial Revolution (population and urban growth). (H, E)

    • 3.19. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the social and economic impact of the Industrial Revolution (the growth of a middle class). (H, E)

    • 3.20. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the social and economic impact of the Industrial Revolution (problems caused by urbanization and harsh working conditions). (H, E)

    • 3.21. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Describe the rise of unions and socialism, including the ideas and influence of Robert Owen and Karl Marx. (H, E)

    • 3.22. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Describe the rise and significance of antislavery sentiment in Britain, including the abolition of the slave trade by the British Parliament in 1807, the abolition of slavery within the British Empire in 1833, and the role of various antislavery societies. (H)

    • 3.23. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Explain the impact of various social and political reforms and reform movements in Europe (liberalism). (H, C, E)

    • 3.24. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Explain the impact of various social and political reforms and reform movements in Europe (child labor laws, and social legislation such as old age pensions and health and unemployment insurance). (H, C, E)

    • 3.25. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Explain the impact of various social and political reforms and reform movements in Europe (the expansion of voting rights). (H, C, E)

    • 3.26. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the causes, course, and consequences of the unification of Italy and Germany (Germany's replacement of France as the dominant power in continental Europe). (H)

    • 3.27. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Summarize the causes, course, and consequences of the unification of Italy and Germany (the role of Cavour and Bismarck in the unification of Italy and Germany). (H)

    • 3.28. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Describe the causes of 19th century European imperialism (the desire for economic gain and resources). (H, E)

    • 3.29. Learning Standard / Outcome: World History II Learning Standards

      Industrial Revolution and Social and Political Change in Europe, 1800-1914: Describe the causes of 19th century European imperialism (the missionary impulse and the search for strategic advantage and national pride). (H, E)

    • 3.30. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Indian history in the 19th and early 20th century (the economic and political relationship between India and Britain). (H, E)

    • 3.31. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Indian history in the 19th and early 20th century (the building of roads, canals, railroads, and universities). (H, E)

    • 3.32. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Indian history in the 19th and early 20th century (the rise of Indian nationalism and the influence and ideas of Gandhi). (H, E)

    • 3.33. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (China's explosive population growth between 1750 and 1850). (H, E)

    • 3.34. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (decline of the Manchu dynasty beginning in the late 18th century). (H, E)

    • 3.35. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (growing Western influence). (H, E)

    • 3.36. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (The Opium War). (H, E)

    • 3.37. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (The Taiping rebellion from 1850 to 1864). (H, E)

    • 3.38. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (The Boxer Rebellion). (H, E)

    • 3.39. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Chinese history in the 19th and early 20th centuries (Sun Yat-Sen and the 1911 nationalist revolution). (H, E)

    • 3.40. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Japanese history in the 19th and early 20th centuries (the Meiji Restoration). (H, E)

    • 3.41. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Japanese history in the 19th and early 20th centuries (the abolition of feudalism). (H, E)

    • 3.42. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Japanese history in the 19th and early 20th centuries (the borrowing and adaptation of western technology and industrial growth). (H, E)

    • 3.43. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments in Japanese history in the 19th and early 20th centuries (Japan's growing role in international affairs). (H, E)

    • 3.44. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments of African history in the 19th and early 20th centuries (Africa's interaction with imperialism). (H, E)

    • 3.45. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments of African history in the 19th and early 20th centuries (agricultural changes and new patterns of employment). (H, E)

    • 3.46. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify major developments of African history in the 19th and early 20th centuries (the origins of African nationalism). (H, E)

    • 3.47. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the wars for independence, including the influence and ideas of Simon Bolivar, Jose de San Martin, and the American and French Revolutions). (H, E)

    • 3.48. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (economic and social stratification). (H, E)

    • 3.49. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the role of the church). (H, E)

    • 3.50. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the importance of trade). (H, E)

    • 3.51. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the growing influence of the United States as demonstrated by the Spanish American War and the building of the Panama Canal). (H, E)

    • 3.52. Learning Standard / Outcome: World History II Learning Standards

      Asian, African, and Latin American History in the 19th and early 20th centuries: Identify the major developments of Latin American history to the early 20th century (the Mexican Revolution). (H, E)

    • 3.53. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the relative importance of economic and imperial competition, Balkan nationalism, German militarism and aggression, and the power vacuum in Europe due to the declining power of the Russian, Austrian, and Ottoman Empires in causing World War I. (H, E)

    • 3.54. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (physical and economic destruction). (H, E)

    • 3.55. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (the League of Nations and attempts at disarmament). (H, E)

    • 3.56. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (the collapse of the Romanov dynasty and the subsequent Bolshevik Revolution and Civil War in Russia). (H, E)

    • 3.57. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (post-war economic and political instability in Germany). (H, E)

    • 3.58. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (the Armenian genocide in Turkey). (H, E)

    • 3.59. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the major events and consequences of World War I (the unprecedented loss of life from prolonged trench warfare). (H, E)

    • 3.60. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the end of the Ottoman Empire). (H, E)

    • 3.61. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the Balfour Declaration of 1917). (H, E)

    • 3.62. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the expulsion of the Greeks from Asia Minor). (H, E)

    • 3.63. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the establishment of a secular Turkish state under Mustafa Kemal Ataturk). (H, E)

    • 3.64. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the establishment of the Kingdom of Transjordan in the eastern part of the Palestine Mandate by the British). (H, E)

    • 3.65. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Identify the major developments in the Middle East before World War II (the growing importance of Middle Eastern oil fields to world politics and the world economy). (H, E)

    • 3.66. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression (restrictive monetary policies). (H, E)

    • 3.67. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression (unemployment and inflation). (H, E)

    • 3.68. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression (political instability). (H, E)

    • 3.69. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression (the influence of the ideas of John Maynard Keynes, Ludwig von Mises, Friedrich von Hayek, and Milton Friedman). (H, E)

    • 3.70. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the rise and goals of totalitarianism in Italy, Germany, and the Soviet Union, and analyze the policies and main ideas of Mussolini, Hitler, Lenin, and Stalin. (H)

    • 3.71. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the consequences of Soviet communism to 1945 (the establishment of a one-party dictatorship under Lenin). (H, E)

    • 3.72. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the consequences of Soviet communism to 1945 (the suffering in the Soviet Union caused by Stalin's policies of collectivization of agriculture and breakneck industrialization). (H, E)

    • 3.73. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the consequences of Soviet communism to 1945 (the destruction of individual rights and the use of mass terror against the population). (H, E)

    • 3.74. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the consequences of Soviet communism to 1945 (the Soviet Union's emergence as an industrial power). (H, E)

    • 3.75. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the German, Italian, and Japanese drives for empire in the 1930s (Italy's invasion of Ethiopia in 1935). (H)

    • 3.76. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the German, Italian, and Japanese drives for empire in the 1930s (the Japanese invasion of China and the Rape of Nanking). (H)

    • 3.77. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the German, Italian, and Japanese drives for empire in the 1930s (Germany's militarization of the Rhineland, annexation of Austria, and aggression against Czechoslovakia, the Stalin-Hitler Pact of 1939, and the German attack on Poland). (H)

    • 3.78. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Summarize the key battles and events of World War II (The German conquest of continental Europe; The Battle of Britain; Pearl Harbor; The Bataan Death March; El Alamein; Midway ; Stalingrad; D-Day; Battle of the Bulge; Iwo Jima; Okinawa). (H)

    • 3.79. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Identify the goals, leadership, and post-war plans of the allied leaders (Winston Churchill; Franklin D. Roosevelt; Joseph Stalin). (H)

    • 3.80. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe the background, course, and consequences of the Holocaust, including its roots in the long tradition of Christian anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews. (H)

    • 3.81. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Explain the reasons for the dropping of atom bombs on Japan and its short and long-term effects. (H)

    • 3.82. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Explain the consequences of World War II (physical and economic destruction). (H, E)

    • 3.83. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Explain the consequences of World War II (the enormous loss of life, including millions of civilians through the bombing of population centers and the slaughter of political opponents and ethnic minorities). (H, E)

    • 3.84. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Explain the consequences of World War II (support in Europe for political reform and decolonization). (H, E)

    • 3.85. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Explain the consequences of World War II (the emergence of the U.S. and the Soviet Union as the world's two superpowers). (H, E)

    • 3.86. Learning Standard / Outcome: World History II Learning Standards

      The Great Wars, 1914-1945: Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration of Human Rights. (H)

    • 3.87. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Summarize the factors that contributed to the Cold War, including Soviet expansion in Eastern Europe and the differences between democracy and communism. (H, C)

    • 3.88. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO, as America's response to Soviet expansionist policies. (H)

    • 3.89. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the Korean War). (H)

    • 3.90. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the emergence of the People's Republic of China as a major power). (H)

    • 3.91. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the 1956 uprising in Hungary). (H)

    • 3.92. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (Soviet-U.S. competition in the Middle East). (H)

    • 3.93. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (conflicts involving Cuba and Berlin). (H)

    • 3.94. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the Vietnam War). (H)

    • 3.95. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the 'Prague Spring'). (H)

    • 3.96. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (arms control agreements (including the ABM and SALT treaties) and detente under Nixon). (H)

    • 3.97. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development of the arms race and the key events of the Cold War era (the Soviet war in Afghanistan). (H)

    • 3.98. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the Chinese Civil War, the rise of Mao Tse-tung, and the triumph of the Communist Revolution in China in 1949. (H)

    • 3.99. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (Communist Party attempts to eliminate internal opposition). (H, E)

    • 3.100. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (the Great Leap Forward and its consequences (famine)). (H, E)

    • 3.101. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (the Cultural Revolution and its consequences (the terror of the Red Guards and the expansion of labor camps)). (H, E)

    • 3.102. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (the 1989 Tiananmen Square demonstration). (H, E)

    • 3.103. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Identify the political and economic upheavals in China after the Chinese Revolution (China's economic modernization and its growing involvement in world trade). (H, E)

    • 3.104. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the global surge in economic productivity during the Cold War and describe its consequences (the rise in living standards; the economic recovery and development of Germany and Japan). (H, E)

    • 3.105. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the various factors that contributed to post-World War II economic and population growth (the long post-war peace between democratic nations). (H, E)

    • 3.106. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the various factors that contributed to post-World War II economic and population growth (the policies of international economic organizations). (H, E)

    • 3.107. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the various factors that contributed to post-World War II economic and population growth (scientific, technological, and medical advances). (H, E)

    • 3.108. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (Albert Einstein and the Theory of Relativity). (H)

    • 3.109. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (Enrico Fermi, J. Robert Oppenheimer, Edward Teller, and nuclear energy). (H)

    • 3.110. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (Wernher von Braun and space exploration). (H)

    • 3.111. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (Jonas Salk and the polio vaccine). (H)

    • 3.112. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe how the work of scientists in the 20th century influenced historical events, changed the lives of the general populace, and led to further scientific research (James Watson, Francis Crick, the discovery of DNA, and the Human Genome Project). (H)

    • 3.113. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Describe the development and goals of nationalist movements in Africa, Asia, Latin America, and the Middle East, including the ideas and importance of nationalist leaders (Fidel Castro (Cuba); Patrice Lumumba (Congo); Ho Chi Minh (Vietnam); Gamal Abdel Nasser (Egypt); Jawaharlal Nehru (India); Juan Peron (Argentina)). (H)

    • 3.114. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the growth of Zionism, and 19th and early 20th century immigration by Eastern European Jews to Palestine). (H)

    • 3.115. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (anti-Semitism and the Holocaust). (H)

    • 3.116. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the UN vote in 1947 to partition the western part of the Palestine Mandate into two independent countries). (H)

    • 3.117. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the rejection of surrounding Arab countries of the UN decision and the invasion of Israel by Arab countries). (H)

    • 3.118. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the 1967 and 1973 wars between Israel and neighboring Arab states). (H)

    • 3.119. Learning Standard / Outcome: World History II Learning Standards

      Cold War Era, 1945-1989: Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world (the attempts to secure peace between Palestinians and Israelis). (H)

    • 3.120. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe (the weaknesses of the Soviet command economy). (H, E)

    • 3.121. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe (the burdens of Soviet military commitments). (H, E)

    • 3.122. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe (the anticommunist policies of President Reagan). (H, E)

    • 3.123. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe (the resistance to communism in the Soviet Union and Eastern Europe). (H, E)

    • 3.124. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the role of various leaders in transforming the Soviet Union and Eastern Europe (Mikhail Gorbachev; Vaclav Havel; Andrei Sakharov; Aleksander Solzhenitsyn; Lech Walesa). (H, C)

    • 3.125. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Analyze the consequences of the Soviet Union's breakup (the development of market economies). (H, E)

    • 3.126. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Analyze the consequences of the Soviet Union's breakup (political and social instability). (H, E)

    • 3.127. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Analyze the consequences of the Soviet Union's breakup ( the danger of the spread of nuclear technology and other technologies of mass destruction to rogue states and terrorist organizations). (H, E)

    • 3.128. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Identify the sources of ethnic and religious conflicts in the following nations and regions (Northern Ireland; the Balkans; Sudan and Rwanda; Sri Lanka; Kashmir). (H)

    • 3.129. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the reasons for the fall of apartheid in South Africa, including the influence and ideas of Nelson Mandela. (H)

    • 3.130. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the social and economic effects of the spread of AIDS in Asian and African countries. (H)

    • 3.131. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain how the computer revolution contributed to economic growth and advances in science, medicine, and communication. (H)

    • 3.132. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the weakness and fragility of the oil-rich Persian Gulf states, including Saudi Arabia, Kuwait, and others). (H, E)

    • 3.133. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the Iranian Revolution of 1978-1979). (H, E)

    • 3.134. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (defeat of the Soviet Union by the Mujahideen in Afghanistan). (H, E)

    • 3.135. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the origins of the Persian Gulf War and the post-war actions of Saddam Hussein). (H, E)

    • 3.136. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the financial support of radical and terrorist organizations by the Saudis). (H, E)

    • 3.137. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades (the increase in terrorist attacks against Israel and the United States). (H, E)

    • 3.138. Learning Standard / Outcome: World History II Learning Standards

      The Contemporary World, 1989-2001: Describe America's response to and the wider consequences of the September 11, 2001 terrorist attack on the World Trade Center in New York City and the Pentagon in Washington, D.C. (H)

  • MA.4. Domain / General Standard: U.S. History I

    The Revolution through Reconstruction, 1763-1877: Students examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed to the outbreak of the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U.S. Constitution.

    • 4.1. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the political and economic factors that contributed to the American Revolution (the impact on the colonies of the French and Indian War, including how the war led to an overhaul of British imperial policy from 1763 to 1775). (H, C)

    • 4.2. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the political and economic factors that contributed to the American Revolution (how freedom from European feudalism and aristocracy and the widespread ownership of property fostered individualism and contributed to the Revolution). (H, C)

    • 4.3. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government (the legacy of ancient Greece and Rome). (H, C)

    • 4.4. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government (the political theories of such European philosophers as Locke and Montesquieu). (H, C)

    • 4.5. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C)

    • 4.6. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat during the Revolutionary war. (H)

    • 4.7. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and important leaders from Massachusetts (the Boston Massacre; the Boston Tea Party; the Battles of Lexington and Concord and Bunker Hill; Sam Adams, John Adams, and John Hancock). (H)

    • 4.8. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays's rebellion) leading to the Constitutional Convention. (H, C)

    • 4.9. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the 'Great Compromise' that was reached (Major Debates: the distribution of political power; the rights of individuals; the rights of states; slavery); (Founders: Benjamin Franklin; Alexander Hamilton; James Madison; George Washington). (H, C)

    • 4.10. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C)

    • 4.11. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the reasons for the passage of the Bill of Rights (the influence of the British concept of limited government). (H, C)

    • 4.12. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: Explain the reasons for the passage of the Bill of Rights (the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes). (H, C)

    • 4.13. Learning Standard / Outcome: U.S. History I Learning Standards

      The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789: On a map of North America, identify the first 13 states to ratify the Constitution. (H, G)

    • 4.14. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Describe the purpose and functions of government. (H, C)

    • 4.15. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. (H, C)

    • 4.16. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Explain why the United States government is classified as a democratic government. (H, C)

    • 4.17. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C)

    • 4.18. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Explain the varying roles and responsibilities of federal, state, and local governments in the United States. (H, C)

    • 4.19. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Describe the evolution of the role of the federal government, including public services, taxation, economic policy, foreign policy, and common defense. (H, C)

    • 4.20. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Explain the major components of Massachusetts' state government, including the roles and functions of the governor, state legislature, and other constitutional officers. (H, C)

    • 4.21. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Explain the major components of local government in Massachusetts, including the roles and functions of school committees, town meetings, boards of selectmen, mayors, and city councils. (H, C)

    • 4.22. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)

    • 4.23. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Explain the evolution and function of political parties, including their role in federal, state, and local elections. (H, C)

    • 4.24. Learning Standard / Outcome: U.S. History I Learning Standards

      The Formation and Framework of American Democracy: Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. (H, C)

    • 4.25. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809) (the origins of the Federalist and Democratic-Republican parties in the 1790s). (H, C)

    • 4.26. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809) (the conflicting ideas of Thomas Jefferson and Alexander Hamilton). (H, C)

    • 4.27. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809) (the Alien and Sedition Acts). (H, C)

    • 4.28. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809) (the Louisiana Purchase). (H, C)

    • 4.29. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H)

    • 4.30. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the election of 1828, the importance of Jacksonian democracy, and Jackson's actions as President (the spoils system; Jackson's veto of the National Bank; Jackson's policy of Indian Removal). (H)

    • 4.31. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review as manifested in Marbury v. Madison (1803). (H, C)

    • 4.32. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the War of 1812). (H, E, G)

    • 4.33. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the purchase of Florida in 1819). (H, E, G)

    • 4.34. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the 1823 Monroe Doctrine). (H, E, G)

    • 4.35. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the Cherokees' Trail of Tears). (H, E, G)

    • 4.36. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the annexation of Texas in 1845). (H, E, G)

    • 4.37. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the concept of Manifest Destiny and its relationship to westward expansion). (H, E, G)

    • 4.38. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the acquisition of the Oregon Territory in 1846). (H, E, G)

    • 4.39. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the territorial acquisitions resulting from the Mexican War). (H, E, G)

    • 4.40. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the search for gold in California). (H, E, G)

    • 4.41. Learning Standard / Outcome: U.S. History I Learning Standards

      Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860: Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails (the Gadsden Purchase of 1854). (H, E, G)

    • 4.42. Learning Standard / Outcome: U.S. History I Learning Standards

      Economic Growth in the North and South, 1800-1860: Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy. (H, E)

    • 4.43. Learning Standard / Outcome: U.S. History I Learning Standards

      Economic Growth in the North and South, 1800-1860: Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America (the technological improvements and inventions that contributed to industrial growth). (H, E)

    • 4.44. Learning Standard / Outcome: U.S. History I Learning Standards

      Economic Growth in the North and South, 1800-1860: Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America (the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s). (H, E)

    • 4.45. Learning Standard / Outcome: U.S. History I Learning Standards

      Economic Growth in the North and South, 1800-1860: Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America (the rise of a business class of merchants and manufacturers). (H, E)

    • 4.46. Learning Standard / Outcome: U.S. History I Learning Standards

      Economic Growth in the North and South, 1800-1860: Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America (the roles of women in New England textile factories). (H, E)

    • 4.47. Learning Standard / Outcome: U.S. History I Learning Standards

      Economic Growth in the North and South, 1800-1860: Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)

    • 4.48. Learning Standard / Outcome: U.S. History I Learning Standards

      Social, Political, and Religious Change, 1800-1860: Summarize the growth of the American education system and Horace Mann's campaign for free compulsory public education. (H)

    • 4.49. Learning Standard / Outcome: U.S. History I Learning Standards

      Social, Political, and Religious Change, 1800-1860: Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism (Frederick Douglass; William Lloyd Garrison; Sojourner Truth; Harriet Tubman; Theodore Weld). (H)

    • 4.50. Learning Standard / Outcome: U.S. History I Learning Standards

      Social, Political, and Religious Change, 1800-1860: Describe important religious trends that shaped antebellum America (the increase in the number of Protestant denominations). (H)

    • 4.51. Learning Standard / Outcome: U.S. History I Learning Standards

      Social, Political, and Religious Change, 1800-1860: Describe important religious trends that shaped antebellum America (the Second Great Awakening). (H)

    • 4.52. Learning Standard / Outcome: U.S. History I Learning Standards

      Social, Political, and Religious Change, 1800-1860: Describe important religious trends that shaped antebellum America (the influence of these trends on the reaction of Protestants to the growth of Catholic immigration). (H)

    • 4.53. Learning Standard / Outcome: U.S. History I Learning Standards

      Social, Political, and Religious Change, 1800-1860: Analyze the goals and effect of the antebellum women's suffrage movement (the 1848 Seneca Falls convention; Susan B. Anthony; Margaret Fuller; Lucretia Mott; Elizabeth Cady Stanton). (H)

    • 4.54. Learning Standard / Outcome: U.S. History I Learning Standards

      Social, Political, and Religious Change, 1800-1860: Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau. (H)

    • 4.55. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)

    • 4.56. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Missouri Compromise (1820)). (H)

    • 4.57. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the South Carolina Nullification Crisis (1832-1833)). (H)

    • 4.58. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Wilmot Proviso (1846)). (H)

    • 4.59. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Compromise of 1850). (H)

    • 4.60. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the publication of Harriet Beecher Stowe's Uncle Tom's Cabin (1851-1852)). (H)

    • 4.61. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Kansas-Nebraska Act (1854)). (H)

    • 4.62. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Dred Scott Supreme Court case (1857)). (H)

    • 4.63. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the Lincoln-Douglas debates (1858)). (H)

    • 4.64. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (John Brown's raid on Harper's Ferry (1859)). (H)

    • 4.65. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Summarize the critical developments leading to the Civil War (the election of Abraham Lincoln (1860)). (H)

    • 4.66. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: On a map of North America, identify Union and Confederate States at the outbreak of the war. (H, G)

    • 4.67. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Analyze Abraham Lincoln's presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered. (H, C)

    • 4.68. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events (Leaders: Jefferson Davis; Ulysses S. Grant; Robert E. Lee); (Battles: the Massachusetts 54th Regiment and the Battle at Fort Wagner; Antietam; Vicksburg; Gettysburg). (H)

    • 4.69. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Provide examples of the various effects of the Civil War (physical and economic destruction). (H, E)

    • 4.70. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Provide examples of the various effects of the Civil War (the increased role of the federal government). (H, E)

    • 4.71. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Provide examples of the various effects of the Civil War (the greatest loss of life on a per capita basis of any U.S. war before or since). (H, E)

    • 4.72. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (Presidential and Congressional Reconstruction). (H, C)

    • 4.73. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the impeachment of President Johnson). (H, C)

    • 4.74. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the 13th, 14th, and 15th Amendments). (H, C)

    • 4.75. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the opposition of Southern whites to Reconstruction). (H, C)

    • 4.76. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the accomplishments and failures of Radical Reconstruction). (H, C)

    • 4.77. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the presidential election of 1876 and the end of Reconstruction). (H, C)

    • 4.78. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the rise of Jim Crow laws). (H, C)

    • 4.79. Learning Standard / Outcome: U.S. History I Learning Standards

      The Civil War and Reconstruction, 1860-1877: Explain the policies and consequences of Reconstruction (the Supreme Court case, Plessy v. Ferguson (1896)). (H, C)

  • MA.5. Domain / General Standard: U.S. History II

    Reconstruction to the Present, 1877-2001: Students will analyze the causes and consequences of the Industrial Revolution and America's growing role in diplomatic relations. Students will study the goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the various factors that led to America's entry into World War II as well as the consequences of World War II on American life.

    • 5.1. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the various causes of the Industrial Revolution (the economic impetus provided by the Civil War). (H, E)

    • 5.2. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the various causes of the Industrial Revolution (important technological and scientific advances). (H, E)

    • 5.3. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the various causes of the Industrial Revolution (the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt). (H, E)

    • 5.4. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the important consequences of the Industrial Revolution (the growth of big business; environmental impact; the expansion of cities). (H, E)

    • 5.5. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H)

    • 5.6. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H)

    • 5.7. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era (the Knights of Labor). (H, E)

    • 5.8. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era (the American Federation of Labor headed by Samuel Gompers). (H, E)

    • 5.9. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era (the Populist Party). (H, E)

    • 5.10. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era (the Socialist Party headed by Eugene Debs). (H, E)

    • 5.11. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (the influence of the ideas associated with Social Darwinism). (H, E)

    • 5.12. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (the purchase of Alaska from Russia). (H, E)

    • 5.13. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (America's growing influence in Hawaii leading to annexation). (H, E)

    • 5.14. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (the Spanish-American War). (H, E)

    • 5.15. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (U.S. expansion into Asia under the Open Door policy). (H, E)

    • 5.16. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (President Roosevelt's Corollary to the Monroe Doctrine). (H, E)

    • 5.17. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (America's role in the building of the Panama Canal). (H, E)

    • 5.18. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (President Taft's Dollar Diplomacy). (H, E)

    • 5.19. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (President Wilson's intervention in Mexico). (H, E)

    • 5.20. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Analyze the causes and course of America's growing role in world affairs from the Civil War to World War I (American entry into World War I). (H, E)

    • 5.21. Learning Standard / Outcome: U.S. II Learning Standards

      Industrial America and Its Emerging Role in International Affairs, 1870-1920: Explain the course and significance of President Wilson's wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty. (H)

    • 5.22. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism (People: Jane Addams; William Jennings Bryan; John Dewey; Robert La Follette; President Theodore Roosevelt; Upton Sinclair; President William H. Taft; Ida Tarbell; President Woodrow Wilson); (Policies: bans against child labor; the initiative referendum and its recall; the Sherman Anti-Trust Act (1890); the Pure Food and Drug Act (1906); the Meat Packing Act (1906); the Federal Reserve Act (1913); the Clayton Anti-Trust Act (1914); the ratification of the Nineteenth Amendment in 1920). (H, E)

    • 5.23. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights (Carrie Chapman Catt; W.E.B. Du Bois; Marcus Garvey; the National Association for the Advancement of Colored People (NAACP); Alice Paul; Booker T. Washington). (H)

    • 5.24. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (the Boston police strike in 1919). (H)

    • 5.25. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (the Red Scare and Sacco and Vanzetti). (H)

    • 5.26. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (racial and ethnic tensions). (H)

    • 5.27. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (the Scopes Trial and the debate over Darwin's On the Origins of Species). (H)

    • 5.28. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s (Prohibition). (H)

    • 5.29. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression (restrictive monetary policies). (H, E)

    • 5.30. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression (unemployment). (H, E)

    • 5.31. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression (support for political and economic reform). (H, E)

    • 5.32. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression (the influence of the ideas of John Maynard Keynes, and the critique of centralized economic planning and management by Ludwig von Mises, Friedrich von Hayek, and Milton Friedman). (H, E)

    • 5.33. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Analyze the important policies, institutions, and personalities of the New Deal era (People: President Herbert Hoover; President Franklin D. Roosevelt; Eleanor Roosevelt; Huey Long; Charles Coughlin); (Policies: the establishment of: the Federal Deposit Insurance Corporation; the Securities and Exchange Commission; the Tennessee Valley Authority; the Social Security Act, the National Labor Relations Act; the Works Progress Administration; the Fair Labor Standards Act); (Institutions: the American Federation of Labor; the Congress of Industrial Organizations; the American Communist Party). (H)

    • 5.34. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Explain how the Great Depression and the New Deal affected American society (the increased importance of the federal government in establishing economic and social policies). (H)

    • 5.35. Learning Standard / Outcome: U.S. II Learning Standards

      The Age of Reform: Progressivism and the New Deal, 1900-1940: Explain how the Great Depression and the New Deal affected American society (the emergence of a 'New Deal coalition' consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics). (H)

    • 5.36. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H)

    • 5.37. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (Fascism in Germany and Italy). (H)

    • 5.38. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (German rearmament and militarization of the Rhineland). (H)

    • 5.39. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (Germany's seizure of Austria and Czechoslovakia and Germany's invasion of Poland). (H)

    • 5.40. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (Japan's invasion of China and the Rape of Nanking). (H)

    • 5.41. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) (Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences). (H)

    • 5.42. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Explain the reasons for the dropping of atom bombs on Japan and their short and long-term effects. (H)

    • 5.43. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Explain important domestic events that took place during the war (how war-inspired economic growth ended the Great Depression). (H, E)

    • 5.44. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Explain important domestic events that took place during the war (A. Philip Randolph and the efforts to eliminate employment discrimination). (H, E)

    • 5.45. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Explain important domestic events that took place during the war (the entry of large numbers of women into the workforce). (H, E)

    • 5.46. Learning Standard / Outcome: U.S. II Learning Standards

      World War II, 1939-1945: Explain important domestic events that took place during the war (the internment of West Coast Japanese-Americans in the U.S. and Canada). (H, E)

    • 5.47. Learning Standard / Outcome: U.S. II Learning Standards

      The Cold War Abroad, 1945-1989: Analyze the factors that contributed to the Cold War and describe the policy of containment as America's response to Soviet expansionist policies (the differences between the Soviet and American political and economic systems). (H)

    • 5.48. Learning Standard / Outcome: U.S. II Learning Standards

      The Cold War Abroad, 1945-1989: Analyze the factors that contributed to the Cold War and describe the policy of containment as America's response to Soviet expansionist policies (Soviet aggression in Eastern Europe). (H)

    • 5.49. Learning Standard / Outcome: U.S. II Learning Standards

      The Cold War Abroad, 1945-1989: Analyze the factors that contributed to the Cold War and describe the policy of containment as America's response to Soviet expansionist policies (the Truman Doctrine, the Marshall Plan, and NATO). (H)

    • 5.50. Learning Standard / Outcome: U.S. II Learning Standards

      The Cold War Abroad, 1945-1989: Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union (the Korean War; Germany; China; the Middle East; the arms race; Latin America; Africa; the Vietnam War). (H, G)

    • 5.51. Learning Standard / Outcome: U.S. II Learning Standards

      The Cold War Abroad, 1945-1989: Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. (H)

    • 5.52. Learning Standard / Outcome: U.S. II Learning Standards

      The Cold War Abroad, 1945-1989: Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. (H, E)

    • 5.53. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (economic growth and declining poverty). (H, E)

    • 5.54. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (the baby boom). (H, E)

    • 5.55. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (the growth of suburbs and home-ownership). (H, E)

    • 5.56. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (the increase in education levels). (H, E)

    • 5.57. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and consequences of important domestic Cold War trends (the development of mass media and consumerism). (H, E)

    • 5.58. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the following domestic policies of Presidents Truman and Eisenhower (Truman's Fair Deal; the Taft-Hartley Act (1947); Eisenhower's response to the Soviet's launching of Sputnik; Eisenhower's civil rights record). (H)

    • 5.59. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism (People: Whittaker Chambers; Alger Hiss; Edgar Hoover; Senator Joseph McCarthy; Julius and Ethel Rosenberg); (Institutions: the American Communist Party (including its close relationship to the Soviet Union); the Federal Bureau of Investigation (FBI); the House Committee on Un-American Activities (HUAC)). (H)

    • 5.60. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the origins, goals, and key events of the Civil Rights movement (People: Robert Kennedy; Martin Luther King, Jr.; Thurgood Marshall; Rosa Parks; Malcolm X); (Institution: the National Association for the Advancement of Colored People (NAACP)); (Events: Brown v. Board of Education (1954); the 1955-1956 Montgomery Bus Boycott; the 1957-1958 Little Rock School Crisis; the sit-ins and freedom rides of the early 1960s; the 1963 civil rights protest in Birmingham; the 1963 March on Washington; the 1965 civil rights protest in Selma; the 1968 assassination of Martin Luther King, Jr.). (H)

    • 5.61. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Describe the accomplishments of the civil rights movement (the 1964 Civil Rights Act and the 1965 Voting Rights Act). (H, E)

    • 5.62. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Describe the accomplishments of the civil rights movement (the growth of the African American middle class, increased political power, and declining rates of African American poverty). (H, E)

    • 5.63. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (Betty Friedan and Gloria Steinem). (H)

    • 5.64. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the birth control pill). (H)

    • 5.65. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the increasing number of working women). (H)

    • 5.66. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the formation of the National Organization of Women in 1967). (H)

    • 5.67. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the debate over the Equal Rights Amendment). (H)

    • 5.68. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the causes and course of the women's rights movement in the 1960s and 1970s (the 1973 Supreme Court case, Roe v. Wade). (H)

    • 5.69. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the space exploration program). (H)

    • 5.70. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the assassination of President Kennedy). (H)

    • 5.71. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (Johnson's Great Society programs). (H)

    • 5.72. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (Nixon's appeal to 'the silent majority'). (H)

    • 5.73. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the anti-war and counter-cultural movements). (H)

    • 5.74. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the creation of the Environmental Protection Agency (EPA) in 1970). (H)

    • 5.75. Learning Standard / Outcome: U.S. II Learning Standards

      Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980: Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon (the Watergate scandal (including the Supreme Court case, U.S. v. Nixon)). (H)

    • 5.76. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (tax rate cuts). (H, E)

    • 5.77. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (anticommunist foreign and defense policies). (H, E)

    • 5.78. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (Supreme Court appointments). (H, E)

    • 5.79. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (the revitalization of the conservative movement during Reagan's tenure as President). (H, E)

    • 5.80. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the presidency of Ronald Reagan (the replacement of striking air traffic controllers with non-union personnel). (H, E)

    • 5.81. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Describe some of the major economic and social trends of the late 20th century (the computer and technological revolution of the 1980s and 1990s). (H, E)

    • 5.82. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Describe some of the major economic and social trends of the late 20th century (scientific and medical discoveries). (H, E)

    • 5.83. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Describe some of the major economic and social trends of the late 20th century (major immigration and demographic changes such as the rise in Asian and Hispanic immigration (both legal and illegal)). (H, E)

    • 5.84. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Describe some of the major economic and social trends of the late 20th century (the weakening of the nuclear family and the rise in divorce rates). (H, E)

    • 5.85. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (the passage of the North American Free Trade Agreement (NAFTA) in 1993). (H, E)

    • 5.86. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (President Clinton's welfare reform legislation and expansion of the earned income tax credit). (H, E)

    • 5.87. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (the first balanced budget in more than 25 years). (H, E)

    • 5.88. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (the election in 1994 of the first Republican majority in both the House and Senate in 40 years). (H, E)

    • 5.89. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (tax credits for higher education). (H, E)

    • 5.90. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the important domestic policies and events of the Clinton presidency (the causes and consequences of the impeachment of President Clinton in 1998). (H, E)

    • 5.91. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Explain the importance of the 2000 presidential election (the Supreme Court case, Bush v. Gore; the growing influence of the Republican Party in the South and the consolidation of the Democratic Party's hold on the coasts). (H, C)

    • 5.92. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the course and consequences of America's recent diplomatic initiatives (the invasion of Panama and the Persian Gulf War). (H, C)

    • 5.93. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the course and consequences of America's recent diplomatic initiatives (American intervention in Somalia, Haiti, Bosnia-Herzegovina, and Kosovo). (H, C)

    • 5.94. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the course and consequences of America's recent diplomatic initiatives (the attempts to negotiate a settlement to the Israeli-Palestinian conflict). (H, C)

    • 5.95. Learning Standard / Outcome: U.S. II Learning Standards

      Contemporary America, 1980-2001: Analyze the course and consequences of America's recent diplomatic initiatives (America's response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington, D.C.). (H, C)

Maryland: 8th-Grade Standards

Article Body

  • MD.1.0. Strand / Topic / Standard: Political Science

    Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

    • 1.A. Topic / Indicator:

      The foundations and function of government

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

        Investigate the evolution of the U.S. political system as expressed in the United States Constitution

        • 1.A.1.a. Objective:

          Compare the confederate form of government under the Articles of Confederation with the federal form under the Constitution

        • 1.A.1.b. Objective:

          Explain and summarize the principles of federalism, popular sovereignty, rule of law, consent of the governed, separation of powers, checks and balances, majority rule, limited government and how they protect individual rights and impact the functioning of government

        • 1.A.1.c. Objective:

          Compare how the powers and functions of the three branches of government are divided and how they are shared to protect popular sovereignty

        • 1.A.1.d. Objective:

          Explain and summarize how the supremacy of the national government was defined by events, such as shay's rebellion and early decisions of the Supreme Court, such as McCulloch v. Maryland (1819)

        • 1.A.1.e. Objective:

          Evaluate the role and responsibility of a legislator in a representative democracy

        • 1.A.1.f. Objective:

          Analyze the impact of precedence in the office of the president, such as the establishment of a cabinet and foreign policy

        • 1.A.1.g. Objective:

          Summarize an individual's legal obligations to obey the law, pay taxes, serve on a jury and serve as a witness

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

        Analyze the impact of historic documents and practices that became the foundations of the American political system during the early national period

        • 1.A.2.a. Objective:

          Evaluate the power and authority of the government on individuals

        • 1.A.2.b. Objective:

          Identify the principles in European historic documents and show their connections to the development of American political ideology such as Magna Carta and English Bill of Rights

        • 1.A.2.c. Objective:

          Explain how the philosophies of Hobbes, Locke and Montesquieu influenced the principles that shaped United States government

        • 1.A.2.d. Objective:

          Describe the significance of principles in the development of the Declaration of Independence, articles of confederation, Preamble, U.S. Constitution and the Bill of Rights

        • 1.A.2.e. Objective:

          Describe the major debates and compromises that occurred during the Constitutional Convention and interpret their effects on the ratification process

        • 1.A.2.f. Objective:

          Describe the development of political parties and their effects on elections and political life

        • 1.A.2.g. Objective:

          Evaluate the significance of the Civil War Amendments (13th, 14th and 15th) and how they protected individual rights

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

        Evaluate roles and policies of the United States government regarding public policy and issues

        • 1.A.3.a. Objective:

          Examine the effect that national interests have on shaping government policy, such as the abolitionist movement and slavery, states' rights, and regional commerce

        • 1.A.3.b. Objective:

          Evaluate regional and international perspectives regarding the formation and implementation of public policy, such as Washington's Farewell Address, Monroe Doctrine, Westward Expansion, Sectionalism, plantation holders in the South v. The industrialists in the North

    • 1.B. Topic / Indicator:

      Individual and group participation in the political system

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

        Analyze the influence of individuals and groups on shaping public policy

        • 1.B.1.a. Objective:

          Analyze the influence of the media on political life

        • 1.B.1.b. Objective:

          Evaluate ways the citizens should use, monitor and influence the formation and implementation of public policy

        • 1.B.1.c. Objective:

          Examine the roles and functions of political parties in the American system of government

        • 1.B.1.d. Objective:

          Explain how the media, interest groups, and public opinion affected elected officials and government policy prior to the Civil War

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

        Defend the importance of civic participation as a citizen of the United States

        • 1.B.2.a. Objective:

          Evaluate ways people can participate in the political process including voting, analyzing the media, petitioning elected officials, and volunteering

        • 1.B.2.b. Objective:

          Analyze the concept of citizenship and explain how the concept has changed from colonial times through reconstruction

        • 1.B.2.c. Objective:

          Evaluate how various groups provide opportunities for individuals to participate in the political process

    • 1.C. Topic / Indicator:

      Protecting rights and maintaining order

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

        Examine the impact of governmental decisions on individual rights and responsibilities in the United States

        • 1.C.1.a. Objective:

          Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important

        • 1.C.1.b. Objective:

          Explain how rules and laws protect individual rights and protect the common good

        • 1.C.1.c. Objective:

          Explain the significance of the landmark U.S. Supreme Court case Marbury v. Madison which established judicial review

        • 1.C.1.d. Objective:

          Describe the expansion of the powers of the national government in the decision of the landmark U.S. Supreme Court case McCulloch v. Maryland

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

        Explain how the United States government protected or failed to protect the rights of individuals and groups

        • 1.C.2.a. Objective:

          Describe significance and effects of the Emancipation Proclamation

        • 1.C.2.b. Objective:

          Describe methods that were used to deny civil rights to women, African Americans and Native Americans

        • 1.C.2.c. Objective:

          Examine the use of presidential power in Lincoln's suspension of the writ of habeas corpus

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

        Examine the principle of due process

        • 1.C.3.a. Objective:

          Identify how due process of law protects individuals

        • 1.C.3.b. Objective:

          Describe the due process protections in the Bill of Rights and the 14th Amendment

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

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

    • 2.A. Topic / Indicator:

      Elements of culture

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

        Analyze how America became a diverse society

        • 2.A.1.a. Objective:

          Describe the influence of religious tolerance and intolerance in the colonies

        • 2.A.1.b. Objective:

          Describe how the colonies developed into diverse states reflecting various cultural elements

        • 2.A.1.c. Objective:

          Explain the interaction of cultures in Antebellum America

    • 2.B. Topic / Indicator:

      Cultural diffusion

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

        Analyze how America continued to evolve into a society consisting of diverse cultures, customs, and traditions

        • 2.B.1.a. Objective:

          Describe the effects of cultural exchange and interactions among Europeans, Africans, and Native Americans on the development of the United States

        • 2.B.1.b. Objective:

          Examine how the diversity of the United States represents a blending of cultures and ideas from around the world

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

        Describe how the increased diversity of American culture resulted from immigration, settlement, and economic development in the United States

        • 2.B.2.a. Objective:

          Analyze consequences of immigration including assimilation, and Nativism

    • 2.C. Topic / Indicator:

      Conflict and compromise

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

        Analyze factors that affected relationships in the United States prior to 1877

        • 2.C.1.a. Objective:

          Examine examples of conflict and compromise among different ethnic, religious, and gender groups

        • 2.C.1.b. Objective:

          Describe how cultural, economic and political differences contributed to sectionalism

        • 2.C.1.c. Objective:

          Describe various reform movements, such as abolition, women's rights, and education

        • 2.C.1.d. Objective:

          Describe the effects of early industrialization on individuals and families

  • MD.3.0. Strand / Topic / Standard: Geography

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

    • 3.A. Topic / Indicator:

      Using geographic tools

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

        Use geographic tools to analyze geographic issues and problems prior to 1877

        • 3.A.1.a. Objective:

          Use thematic maps to locate places and describe the human and physical characteristics, such as settlement patterns, migration, population density, transportation, and communication networks

        • 3.A.1.b. Objective:

          Explain interrelationships among physical and human characteristics that shaped the nation

        • 3.A.1.c. Objective:

          Analyze thematic maps to determine demographic and economic information about a region

    • 3.B. Topic / Indicator:

      Geographic characteristics of places and regions

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

        Analyze how geographic characteristics influenced the location and development of regions in the United States prior to 1877

        • 3.B.1.a. Objective:

          Analyze how geographic characteristics influenced the location and development of economic activities, such as farming, lumbering, fur trading, whaling and the rise of the industry in the early national period

        • 3.B.1.b. Objective:

          Describe how changes in transportation systems, such as roads, canals and railroads affected the expansion of trade and settlement

        • 3.B.1.c. Objective:

          Analyze how geographic characteristics stimulated regional growth, such as the purchase of the Louisiana Territory

    • 3.C. Topic / Indicator:

      Movement of people, goods and ideas

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

        Analyze population growth, migration and settlement patterns in the United States prior to 1877

        • 3.C.1.a. Objective:

          Explain why Americans migrated west, such as fertile soil, minerals, and economic opportunity, and the impact on that region

        • 3.C.1.b. Objective:

          Describe the effects of the influx of immigrants on the United States

        • 3.C.1.c. Objective:

          Explain how the regional demographic factors of constituents, such as race, ethnicity, education, occupation, and wealth affect public policy and voting issues

    • 3.D. Topic / Indicator:

      Modifying and adapting to the environment

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

        Analyze why and how people in the United States modify their natural environment and the impact of those modifications

        • 3.D.1.a. Objective:

          Analyze the trade offs of using resources to pursue economic opportunities v. preserving the environment, such as westward movement

        • 3.D.1.b. Objective:

          Explain the consequences of modifying the natural environment, such as soil erosion, loss of soil fertility and over-fishing

        • 3.D.1.c. Objective:

          Identify and explain land use issues that illustrate the conflict between economic growth and using the environment

        • 3.D.1.d. Objective:

          Analyze how land use was managed by the federal government such as the Land Ordinance of 1785 and the Northwest Ordinance of 1787

  • MD.4.0. Strand / Topic / Standard: Economics

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

    • 4.A. Topic / Indicator:

      Scarcity and economic decision-making

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

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

        • 4.A.1.a. Objective:

          Describe the opportunity cost of economic decisions by individuals, businesses, and governments in the U.S. through 1877, such as the decision about territorial acquisition

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

        Analyze how scarcity affected economic choices prior to 1877

        • 4.A.2.a. Objective:

          Compare how scarce resources affected the decisions of consumers and producers in different regions of the United States

        • 4.A.2.b. Objective:

          Describe the importance of economic freedom and economic equity on growth in the north and south prior to 1860

        • 4.A.2.c. Objective:

          Evaluate socio-economic goals in the North and South after to the Civil War

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

        Analyze how technological changes affected production in the United States prior to 1877

        • 4.A.3.a. Objective:

          Describe the effects of new technology and resource use on economic growth, such as factories, machinery, roads and the telegraph

        • 4.A.3.b. Objective:

          Examine why and how technology and production in the industrial North influenced the outcome of the Civil War

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

        Analyze economic activities, economic decisions, and specialization before and after the Civil War

        • 4.A.4.a. Objective:

          Describe how differences between the agrarian South and the industrial North heightened tensions

        • 4.A.4.b. Objective:

          Examine the importance of population growth, specialization and trade to economic development prior to the Civil War

        • 4.A.4.c. Objective:

          Describe the economic opportunities and obstacles faced by different individuals and groups of people before and after the Civil War

    • 4.B. Topic / Indicator:

      Economic systems and the role of government in the economy

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

        Evaluate the types of economic systems prior to 1877

        • 4.B.1.a. Objective:

          Analyze how 19th century societies answered the basic question of what, how, and for whom to produce

        • 4.B.1.b. Objective:

          Analyze how the characteristics of a market economy affected the economic development of the 19th century such as the role of entrepreneurs, markets, and competition

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

        Analyze the role of government in the U.S. economy prior to 1877

        • 4.B.2.a. Objective:

          Give examples of how government spending and taxation influenced the U.S. economy's ability to grow and provide jobs, such as the expansion of the railroad system

        • 4.B.2.b. Objective:

          Explain how the protection of private property rights, regulation of trade, imposition of taxes, and creation of a monetary system are included in the Constitution

        • 4.B.2.c. Objective:

          Examine ways in which the government influenced the economy such as spending, taxing and acquisition of territories

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

        Describe the effects of government actions on the banking system prior to 1877

        • 4.B.3.a. Objective:

          Explain the effects of the boom and bust cycles on economic growth and stability

        • 4.B.3.b. Objective:

          Describe the effects of the absence of a national banking system on economic stability, such as the effects of the panic of 1837

  • MD.5.0. Strand / Topic / Standard: History

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

    • 5.B. Topic / Indicator:

      Emergence, expansion and changes in nations and empires

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

        Analyze the growth and the development of the United States

        • 5.B.1.a. Objective:

          Explain the political and economic impact of the Louisiana Purchase on the United States

        • 5.B.1.b. Objective:

          Evaluate Manifest Destiny and its impact on territorial expansion of the nation

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

        Evaluate the importance of Jacksonian Democracy and how it represented a change in the social, political and economic life of the United States

        • 5.B.2.a. Objective:

          Explain how the philosophies and policies of the Jacksonian Era represented a move towards greater democratization

        • 5.B.2.b. Objective:

          Analyze how tariff policy and issues of states' rights influenced the development of political parties and prompted sectional differences

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

        Evaluate westward movement in the United States before 1877

        • 5.B.3.a. Objective:

          Explain the political, economic, and social factors that motivated people to move west

        • 5.B.3.b. Objective:

          Describe the government strategies used to acquire territory

        • 5.B.3.c. Objective:

          Analyze the impact of westward movement on relations with Native Americans, such as treaty relations, land acquisition and the policy of Indian Removal

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

        Analyze patterns of immigration to the United States before 1877

        • 5.B.4.a. Objective:

          Identify the push and pull factors responsible for immigration to the United States, such as the forced migration of Africans and Western European migration

        • 5.B.4.b. Objective:

          Analyze the consequences of the rapid settlement of California and Oregon

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

        Analyze the political, economic, and social goals of reconstruction

        • 5.B.5.a. Objective:

          Explain the goals and policies of the various Reconstruction plans

        • 5.B.5.b. Objective:

          Explain how the 13th, 14th and 15th Amendments addressed the issue of civil rights through abolition, the granting of citizenship, and the right to vote

        • 5.B.5.c. Objective:

          Identify the legal and illegal actions used to deny African-Americans civil rights

        • 5.B.5.d. Objective:

          Evaluate the social and economic impact of sharecropping, tenant farming and the Freedman's Bureau in the post Civil War South

    • 5.C. Topic / Indicator:

      Conflict between ideas and institutions

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

        Examine and explain the role of religious, social and political institutions in America at the end of the American Revolution

        • 5.C.1.a. Objective:

          Analyze the political effects of the American Revolution on American society and culture

        • 5.C.1.b. Objective:

          Describe the evolution of the American system of government from a confederal to a federal system of government

        • 5.C.1.c. Objective:

          Describe how unresolved social, economic, and political issues impacted disenfranchised groups

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

        Analyze the emerging foreign policy of the United States

        • 5.C.2.a. Objective:

          Explain why the United States adopted a policy of neutrality prior to the war of 1812

        • 5.C.2.b. Objective:

          Explain how the continuing conflict between Great Britain and France influenced the domestic and foreign policy of the United States

        • 5.C.2.c. Objective:

          Evaluate the origins and provisions of the Monroe Doctrine and explain how it influenced foreign affairs

        • 5.C.2.d. Objective:

          Explain causes and effects of the Mexican-American war

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

        Analyze the influence of industrialization and technological developments on society in the United States before 1877

        • 5.C.3.a. Objective:

          Describe changes in land and water transportation, including the expanding network of roads, canals, and railroads, and their impact on the economy and settlement patterns

        • 5.C.3.b. Objective:

          Explain how the cotton gin and the opening of new lands in the south and west impacted the institution of slavery

        • 5.C.3.c. Objective:

          Analyze the advantages and disadvantages of early industrialization on the economy and society

      • 5.C.4. Indicator / Proficiency Level:

        Analyze the institution of slavery and its influence on societies in the United States

        • 5.C.4.a. Objective:

          Describe pro-slavery and anti-slavery positions and explain how debates over slavery influenced politics and sectionalism

        • 5.C.4.b. Objective:

          Analyze the experiences of African-American slaves, and free blacks

        • 5.C.4.c. Objective:

          Compare the relationship of abolitionists to the other reform movements

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

        Analyze factors affecting the outcome of the Civil War

        • 5.C.5.a. Objective:

          Analyze government policies regarding slavery, such as the three-fifths clause, the Missouri Compromise (1820) and the Compromise of 1850

        • 5.C.5.b. Objective:

          Analyze the ideological breakdown that resulted from different events and issues, such as Virginia-Kentucky resolutions, the Hartford Convention, nullification/states' rights, political party division, the Dred Scott decision, John Brown raids

        • 5.C.5.c. Objective:

          Explain why the 1860 election led to the secession of the southern states

        • 5.C.5.d. Objective:

          Identify the goals, resources and strategies of the North and the South

        • 5.C.5.e. Objective:

          Describe the political impact of Lincoln's decisions regarding the deployment of black regiments

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

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

    • 6.A. Topic / Indicator:

      Read to learn and construct meaning about social studies

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

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

        • 6.A.1.a. Objective:

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

        • 6.A.1.b. Objective:

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

        • 6.A.1.c. Objective:

          Use context clues to understand new social studies vocabulary

        • 6.A.1.d. Objective:

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

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

        Use strategies to prepare for reading (before reading)

        • 6.A.2.a. Objective:

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

        • 6.A.2.b. Objective:

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

        • 6.A.2.c. Objective:

          Set a purpose for reading the text

        • 6.A.2.d. Objective:

          Ask questions and make predictions about the text

        • 6.A.2.e. Objective:

          Make connections to the text using prior knowledge and experiences

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

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

        • 6.A.3.a. Objective:

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

        • 6.A.3.b. Objective:

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

        • 6.A.3.c. Objective:

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

        • 6.A.3.d. Objective:

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

        • 6.A.3.e. Objective:

          Make, confirm, or adjust predictions about the text

        • 6.A.3.f. Objective:

          Periodically summarize or paraphrase important ideas while reading

        • 6.A.3.g. Objective:

          Visualize what was read for deeper meaning

        • 6.A.3.h. Objective:

          Explain personal connections to the ideas or information in the text

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

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

        • 6.A.4.a. Objective:

          Identify and explain what is directly stated in the text

        • 6.A.4.b. Objective:

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

        • 6.A.4.c. Objective:

          Determine and explain the author's purpose

        • 6.A.4.d. Objective:

          Distinguish between facts and opinions

        • 6.A.4.e. Objective:

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

        • 6.A.4.f. Objective:

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

        • 6.A.4.g. Objective:

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

        • 6.A.4.h. Objective:

          Connect the text to prior knowledge or personal experiences

        • 6.A.4.i. Objective:

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

    • 6.B. Topic / Indicator:

      Write to learn and communicate social studies understandings

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

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

        • 6.B.1.a. Objective:

          Identify key ideas

        • 6.B.1.b. Objective:

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

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

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

        • 6.B.2.a. Objective:

          Identify form, audience, topic, and purpose before writing

        • 6.B.2.b. Objective:

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

        • 6.B.2.c. Objective:

          Provide introduction, body, and conclusion

        • 6.B.2.d. Objective:

          Cite sources when paraphrasing, summarizing, and quoting

        • 6.B.2.e. Objective:

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

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

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

        • 6.B.3.a. Objective:

          Identify form, audience, topic, and purpose

        • 6.B.3.b. Objective:

          State a clear opinion or position

        • 6.B.3.c. Objective:

          Modify or refute a position when appropriate

        • 6.B.3.d. Objective:

          Provide reasons and cite reliable supporting evidence

        • 6.B.3.e. Objective:

          Demonstrate understandings of social studies knowledge

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

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

        • 6.B.4.a. Objective:

          Address the topic

        • 6.B.4.b. Objective:

          Provide accurate information

        • 6.B.4.c. Objective:

          Support topic with appropriate details

        • 6.B.4.d. Objective:

          Integrate social studies concepts and skills

    • 6.C. Topic / Indicator:

      Ask social studies questions

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

        Identify a topic that requires further study

        • 6.C.1.a. Objective:

          Identify prior knowledge about the topic

        • 6.C.1.b. Objective:

          Pose questions the about the topic

        • 6.C.1.c. Objective:

          Formulate research questions

        • 6.C.1.d. Objective:

          Develop a plan for how to answer questions about the topic

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

        Identify a situation/issue that requires further study

        • 6.C.2.a. Objective:

          Define the situation/issue

        • 6.C.2.b. Objective:

          Identify prior knowledge about the situation/issue

        • 6.C.2.c. Objective:

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

        • 6.C.2.d. Objective:

          Pose questions that elicit higher order thinking responses

        • 6.C.2.e. Objective:

          Formulate research questions

        • 6.C.2.f. Objective:

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

    • 6.D. Topic / Indicator:

      Acquire social studies information

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

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

        • 6.D.1.a. Objective:

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

        • 6.D.1.b. Objective:

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

        • 6.D.1.c. Objective:

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

        • 6.D.1.d. Objective:

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

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

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

        • 6.D.2.a. Objective:

          Gather data

        • 6.D.2.b. Objective:

          Make and record observations

        • 6.D.2.c. Objective:

          Design and conduct surveys and oral histories

    • 6.E. Topic / Indicator:

      Organize social studies information

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

        Organize information from non-print sources

        • 6.E.1.a. Objective:

          Prioritize information gathered according to importance and relevance

        • 6.E.1.b. Objective:

          Distinguish factual from fictional information

        • 6.E.1.c. Objective:

          Find relationships among gathered information

        • 6.E.1.d. Objective:

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

        • 6.E.1.e. Objective:

          Summarize information obtained from surveys and field work

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

        Organize information from print sources

        • 6.E.2.a. Objective:

          Prioritize information gathered according to importance and relevance

        • 6.E.2.b. Objective:

          Determine the bias and reliability of a source

        • 6.E.2.c. Objective:

          Find relationships among gathered information

        • 6.E.2.d. Objective:

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

    • 6.F. Topic / Indicator:

      Analyze social studies information

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

        Interpret information from primary and secondary sources

        • 6.F.1.a. Objective:

          Interpret information in maps, charts and graphs

        • 6.F.1.b. Objective:

          Interpret information from field studies and surveys

        • 6.F.1.c. Objective:

          Analyze a document to determine point of view

        • 6.F.1.d. Objective:

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

        • 6.F.1.e. Objective:

          Identify bias and prejudice

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

        Evaluate information from a variety of sources

        • 6.F.2.a. Objective:

          Compare information from a variety of sources

        • 6.F.2.b. Objective:

          Compare information to prior knowledge

        • 6.F.2.c. Objective:

          Determine the reliability of the document

        • 6.F.2.d. Objective:

          Compare ideas, models, systems, and perspectives

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

        Synthesize information from a variety of sources

        • 6.F.3.a. Objective:

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

        • 6.F.3.b. Objective:

          Reconstruct the arguments of issues or events

        • 6.F.3.c. Objective:

          Assess the costs and benefits of alternatives

        • 6.F.3.d. Objective:

          Modify understandings of social studies concepts and trend

        • 6.F.3.e. Objective:

          Verify or change prior understandings based on new information

    • 6.G. Topic / Indicator:

      Answer social studies questions

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

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

        • 6.G.1.a. Objective:

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

        • 6.G.1.b. Objective:

          Engage in civic participation and public discourse

        • 6.G.1.c. Objective:

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

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

        Use historic contexts to answer questions

        • 6.G.2.a. Objective:

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

        • 6.G.2.b. Objective:

          Explain why historic interpretations vary and are subject to change

        • 6.G.2.c. Objective:

          Construct a sound historical interpretation

        • 6.G.2.d. Objective:

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

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

        Use current events/issues to answer questions

        • 6.G.3.a. Objective:

          Summarize the main points of an issue explaining different viewpoints

        • 6.G.3.b. Objective:

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

        • 6.G.3.c. Objective:

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

        • 6.G.3.d. Objective:

          Propose and justify solutions to social studies problems

        • 6.G.3.e. Objective:

          Use media resources to deliberate and advocate issues and policy

Maine: 8th-Grade Standards

Article Body

  • ME.A. Content Standard: Applications of Social Studies Processes, Knowledge, and Skills

    Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

    • A.1. Performance Indicator: Researching and Developing Positions on Current Social Studies Issues

      Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.

      • A.1.a. Grade Level Example:

        Propose and revise research questions related to a current social studies issue.

      • A.1.b. Grade Level Example:

        Determine the nature and extent of information needed.

      • A.1.c. Grade Level Example:

        Locate and access relevant information that includes multiple perspectives from varied sources.

      • A.1.d. Grade Level Example:

        Demonstrate facility with note-taking, organizing information, and creating bibliographies.

      • A.1.e. Grade Level Example:

        Distinguish between primary and secondary sources.

      • A.1.f. Grade Level Example:

        Evaluate and verify the credibility of the information found in print and non-print sources.

      • A.1.g. Grade Level Example:

        Use additional sources to resolve contradictory information.

      • A.1.h. Grade Level Example:

        Summarize and interpret information found in varied sources and/or from fieldwork, experiments, and interviews.

      • A.1.i. Grade Level Example:

        Select a clear supportable position.

      • A.1.j. Grade Level Example:

        Present a well-supported position, based on findings that integrate paraphrasing, quotations, and citations, to a variety of audiences.

      • A.1.k. Grade Level Example:

        Use appropriate tools, methods, and sources from government, history, geography, economics, or related fields.

      • A.1.l. Grade Level Example:

        Use information ethically and legally.

    • A.2. Performance Indicator: Making Decisions Using Social Studies Knowledge and Skills

      Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.

      • A.2.a. Grade Level Example:

        Develop individual and collaborative decisions/plans by contributing equitably to collaborative discussions, seeking and examining alternative ideas, considering the pros and cons, and thoughtfully and respectfully recognizing the contributions of other group members.

      • A.2.b. Grade Level Example:

        Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.

    • A.3. Performance Indicator: Taking Action Using Social Studies Knowledge and Skills

      Students select, plan, and implement a civic action or service-learning project based on a school, community, or State asset or need, and analyze the project's effectiveness and civic contribution.

  • ME.B. Content Standard: Civics and Government

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

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

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

      • B.1.a. Grade Level Example:

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

      • B.1.b. Grade Level Example:

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

      • B.1.c. Grade Level Example:

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

      • B.1.d. Grade Level Example:

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

      • B.1.e. Grade Level Example:

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

      • B.1.f. Grade Level Example:

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

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

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

      • B.2.a. Grade Level Example:

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

      • B.2.b. Grade Level Example:

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

      • B.2.c. Grade Level Example:

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

      • B.2.d. Grade Level Example:

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

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

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

      • B.3.a. Grade Level Example:

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

      • B.3.b. Grade Level Example:

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

  • ME.C. Content Standard: Economics

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

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

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

      • C.1.a. Grade Level Example:

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

      • C.1.b. Grade Level Example:

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

      • C.1.c. Grade Level Example:

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

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

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

      • C.2a. Grade Level Example:

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

      • C.2b. Grade Level Example:

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

  • ME.D. Content Standard: Geography

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

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

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

      • D.1.a. Grade Level Example:

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

      • D.1.b. Grade Level Example:

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

      • D.1.c. Grade Level Example:

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

      • D.1.d. Grade Level Example:

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

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

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

      • D.2.a. Grade Level Example:

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

      • D.2.b. Grade Level Example:

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

  • ME.E. Content Standard: History

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

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

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

      • E.1.a. Grade Level Example:

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

      • E.1.b. Grade Level Example:

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

      • E.1.c. Grade Level Example:

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

      • E.1.d. Grade Level Example:

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

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

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

      • E.2.a. Grade Level Example:

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

      • E.2.b. Grade Level Example:

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

      • E.2.c. Grade Level Example:

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

Louisiana: 8th-Grade Standards

Article Body

  • LA.G-M. Content Standard: Geography

    Physical and Cultural Systems: Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.

    • G-1A-M1. Benchmark / Gle: The World in Spatial Terms

      identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies. (1, 2, 3, 4)

    • G-1A-M2. Benchmark / Gle: The World in Spatial Terms

      interpreting and developing maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns. (1, 2, 3, 4)

    • G-1A-M3. Benchmark / Gle: The World in Spatial Terms

      organizing and displaying information about the location of geographic features and places by using mental mapping skills. (1, 2, 3, 4)

    • G-1B-M1. Benchmark / Gle: Places and Regions

      explaining and analyzing both the physical and human phenomena associated with specific places, including precipitation and settlement patterns. (1, 2, 3, 4)

    • G-1B-M2. Benchmark / Gle: Places and Regions

      identifying and describing significant physical features that have influenced historical events. (1, 2, 3, 4)

    • G-1B-M3. Benchmark / Gle: Places and Regions

      identifying criteria used to define regions and explaining how and why regions change. (1, 2, 3, 4)

    • G-1B-M4. Benchmark / Gle: Places and Regions

      describing and explaining how personal interests, culture, and technology affect people's perceptions and uses of places and regions. (1, 2, 3, 4)

    • G-1C-M1. Benchmark / Gle: Physical and Human Systems

      predicting and explaining how physical features help to shape patterns and arrangements in the physical environment. (1, 2, 3, 4)

    • G-1C-M2. Benchmark / Gle: Physical and Human Systems

      identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region. (1, 2, 3, 4)

    • G-1C-M3. Benchmark / Gle: Physical and Human Systems

      describing the characteristics and patterns of human settlement in different regions of the world and analyzing the impact of urbanization. (1, 2, 3, 4)

    • G-1C-M4. Benchmark / Gle: Physical and Human Systems

      analyzing types, patterns, and effects of human migration over time. (1, 2, 3, 4)

    • G-1C-M5. Benchmark / Gle: Physical and Human Systems

      tracing local and worldwide patterns of cultural diffusion and analyzing their causes and effects. (1, 3, 4)

    • G-1C-M6. Benchmark / Gle: Physical and Human Systems

      comparing historical and contemporary patterns of economic interdependence. (1, 2, 3, 4)

    • G-1C-M7. Benchmark / Gle: Physical and Human Systems

      explaining how cooperation and conflict among people contribute to the political divisions on Earth's surface. (1, 2, 4)

    • G-1D-M1. Benchmark / Gle: Environment and Society

      analyzing and evaluating the effects of human actions upon the physical environment. (1, 2, 3, 4, 5)

    • G-1D-M2. Benchmark / Gle: Environment and Society

      explaining and giving examples of how characteristics of different physical environments affect human activities. (1, 2, 3, 4, 5)

    • G-1D-M3. Benchmark / Gle: Environment and Society

      analyzing the worldwide distribution and utilization of natural resources. (1, 2, 3, 4, 5)

    • G-1D-M4. Benchmark / Gle: Environment and Society

      identifying problems that relate to contemporary geographic issues and researching possible solutions. (1, 2, 3, 4, 5)

    • GLE-M-1. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Use time zones in the United States or the International Date Line to interpret a map or representation of a globe and calculate current times in different places (G-1A-M2)

    • GLE-M-2. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Locate major landforms and geographic features, places, and bodies of water/waterways on a map of Louisiana (G-1A-M2)

    • GLE-M-3. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Construct a map based on given narrative information (G-1A-M2)

    • GLE-M-4. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Construct a chart or diagram to display geographical information in an organized way (G-1A-M2)

    • GLE-M-5. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Describe and analyze the distinguishing physical and/or human characteristics of Louisiana regions (G-1B-M1)

    • GLE-M-6. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Describe ways in which location and physical features have influenced historical events in Louisiana and the development of the state (e.g., Mississippi River/swamp in the Battle of New Orleans) (G-1B-M2)

    • GLE-M-7. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Explain how or why specific regions are changing as a result of physical phenomena (e.g., changes in the coastal wetlands) (G-1B-M3)

    • GLE-M-8. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Identify and describe factors that cause a Louisiana region to change (e.g., natural occurrences, disasters, migration) (G-1B-M3)

    • GLE-M-9. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Explain ways in which goals, cultures, interests, inventions, and technological advances have affected perceptions and uses of places or regions in Louisiana (G-1B-M4)

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

      Physical and Human Systems: Analyze the population characteristics and other demographic information about the United States and Louisiana, including rates of increase/decrease for demographic variables (G-1C-M2)

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

      Physical and Human Systems: Explain why humans settled and formed societies in specific regions or why immigrant groups (e.g., Acadians) settled in specific areas of Louisiana (G-1C-M3)

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

      Physical and Human Systems: Describe the causes and effects of cultural diffusion and the effects of cultural diversity in Louisiana (G-1C-M5)

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

      Physical and Human Systems: Describe factors that contribute to economic interdependence at the local, national, and global level, as related to Louisiana's past and present (G-1C-M6)

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

      Environment and Society: Analyze, evaluate, and predict consequences of environmental modifications on Louisiana landforms, natural resources, and plant or animal life (G-1D-M1)

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

      Environment and Society: Analyze the benefits and challenges of the Louisiana physical environments on its inhabitants (e.g., flooding, soil, climate conducive to growing certain plants) (G-1D-M2)

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

      Environment and Society: Analyze the distribution and uses of Louisiana's natural resources (G-1D-M3)

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

      Environment and Society: Identify a contemporary Louisiana geographic issue, and research possible solutions (G-1D-M4)

  • LA.C-M. Content Standard: Civics

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

      Structure and Purpose of Government: Identify the powers of state government as defined in the Louisiana Constitution and compare/contrast those powers to the powers of the federal government (C-1A-M3)

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

      Structure and Purpose of Government: Explain the purposes of state constitutions and describe the relationship of the Louisiana Constitution to the U.S. Constitution (C-1A-M4)

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

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

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

      Structure and Purpose of Government: Describe the various forms of local government in Louisiana (C-1A-M5)

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

      Structure and Purpose of Government: Describe the powers/responsibilities and limits of power for government officials at the local and state levels in Louisiana (C-1A-M6)

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

      Structure and Purpose of Government: Identify qualifications and terms of office for key leaders/representatives at the state and local levels (C-1A-M6)

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

      Structure and Purpose of Government: Identify current government leaders at the state, local, and national levels in the United States (C-1A-M6)

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

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

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

      Structure and Purpose of Government: List and apply criteria for evaluating rules and laws (C-1A-M7)

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

      Structure and Purpose of Government: Describe ways by which public policies are formed, including the role of lobbyists, special interest groups, and constituents (C-1A-M8)

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

      Structure and Purpose of Government: Explain why taxes are needed and purposes for which tax monies/revenues are used (C-1A-M9)

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

      Structure and Purpose of Government: Identify types of taxes collected by the local, state, and federal government (C-1A-M10)

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

      Structure and Purpose of Government: Evaluate a type of tax in a historical context (e.g., severance tax) (C-1A-M10)

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

      Foundations of the American Political System: Explain how the Louisiana Constitution reflects the principles of government set forth in the U.S. Constitution (e.g., checks and balance, separation of powers) (C-1B-M3)

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

      Foundations of the American Political System: Describe various peaceful ways of resolving political or social conflicts, including majority vote vs. consensus (C-1B-M4)

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

      Foundations of the American Political System: Analyze how the democratic process has been used to institute change in Louisiana (C-1B-M5)

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

      Foundations of the American Political System: Explain how the U.S. census is used in the political process and how it affects Louisiana representation in Congress (C-1B-M6)

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

      Foundations of the American Political System: Describe the role of the Electoral College and how Louisiana participates in that system (C-1B-M6)

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

      Foundations of the American Political System: Explain how political parties, campaigns, and elections provide opportunities for citizens to participate in government (C-1B-M6)

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

      International Relationships: Explain the role of nation-states in various alliances and international organizations (e.g., NATO, the United Nations, OPEC) and identify effects of their decisions upon Louisiana (C-1C-M1)

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

      International Relationships: Explain how U.S. foreign policy has affected Louisiana (e.g., tariffs, NAFTA) (C-1C-M2)

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

      Roles of the Citizen: Identify individual rights guaranteed in the Louisiana Constitution (C-1D-M2)

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

      Roles of the Citizen: Describe ways by which citizens can organize, monitor, or influence government and politics at the local, state, and national levels (C-1D-M4)

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

      Roles of the Citizen: Explain the importance of being an informed citizen on public issues, recognizing propaganda, and knowing the voting issues (C-1D-M5)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

      Fundamental Economic Concepts: Analyze situations involving scarcity (limited resources) at the individual, group, and societal levels to determine the need for choices or what is gained/lost by a decision (E-1A-M1)

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

      Fundamental Economic Concepts: Explain how effective economic decisions (e.g., determining the best level of consumption) require comparing the additional costs of alternatives with additional benefits (E-1A-M2)

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

      Fundamental Economic Concepts: Explain choice/trade-offs, cost/benefits, and opportunity costs related to making personal economic decisions (E-1A-M3)

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

      Fundamental Economic Concepts: Analyze the role of specialization in Louisiana's economy (E-1A-M4)

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

      Fundamental Economic Concepts: Use a variety of resources to research education and training for jobs and careers (E-1A-M5)

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

      Fundamental Economic Concepts: Cite examples of how skills/knowledge and technical training increase personal productivity and career opportunities, and which skills/knowledge would enhance particular career prospects (E-1A-M5)

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

      Fundamental Economic Concepts: Characterize and analyze the use of productive resources in an economic system (E-1A-M6)

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

      Fundamental Economic Concepts: Describe how the four basic economic questions are answered in traditional vs. command vs. market economies (E-1A-M6)

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

      Fundamental Economic Concepts: Describe institutions (e.g., banks, government agencies, large companies, small businesses) that make up economic systems (E-1A-M7)

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

      Fundamental Economic Concepts: Use economic concepts (e.g., scarcity, opportunity cost) to explain historic and contemporary events and developments in Louisiana (E-1A-M9)

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

      Individuals, Households, Businesses, and Governments: Explain how supply and demand affect prices (E-1B-M1)

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

      Individuals, Households, Businesses, and Governments: Explain and analyze factors affecting production and allocation of goods/services in Louisiana and the United States (E-1B-M2)

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

      Individuals, Households, Businesses, and Governments: Explain the difference between private goods/services and public goods/services and give examples of each (E-1B-M3)

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

      Individuals, Households, Businesses, and Governments: Identify the costs and benefits of a given government policy (e.g., trade agreements, minimum wage) on a competitive market (E-1B-M4)

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

      Individuals, Households, Businesses, and Governments: Identify various types of taxes and user fees and predict their consequences (E-1B-M5)

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

      Individuals, Households, Businesses, and Governments: Explain reasons for trade between nations and the impact of international trade (E-1B-M6)

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

      Individuals, Households, Businesses, and Governments: Describe historical and economic factors influencing the economic growth, interdependence, and development of Louisiana and the nation (e.g., mass production, oil boom and decline) (E-1B-M7)

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

      The Economy as a Whole: Explain the meaning of various economic indicators that help describe the state of an economy (e.g., GDP, CPI, stock market indices, rate of unemployment or inflation) (E-1C-M1)

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

      The Economy as a Whole: Define inflation and unemployment in terms of an economic system as a whole (E-1C-M2)

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

      The Economy as a Whole: Describe the influence/impact of inflation or unemployment on different groups of people (e.g., consumers, business owners) (E-1C-M2)

  • LA.H-M. Content Standard: History

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    • H-1C-M17. Benchmark / Gle: World History

      Era 8: A Half-Century of Crisis and Achievement (1900-1945): identifying the causes and worldwide consequences of major 20th century conflicts. (1, 3, 4)

    • H-1C-M18. Benchmark / Gle: World History

      Era 9: The 20th Century Since 1945 (1945 to the Present): identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world. (1, 3, 4, 5)

    • H-1D-M1. Benchmark / Gle: Louisiana History

      describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana. (1, 3, 4)

    • H-1D-M2. Benchmark / Gle: Louisiana History

      tracing the development of the various governments that have been established in Louisiana throughout its history. (1, 3, 4, 5)

    • H-1D-M3. Benchmark / Gle: Louisiana History

      identifying and discussing the major conflicts in Louisiana's past. (1, 2, 3, 4)

    • H-1D-M4. Benchmark / Gle: Louisiana History

      locating and describing Louisiana's geographic features and examining their impact on people past and present. (1, 3, 4)

    • H-1D-M5. Benchmark / Gle: Louisiana History

      tracing the development and growth of Louisiana's economy throughout history. (1, 3, 4)

    • H-1D-M6. Benchmark / Gle: Louisiana History

      examining folklore and describing how cultural elements have shaped our state and local heritage. (1, 3, 4)

    • GLE-M-62. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Construct a timeline of key events in Louisiana history (H-1A-M1)

    • GLE-M-63. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Interpret data presented in a timeline correlating Louisiana, U.S., and world history (H-1A-M1)

    • GLE-M-64. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Compare and contrast events and ideas from Louisiana's past and present, explaining political, social, or economic contexts (H-1A-M2)

    • GLE-M-65. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Analyze the causes, effects, or impact of a given historical event in Louisiana (H-1A-M3)

    • GLE-M-66. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Analyze how a given historical figure influenced or changed the course of Louisiana's history (H-1A-M3)

    • GLE-M-67. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Analyze given source material to identify opinion, propaganda, or bias (H-1A-M4)

    • GLE-M-68. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Interpret a political cartoon (H-1A-M4)

    • GLE-M-69. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Propose and defend potential solutions to past and current issues in Louisiana (H-1A-M5)

    • GLE-M-70. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Conduct historical research using a variety of resources, and evaluate those resources, to answer historical questions related to Louisiana history (H-1A-M6)

    • GLE-M-71. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Describe major early explorers and explorations significant to Louisiana or early settlers in Louisiana (H-1D-M1)

    • GLE-M-72. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Describe leaders who were influential in Louisiana's development (H-1D-M1)

    • GLE-M-73. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Describe and explain the importance of major events and ideas in the development of Louisiana (H-1D-M1)

    • GLE-M-74. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Describe the causes and effects of various migrations into Louisiana (H-1D-M1)

    • GLE-M-75. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Describe the contributions of ethnic groups significant in Louisiana history (H-1D-M1)

    • GLE-M-76. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Trace and describe various governments in Louisiana's history (H-1D-M2)

    • GLE-M-77. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Describe major conflicts in context of Louisiana history (e.g., Rebellion of 1768, the French and Indian War) (H-1D-M3)

    • GLE-M-78. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Describe and analyze the impact of Louisiana's geographic features on historic events, settlement patterns, economic development, etc. (H-1D-M4)

    • GLE-M-79. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Explain how Louisiana's natural resources have shaped its history (e.g., petroleum) (H-1D-M4)

    • GLE-M-80. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Trace the state's economic development and growth toward economic diversity (e.g., fur trade, tourism, technology) (H-1D-M5)

    • GLE-M-81. Benchmark / Gle: Grade Level Expectation

      Louisiana History: Explain cultural elements that have shaped Louisiana's heritage (e.g., festivals, music, dance, food, languages) (H-1D-M6)

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