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)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

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

  • 1.1. Ae / Skills & Concepts / Organizer:

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

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

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

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

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

  • 1.10. Ae / Skills & Concepts / Organizer:

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

  • 1.11. Ae / Skills & Concepts / Organizer:

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

  • 1.12. Ae / Skills & Concepts / Organizer:

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

  • 1.13. Ae / Skills & Concepts / Organizer:

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

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

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

• AE.2. Goal / Understandings / Subdomain:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• SS-08-1. Goal / Understandings / Subdomain: Government and Civics

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

  • SS-08-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-08-1.1. Standard:

      Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic). DOK 2

    • SS-08-1.1. Standard:

      Students will describe and give examples to support how democratic government in the United States prior to Reconstruction functioned to preserve and protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). DOK 3

    • SS-08-1.1. Standard:

      Students will describe and give examples of the ways the Constitution of the United States is a document that can be changed from time to time through both formal and informal processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens. DOK 2

  • SS-08-1.2. Ae / Skills & Concepts / Organizer:

    Constitutional Principles

    • SS-08-1.2. Standard:

      Students will identify the three branches of government, describe their functions and analyze and give examples of the ways the U.S. Constitution separates power among the legislative, executive and judicial branches to prevent the concentration of political power and to establish a system of checks and balances. DOK 3

    • SS-08-1.2. Standard:

      Students will explain the reasons why the powers of the state and national/federal governments are sometimes shared and sometimes separate (federalism) and give examples of shared and separate powers. DOK 2

  • SS-08-1.3. Ae / Skills & Concepts / Organizer:

    Rights and Responsibilities

    • SS-08-1.3. Standard:

      Students will explain and give examples of how significant United States documents (Declaration of Independence, Constitution, Bill of Rights) established democratic principles and guaranteed certain rights for all citizens. DOK 2

    • SS-08-1.3. Standard:

      Students will explain and give examples of how, in order for the U.S. government to function as a democracy, citizens must assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military). DOK 2

• SS-08-2. Goal / Understandings / Subdomain: Cultures and Societies

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

  • SS-08-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-08-2.1. Standard:

      Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2

  • SS-08-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-08-2.2. Standard:

      Students will compare how cultures (United States prior to Reconstruction) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

  • SS-08-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-08-2.3. Standard:

      Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in the United States prior to Reconstruction. DOK 2

    • SS-08-2.3. Standard:

      Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to Reconstruction. DOK 2

• SS-08-3. Goal / Understandings / Subdomain: Economics

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

  • SS-08-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-08-3.1. Standard:

      Students will explain and give examples of how scarcity required individuals, groups and the government in the United States prior to Reconstruction to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2

    • SS-08-3.1. Standard:

      Students will identify how financial decisions (considering finance and opportunity cost) by individuals and groups impacted historical events in U.S. History prior to Reconstruction.

  • SS-08-3.2. Ae / Skills & Concepts / Organizer:

    Economic Systems and Institutions

    • SS-08-3.2. Standard:

      Students will describe the economic system that developed in the United States prior to Reconstruction. DOK 2

    • SS-08-3.2. Standard:

      Students will explain how profit motivated individuals and groups to take risks in producing goods and services in the early United States prior to Reconstruction and influenced the growth of a free enterprise system.

  • SS-08-3.3. Ae / Skills & Concepts / Organizer:

    Markets

    • SS-08-3.3. Standard:

      Students will explain how in the United States prior to Reconstruction, the prices of goods and services were determined by supply and demand. DOK 2

    • SS-08-3.3. Standard:

      Students will explain how money (unit of account) was used to express the market value of goods and services and how money made it easier to trade, borrow, invest and save in the United States prior to Reconstruction.

    • SS-08-3.3. Standard:

      Students will explain how competition among buyers and sellers impacted the price of goods and services in the United States prior to Reconstruction.

  • SS-08-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-08-3.4. Standard:

      Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in the United States prior to Reconstruction. DOK 2

    • SS-08-3.4. Standard:

      Students will describe how new knowledge, technology/tools and specialization increased productivity in the United States prior to Reconstruction. DOK 2

    • SS-08-3.4. Standard:

      Students will explain how personal, national and international economic activities were interdependent in the United States prior to Reconstruction. DOK 2

• SS-08-4. Goal / Understandings / Subdomain: Geography

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

  • SS-08-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-08-4.1. Standard:

      Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth's surface in United States history prior to Reconstruction. DOK 3

    • SS-08-4.1. Standard:

      Students will describe how different factors (e.g., rivers, mountains, plains, harbors) affected where human activities were located in the United States prior to Reconstruction.

  • SS-08-4.2. Ae / Skills & Concepts / Organizer:

    Regions

    • SS-08-4.2. Standard:

      Students will describe how regions in the U.S. prior to Reconstruction were made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2

    • SS-08-4.2. Standard:

      Students will describe how places and regions in United States history prior to Reconstruction changed over time as technologies, resources and knowledge became available. DOK 2

  • SS-08-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-08-4.3. Standard:

      Students will describe patterns of human settlement in the United States prior to Reconstruction and explain how these patterns were influenced by human needs. DOK 2

    • SS-08-4.3. Standard:

      Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in the United States prior to Reconstruction. DOK 3

  • SS-08-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-08-4.4. Standard:

      Students will explain how technology in the United States prior to Reconstruction assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment.

    • SS-08-4.4. Standard:

      Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in the United States prior to Reconstruction.

    • SS-08-4.4. Standard:

      Students will explain how the natural resources of a place or region impact its political, social and economic development in the United States prior to Reconstruction.

    • SS-08-4.4. Standard:

      Students will compare and contrast different perspectives (viewpoints) that people have about how to use land (e.g., farming, industrial, residential, recreational) in the United States prior to Reconstruction.

• SS-08-5. Goal / Understandings / Subdomain: Historical Perspective

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

  • SS-08-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-08-5.1. Standard:

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

    • SS-08-5.1. Standard:

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

  • SS-08-5.2. Ae / Skills & Concepts / Organizer:

    The History of the United States

    • SS-08-5.2. Standard:

      Students will explain events and conditions that led to the 'Great Convergence' of European, African and Native American people beginning in the late 15th century, and analyze how America's diverse society developed as a result of these events. DOK 3

    • SS-08-5.2. Standard:

      Students will explain and give examples of how the ideals of equality and personal liberty (rise of individual rights, economic freedom, religious diversity) that developed during the colonial period, were motivations for the American Revolution and proved instrumental in the development of a new nation. DOK 3

    • SS-08-5.2. Standard:

      Students will explain how the growth of democracy and geographic expansion occurred and were significant to the development of the United States prior to Reconstruction. DOK 3

    • SS-08-5.2. Standard:

      Students will describe the political, social, economic and cultural differences (e.g., slavery, tariffs, industrialism vs. agrarianism, federal vs. states' rights) among sections of the U.S. and explain how these differences resulted in the American Civil War. DOK 3

KS.2. Standard: Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

• 2.1. Benchmark:

  The student understands how limited resources require choices.

  • 2.1.1. Indicator / Proficiency Level:

    (A) The student analyzes the effect of scarcity on the price, production, consumption and distribution of goods and services (e.g., price goes up and production goes down, consumption goes down and distribution is limited).

• 2.2. Benchmark:

  The student understands how the market economy works in the United States.

  • 2.2.1. Indicator / Proficiency Level:

    (K) The student explains how relative price, people's economic decisions, and innovations influence the market system (e.g., cotton gin led to increased productivity, more cotton produced, higher profits, and lower prices; steamboat led to increased distribution of goods, which brought down prices of goods and allowed goods to be more affordable to people across the United States; development of railroad led to transportation of cattle to eastern markets, price was decreased and profit was increased, timely access to beef).

  • 2.2.2. Indicator / Proficiency Level:

    (K) The student describes the four basic types of earned income (e.g., wages and salaries, rent, interests, and profit).

  • 2.2.3. Indicator / Proficiency Level:

    (K) The student explains the factors that cause unemployment (e.g., seasonal demand for jobs, changes in skills needed by employers, other economic influences, downsizing, outsourcing).

  • 2.2.4. Indicator / Proficiency Level:

    (K) The student describes the positive and negative incentives to which employees respond (e.g., wage levels, benefits, work hours, working conditions).

• 2.3. Benchmark:

  The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

  • 2.3.1. Indicator / Proficiency Level:

    (K) The student describes examples of specialized economic institutions found in market economies (e.g., corporations, partnerships, proprietorships, labor unions, banks, and non-profit organizations).

• 2.4. Benchmark:

  The student analyzes the role of the government in the economy.

  • 2.4.1. Indicator / Proficiency Level:

    (K) The student gives examples of how monopolies affect consumers, the prices of goods, laborers, and their wages (e.g., monopolistic employers and development of labor unions; oil, steel, and railroad monopolies; anti-trust laws).

• 2.5. Benchmark:

  The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

  • 2.5.1. Indicator / Proficiency Level:

    (K) The student explains how saving accumulation is influenced by the amount saved, the rate of return and time.

  • 2.5.2. Indicator / Proficiency Level:

    (A) The student determines the opportunity cost of decisions related to a personal finance plan or budget.

KS.3. Standard: Geography

The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

• 3.1. Benchmark: Geographic Tools and Location

  The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

  • 3.1.1. Indicator / Proficiency Level:

    (K) The student locates major political and physical features of Earth from memory and describes the relative location of those features (e.g., Atlanta, New Orleans, Salt Lake City, San Antonio, Columbia River, St. Louis, Rio Grande, Black Hills, Continental Divide).

  • 3.1.2. Indicator / Proficiency Level:

    (A) The student creates maps, graphs, charts, databases and/or models to support historical research.

• 3.2. Benchmark: Places and Regions

  The student analyzes the human and physical features that give places and regions their distinctive character.

  • 3.2.1. Indicator / Proficiency Level:

    (K) The student identifies and explain the changing criteria that can be used to define a region (e.g., North, South, Border States, Northwest Territory).

  • 3.2.2. Indicator / Proficiency Level:

    (A) The student explain why labels are put on regions to create an identity (e.g., Coal/Iron/Rust Belt, North-Yankee/ South-Dixie).

• 3.3. Benchmark: Physical Systems

  The student understands Earth's physical systems and how physical processes shape Earth's surface.

  • 3.3.1. Indicator / Proficiency Level:

    This benchmark will be taught at another grade level.

• 3.4. Benchmark: Human Systems

  The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

  • 3.4.1. Indicator / Proficiency Level: (A) The student evaluates demographic data to analyze population characteristics in the United States over time (e.g., birth/death rates, population growth rates, migration patterns

    rural, urban).

  • 3.4.2. Indicator / Proficiency Level: (A) The student analyzes push-pull factors including economic, political, and social factors that contribute to human migration and settlement in United States (e.g., economic

    availability of natural resources, job opportunities created by technology; political: Jim Crow laws, free-staters; social factors: religious, ethnic discrimination).

  • 3.4.3. Indicator / Proficiency Level:

    (K) The student compares cultural elements that created the distinctive cultural landscapes during the Civil War (e.g., technology, crops, housing types, agricultural methods, settlement patterns).

  • 3.4.4. Indicator / Proficiency Level:

    (K) The student identifies the geographic factors that influenced United States- world interdependence in the 19th century (e.g., location advantage, resource distribution, labor cost, technology, trade networks).

• 3.5. Benchmark: Human-Environment Interactions

  The student understands the effects of interactions between human and physical systems.

  • 3.5.1. Indicator / Proficiency Level:

    (A) The student examines how human beings removed barriers to settlement by moving needed resources across the United States.

KS.4. Standard: History (Kansas, United States, and World History)

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

• 4.1. Benchmark:

  The student uses a working knowledge and understanding of individuals, group, ideas, developments, and turning points in the early years of the United States.

  • 4.1.1. Indicator / Proficiency Level:

    (A) The student explains the major compromises made to create the Constitution (e.g., Three-Fifth's Compromise, Great Compromise, Bill of Rights).

  • 4.1.2. Indicator / Proficiency Level:

    (K) The student describes how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., Alien and Sedition Act, National Bank, view on foreign policy).

  • 4.1.3. Indicator / Proficiency Level:

    (A) The student describes the impact of the War of 1812 (e.g., nationalism, political parties, foreign relations).

  • 4.1.4. Indicator / Proficiency Level:

    (A) The student explains the impact of constitutional interpretation during the era (e.g., Alien and Sedition Act, Louisiana Purchase, Marshall Court -Marbury vs. Madison, McCullough vs. Maryland (1819)).

  • 4.1.5. Indicator / Proficiency Level:

    (A) The student analyzes how territorial expansion of the United States affected relations with external powers and American Indians (e.g., Louisiana Purchase, concept of Manifest Destiny, previous land policies-Northwest Ordinance, Mexican-American War, Gold Rush).

  • 4.1.6. Indicator / Proficiency Level:

    (A) The student explains how the Industrial Revolution and technological developments impacted different parts of American society (e.g., interchangeable parts, cotton gin, railroads, steamboats, canals).

  • 4.1.7. Indicator / Proficiency Level:

    (K) The student defines and gives examples of issues during Andrew Jackson's presidency (e.g., expansion of suffrage, appeal to the common man, justification of spoils system, opposition to elitism, opposition to Bank of the U.S., Indian Removal of 1830).

  • 4.1.8. Indicator / Proficiency Level:

    (K) The student analyzes the development of nativism as a reaction to waves of Irish and German immigrants.

  • 4.1.9. Indicator / Proficiency Level:

    (A) The student explains the impact on American society of religious, social, and philosophical reform movements of the early 19th century (e.g., abolition, education, mental health, women's rights, temperance).

• 4.2. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and the causes and effects of the Civil War.

  • 4.2.1. Indicator / Proficiency Level:

    (K) The student explains the issues of nationalism and sectionalism (e.g., expansion of slavery, tariffs, westward expansion, internal improvements, nullification).

  • 4.2.2. Indicator / Proficiency Level:

    (A) The student discusses the impact of constitutional interpretation during the era (e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Lincoln's suspension of Habeas Corpus).

  • 4.2.3. Indicator / Proficiency Level:

    (K) The student retraces events that led to sectionalism and secession prior to the Civil War (e.g., Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act-Popular Sovereignty, Uncle Tom's Cabin).

  • 4.2.4. Indicator / Proficiency Level:

    (A) The student explains the issues that led to the Civil War (e.g., slavery, economics, and state's rights).

  • 4.2.5. Indicator / Proficiency Level:

    (K) The student describes the turning points of the Civil War (e.g., Antietam, Gettysburg, Emancipation Proclamation, and Sherman's March to the Sea).

  • 4.2.6. Indicator / Proficiency Level:

    (A) The student compares and contrasts various points of views during the Civil War era (e.g., abolitionists vs. slaveholders, Robert E. Lee vs. Ulysses S. Grant, Abraham Lincoln vs. Jefferson Davis, and Harriett Beecher Stowe vs. Mary Chestnut).

  • 4.2.7. Indicator / Proficiency Level:

    (A) The student compares and contrasts different plans for Reconstruction (e.g., plans advocated by President Lincoln, congressional leaders, President Johnson).

  • 4.2.8. Indicator / Proficiency Level:

    (K) The student discusses the impeachment and trial of President Andrew Johnson (e.g., constitutional powers and Edmund G. Ross).

  • 4.2.9. Indicator / Proficiency Level:

    (A) The student analyzes the impact of the end of slavery on African Americans (e.g., Black Codes; sharecropping; Jim Crow; Amendments 13, 14, and 15; Frederick Douglass; Ku Klux Klan; Exodusters).

• 4.3. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and turning points in the era of the Industrial era.

  • 4.3.1. Indicator / Proficiency Level:

    (A) The student interprets the impact of the romance of the west on American culture (e.g., Frederick Jackson Turner, western literature, Buffalo Bill Cody's Wild West Show, Frederick Remington, the cowboy).

  • 4.3.2. Indicator / Proficiency Level:

    (K) The student explains the impact of the railroad on the settlement and development of the West (e.g., transcontinental railroad, cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents).

  • 4.3.3. Indicator / Proficiency Level:

    (K) The student describes federal American Indian policy after the Civil War (e.g., Dawes Act, boarding schools, forced assimilation).

  • 4.3.4. Indicator / Proficiency Level:

    (K) The student explains American Indians' reactions to encroachment on their lands and the government response (e.g., Chief Joseph, Helen Hunt Jackson, Crazy Horse, Sitting Bull, Geronimo, Sand Creek, Washita, Little Big Horn, and Wounded Knee).

  • 4.3.5. Indicator / Proficiency Level:

    (K) The student explains how the rise of big business, heavy industry, and mechanized farming transformed American society.

  • 4.3.6. Indicator / Proficiency Level:

    (A) The student interprets data from primary sources to describe the experiences of immigrants and native-born Americans of the late 19th century.

  • 4.3.7. Indicator / Proficiency Level:

    (A) The student compares and contrasts the experiences of immigrants in urban versus rural settings.

• 4.4. Benchmark:

  The student engages in historical thinking skills.

  • 4.4.1. Indicator / Proficiency Level:

    (A) The student examines a topic in United States history to analyze changes over time and makes logical inferences concerning cause and effect.

  • 4.4.2. Indicator / Proficiency Level:

    (A) The student examines a variety of different types of primary sources in United States history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).

  • 4.4.3. Indicator / Proficiency Level:

    (A) The student uses at least three primary sources to interpret a person or event from United States history to develop a historical narrative.

  • 4.4.4. Indicator / Proficiency Level:

    (A) The student compares contrasting descriptions of the same event in United States history to understand how people differ in their interpretations of historical events.

IL.15. State Goal / Strand: Economics

Understand economic systems, with an emphasis on the United States.

• 15.A. State Goal / Learning Standard:

  Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

  • 15.A.3a. Learning Standard / Performance Descriptor:

    Explain how market prices signal producers about what, how and how much to produce.

  • 15.A.3b. Learning Standard / Performance Descriptor:

    Explain the relationship between productivity and wages.

  • 15.A.3c. Learning Standard / Performance Descriptor:

    Describe the relationship between consumer purchases and businesses paying for productive resources.

  • 15.A.3d. Learning Standard / Performance Descriptor:

    Describe the causes of unemployment (e.g., seasonal fluctuation in demand, changing jobs, changing skill requirements, national spending).

• 15.B. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by consumers.

  • 15.B.3a. Learning Standard / Performance Descriptor:

    Describe the market clearing price of a good or service.

  • 15.B.3b. Learning Standard / Performance Descriptor:

    Explain the effects of choice and competition on individuals and the economy as a whole.

• 15.C. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by producers.

  • 15.C.3. Learning Standard / Performance Descriptor:

    Identify and explain the effects of various incentives to produce a good or service.

• 15.D. State Goal / Learning Standard:

  Understand trade as an exchange of goods or services.

  • 15.D.3a. Learning Standard / Performance Descriptor:

    Explain the effects of increasing and declining imports and exports to an individual and to the nation's economy as a whole.

  • 15.D.3b. Learning Standard / Performance Descriptor:

    Explain how comparative advantage forms the basis for specialization and trade among nations.

  • 15.D.3c. Learning Standard / Performance Descriptor:

    Explain how workers can affect their productivity through training and by using tools, machinery and technology.

• 15.E. State Goal / Learning Standard:

  Understand the impact of government policies and decisions on production and consumption in the economy.

  • 15.E.3a. Learning Standard / Performance Descriptor:

    Identify the types of taxes levied by differing levels of governments (e.g., income tax, sales tax, property tax).

  • 15.E.3b. Learning Standard / Performance Descriptor:

    Explain how laws and government policies (e.g., property rights, contract enforcement, standard weights/measurements) establish rules that help a market economy function effectively.

IL.16. State Goal / Strand: History

Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

• 16.A. State Goal / Learning Standard:

  Apply the skills of historical analysis and interpretation.

  • 16.A.3a. Learning Standard / Performance Descriptor:

    Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).

  • 16.A.3b. Learning Standard / Performance Descriptor:

    Make inferences about historical events and eras using historical maps and other historical sources.

  • 16.A.3c. Learning Standard / Performance Descriptor:

    Identify the differences between historical fact and interpretation.

• 16.B. State Goal / Learning Standard:

  Understand the development of significant political events.

  • 16.B.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period.

  • 16.B.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain how and why the colonies fought for their independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution.

  • 16.B.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions.

  • 16.B.3d. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe ways in which the United States developed as a world political power.

  • 16.B.3e. Learning Standard / Performance Descriptor: World History

    Compare the political characteristics of Greek and Roman civilizations with non-Western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE.

  • 16.B.3f. Learning Standard / Performance Descriptor: World History

    Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the T'ang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE.

  • 16.B.3g. Learning Standard / Performance Descriptor: World History

    Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.

  • 16.B.3h. Learning Standard / Performance Descriptor: World History

    Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE.

• 16.C. State Goal / Learning Standard:

  Understand the development of economic systems.

  • 16.C.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe economic motivations that attracted Europeans and others to the Americas, 1500-1750.

  • 16.C.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present.

  • 16.C.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how economic developments and government policies after 1865 affected the country's economic institutions including corporations, banks and organized labor.

  • 16.C.3d. Learning Standard / Performance Descriptor: World History

    Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor, commercialization, urbanization and technological and scientific progress.

  • 16.C.3e. Learning Standard / Performance Descriptor: World History

    Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans.

  • 16.C.3f. Learning Standard / Performance Descriptor: World History

    Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present.

• 16.D. State Goal / Learning Standard:

  Understand Illinois, United States and world social history.

  • 16.D.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19th century.

  • 16.D.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century.

  • 16.D.3c. Learning Standard / Performance Descriptor: World History

    Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading.

• 16.E. State Goal / Learning Standard:

  Understand Illinois, United States and world environmental history.

  • 16.E.3a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to 1818.

  • 16.E.3b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how the largely rural population of the United States adapted, used and changed the environment after 1818.

  • 16.E.3c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the impact of urbanization and suburbanization, 1850 - present, on the environment.

  • 16.E.3d. Learning Standard / Performance Descriptor: World History

    Describe how the people of the Huang He, Tigris-Euphrates, Nile and Indus river valleys shaped their environments during the agricultural revolution, 4000 - 1000 BCE.

  • 16.E.3e. Learning Standard / Performance Descriptor: World History

    Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE - 1500 CE.

IL.17. State Goal / Strand: Geography

Understand world geography and the effects of geography on society, with an emphasis on the United States.

• 17.A. State Goal / Learning Standard:

  Locate, describe and explain places, regions and features on the Earth.

  • 17.A.3a. Learning Standard / Performance Descriptor:

    Explain how people use geographic markers and boundaries to analyze and navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).

  • 17.A.3b. Learning Standard / Performance Descriptor:

    Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

• 17.B. State Goal / Learning Standard:

  Analyze and explain characteristics and interactions on the Earth's physical systems.

  • 17.B.3a. Learning Standard / Performance Descriptor:

    Explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources.

  • 17.B.3b. Learning Standard / Performance Descriptor:

    Explain how changes in components of an ecosystem affect the system overall.

• 17.C. State Goal / Learning Standard:

  Understand relationships between geographic factors and society.

  • 17.C.3a. Learning Standard / Performance Descriptor:

    Explain how human activity is affected by geographic factors.

  • 17.C.3b. Learning Standard / Performance Descriptor:

    Explain how patterns of resources are used throughout the world.

  • 17.C.3c. Learning Standard / Performance Descriptor:

    Analyze how human processes influence settlement patterns including migration and population growth.

• 17.D. State Goal / Learning Standard:

  Understand the historical significance of geography.

  • 17.D.3a. Learning Standard / Performance Descriptor:

    Explain how and why spatial patterns of settlement change over time.

  • 17.D.3b. Learning Standard / Performance Descriptor:

    Explain how interactions of geographic factors have shaped present conditions.

IL.18. State Goal / Strand: Social Systems

Understand social systems, with an emphasis on the United States.

• 18.A. State Goal / Learning Standard:

  Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

  • 18.A.3. Learning Standard / Performance Descriptor:

    Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.

• 18.B. State Goal / Learning Standard:

  Understand the roles and interactions of individuals and groups in society.

  • 18.B.3a. Learning Standard / Performance Descriptor:

    Analyze how individuals and groups interact with and within institutions (e.g., educational, military).

  • 18.A.3b. Learning Standard / Performance Descriptor:

    Explain how social institutions contribute to the development and transmission of culture.

• 18.C. State Goal / Learning Standard:

  Understand how social systems form and develop over time.

  • 18.C.3a. Learning Standard / Performance Descriptor:

    Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights).

  • 18.C.3b. Learning Standard / Performance Descriptor:

    Explain how diverse groups have contributed to U.S. social systems over time.

GA.SS8G. Strand/topic: Georgia Studies

Geographic Understandings

• SS8G1. Standard:

  The student will describe Georgia with regard to physical features and location.

  • SS8G1.a. Element:

    Locate Georgia in relation to region, nation, continent, and hemispheres.

  • SS8G1.b. Element:

    Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.

  • SS8G1.c. Element:

    Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.

  • SS8G1.d. Element:

    Evaluate the impact of climate on Georgia's development.

• SS8G2. Standard:

  The student will explain how the Interstate Highway System, Hartsfield- Jackson International Airport, and Georgia's deepwater ports help drive the state's economy.

  • SS8G2.a. Element:

    Explain how the three transportation systems interact to provide domestic and international goods to the people of Georgia.

  • SS8G2.b. Element:

    Explain how the three transportation systems interact to provide producers and service providers in Georgia with national and international markets.

  • SS8G2.c. Element:

    Explain how the three transportation systems provide jobs for Georgians.

GA.SS8CG. Strand/topic: Georgia Studies

Government/Civic Understandings

• SS8CG1. Standard:

  The student will describe the role of citizens under Georgia's constitution.

  • SS8CG1.a. Element:

    Explain the basic structure of the Georgia state constitution.

  • SS8CG1.b. Element:

    Explain the concepts of separation of powers and checks and balances.

  • SS8CG1.c. Element:

    Describe the rights and responsibilities of citizens.

  • SS8CG1.d. Element:

    Explain voting requirements and elections in Georgia.

  • SS8CG1.e. Element:

    Explain the role of political parties in government.

• SS8CG2. Standard:

  The student will analyze the role of the legislative branch in Georgia state government.

  • SS8CG2.a. Element:

    Explain the qualifications, term, election, and duties of members of the General Assembly.

  • SS8CG2.b. Element:

    Describe the organization of the General Assembly, with emphasis on leadership and the committee system.

  • SS8CG2.c. Element:

    Trace the steps in the legislative process for a bill to become a law in Georgia.

• SS8CG3. Standard:

  The student will analyze the role of the executive branch in Georgia state government.

  • SS8CG3.a. Element:

    Explain the qualifications, term, election, and duties of the governor and lieutenant governor.

  • SS8CG3.b. Element:

    Describe the organization of the executive branch, with emphasis on major policy areas of state programs.

• SS8CG4. Standard:

  The student will analyze the role of the judicial branch in Georgia state government.

  • SS8CG4.a. Element:

    Explain the structure of the court system in Georgia, to include trial and appellate procedures, and how judges are selected.

  • SS8CG4.b. Element:

    Explain the difference between criminal law and civil law.

  • SS8CG4.c. Element:

    Describe the history of the juvenile court.

  • SS8CG4.d. Element:

    Compare the juvenile justice system to the adult justice system, emphasizing the different jurisdictions, terminology, and steps in the criminal justice process.

  • SS8CG4.e. Element:

    Describe the rights of juveniles when taken into custody.

  • SS8CG4.f. Element:

    Describe ways to avoid trouble and settle disputes peacefully.

• SS8CG5. Standard:

  The student will analyze the role of local governments in the state of Georgia.

  • SS8CG5.a. Element:

    Explain the origins, functions, purposes, and differences of county and city governments in Georgia.

  • SS8CG5.b. Element:

    Compare and contrast the weak mayor-council, the strong mayor-council, and the council-manager forms of city government.

  • SS8CG5.c. Element:

    Describe the functions of special-purpose governments.

• SS8CG6. Standard:

  The student will explain how the Georgia court system treats juvenile offenders.

  • SS8CG6.a. Element:

    Explain the difference between delinquent behavior and unruly behavior and the consequences of each.

  • SS8CG6.b. Element:

    Describe the rights of juveniles when taken into custody.

  • SS8CG6.c. Element:

    Describe the juvenile justice system, emphasizing the different jurisdictions, terminology, and steps in the juvenile justice process.

  • SS8CG6.d. Element:

    Explain the seven delinquent behaviors that can subject juvenile offenders to the adult criminal justice process, how the decision to transfer to adult court is made, and the possible consequences.

GA.SS8E. Strand/topic: Georgia Studies

Economic Understandings

• SS8E1. Standard:

  The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.

• SS8E2. Standard:

  The student will explain the benefits of free trade.

  • SS8E2.a. Element:

    Describe how Georgians have engaged in trade in different historical time periods.

  • SS8E2.b. Element:

    Explain Georgia's role in world trade today.

• SS8E3. Standard:

  The student will evaluate the influence of Georgia's economic growth and development.

  • SS8E3.a. Element:

    Define profit and describe how profit is an incentive for entrepreneurs.

  • SS8E3.b. Element:

    Explain how entrepreneurs take risks to develop new goods and services to start a business.

  • SS8E3.c. Element:

    Evaluate the importance of entrepreneurs in Georgia who developed such enterprises as Coca-Cola, Delta Airlines, Georgia-Pacific, and Home Depot.

• SS8E4. Standard:

  The student will identify revenue sources and services provided by state and local governments.

  • SS8E4.a. Element:

    Trace sources of state revenue such as sales taxes, federal grants, personal income taxes, and property taxes.

  • SS8E4.b. Element:

    Explain the distribution of state revenue to provide services.

  • SS8E4.c. Element:

    Evaluate how choices are made given the limited revenues of state and local governments.

• SS8E5. Standard:

  The student will explain personal money management choices in terms of income, spending, credit, saving, and investing.

GA.SS8RC. Strand/topic: Reading Across the Curriculum

• SS8RC1. Standard: Students will enhance reading in all curriculum areas by

  • SS8RC1.a. Element: Reading in All Curriculum Areas

    Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas; Read both informational and fictional texts in a variety of genres and modes of discourse; Read technical texts related to various subject areas.

  • SS8RC1.b. Element: Discussing books

    Discuss messages and themes from books in all subject areas; Respond to a variety of texts in multiple modes of discourse; Relate messages and themes from one subject area to messages and themes in another area; Evaluate the merit of texts in every subject discipline; Examine author's purpose in writing; Recognize the features of disciplinary texts.

  • SS8RC1.c. Element: Building vocabulary knowledge

    Demonstrate an understanding of contextual vocabulary in various subjects; Use content vocabulary in writing and speaking; Explore understanding of new words found in subject area texts.

  • SS8RC1.d. Element: Establishing context

    Explore life experiences related to subject area content; Discuss in both writing and speaking how certain words are subject area related; Determine strategies for finding content and contextual meaning for unknown words.

FL.SS.A.2. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands the world from its beginnings to the time of the Renaissance.

• SS.A.2.3.1 Benchmark / Big Idea:

  The student understands how language, ideas, and institutions of one culture can influence other (e.g., through trade, exploration, and immigration).

  • SS.A.2.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.2.3.2 Benchmark / Big Idea:

  The student knows how major historical developments have had an impact on the development of civilizations.

  • SS.A.2.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.2.3.3 Benchmark / Big Idea:

  The student understands important technological developments and how they influenced human society.

  • SS.A.2.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.2.3.4 Benchmark / Big Idea:

  The student understands the impact of geographical factors on the historical development of civilizations.

  • SS.A.2.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.2.3.5 Benchmark / Big Idea:

  The student knows significant historical leaders who shaped the development of early cultures (e.g., military, political, and religious leaders in various civilizations).

  • SS.A.2.3.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.2.3.6 Benchmark / Big Idea:

  The student knows the major events that shaped the development of various cultures (e.g., the spread of agrarian societies, population movements, technological and cultural innovation, and the emergence of new population centers).

  • SS.A.2.3.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth grade.

• SS.A.2.3.7 Benchmark / Big Idea:

  The student knows significant achievements in art and architecture in various urban areas and communities to the time of the Renaissance (e.g., the Hanging Gardens of Babylon, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome, changes in European art and architecture between the Middle Ages and the High Renaissance).

  • SS.A.2.3.7 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.2.3.8 Benchmark / Big Idea:

  The student knows the political, social, and economic institutions that characterized the significant aspects of Eastern and Western civilizations.

  • SS.A.2.3.8 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

FL.SS.A.3. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands Western and Eastern civilization since the Renaissance.

• SS.A.3.3.1 Benchmark / Big Idea:

  The student understands ways in which cultural characteristics have been transmitted from one society to another (e.g., through art, architecture, language, other artifacts, traditions, beliefs, values, and behaviors).

  • SS.A.3.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.3.3.2 Benchmark / Big Idea:

  The student understands the historical events that have shaped the development of cultures throughout the world.

  • SS.A.3.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.3.3.3 Benchmark / Big Idea:

  The student knows how physical and human geographic factors have influenced major historical events and movements.

  • SS.A.3.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.3.3.4 Benchmark / Big Idea:

  The student knows significant historical leaders who have influenced the course of events in Eastern and Western civilizations since the Renaissance.

  • SS.A.3.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.A.3.3.5 Benchmark / Big Idea:

  The student understands the differences between institutions of Eastern and Western civilizations (e.g., differences in governments, social traditions and customs, economic systems and religious institutions).

  • SS.A.3.3.5 Benchmark / Descriptor:

    The student compares and contrasts ways Eastern and Western political, economic, and social institutions impact life in the United States.

FL.SS.A.4. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands United States history to 1880.

• SS.A.4.3.1 Benchmark / Big Idea:

  The student knows the factors involved in the development of cities and industries (e.g., religious needs, the need for military protection, the need for a marketplace, changing spatial patterns, and geographical factors for location such as transportation and food supply).

  • SS.A.4.3.1 Benchmark / Descriptor:

    The student understands factors involved in the development of cities and industries in the United States.

• SS.A.4.3.2 Benchmark / Big Idea:

  The student knows the role of physical and cultural geography in shaping events in the United States (e.g., environmental and climatic influences on settlement of the colonies, the American Revolution, and the Civil War).

  • SS.A.4.3.2 Benchmark / Descriptor:

    The student knows the role of physical and cultural geography in shaping events in the United States (for example, environmental and climatic influences on settlement of the colonies, the American Revolution, the Civil War).

• SS.A.4.3.3 Benchmark / Big Idea:

  The student understands the impact of significant people and ideas on the development of values and traditions in the United States prior to 1880.

  • SS.A.4.3.3 Benchmark / Descriptor:

    The student understands the impact of significant people, events and ideas on the development of the United States (for example, Thomas Jefferson, Manifest Destiny).

• SS.A.4.3.4 Benchmark / Big Idea:

  The student understands ways state and federal policy influenced various Native American tribes (e.g., the Cherokee and Choctaw removals, the loss of Native American homelands, the Black Hawk War, and removal policies in the Old Northwest).

  • SS.A.4.3.4 Benchmark / Descriptor:

    The student understands ways state and federal policy influenced various Native American nations throughout United States history (for example, Cherokee and Choctaw removals, loss of Native American homelands, Black Hawk War, removal policies in the Old Northwest).

FL.SS.A.5. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands United States history from 1880 to the present day.

• SS.A.5.3.1 Benchmark / Big Idea:

  The student understands the role of physical and cultural geography in shaping events in the United States since 1880 (e.g., Western settlement, immigration patterns, and urbanization).

  • SS.A.5.3.1 Benchmark / Descriptor:

    The student understands the role of physical and cultural geography in shaping events in the United States since 1880 (for example, western settlement, immigration patterns, urbanization).

• SS.A.5.3.2 Benchmark / Big Idea:

  The student understands ways that significant individuals and events influenced economic, social, and political systems in the United States after 1880.

  • SS.A.5.3.2 Benchmark / Descriptor:

    The student understands the impact of significant people, events, and ideas on the development of the United States after 1880 (for example, Andrew Carnegie, Martin Luther King, the Great Depression, isolationism).

• SS.A.5.3.3 Benchmark / Big Idea:

  The student knows the causes and consequences of urbanization that occurred in the United States after 1880 (e.g., causes such as industrialization; consequences such as poor living conditions in cities and employment conditions).

  • SS.A.5.3.3 Benchmark / Descriptor:

    The student knows the causes and consequences of urbanization that occurred in the United States after 1880 (for example, industrialization; consequences such as poor living conditions in cities, health and safety aspects of working conditions).

FL.SS.A.6. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands the history of Florida and its people.

• SS.A.6.3.1 Benchmark / Big Idea:

  The student understands how immigration and settlement patterns have shaped the history of Florida.

  • SS.A.6.3.1 Benchmark / Descriptor:

    The student understands ways immigration and settlement patterns have shaped the history of Florida (for example, early Spanish settlements, influx of retirees, Cuban refugees into South Florida).

• SS.A.6.3.2 Benchmark / Big Idea:

  The student knows the unique geographic and demographic characteristics that define Florida as a region.

  • SS.A.6.3.2 Benchmark / Descriptor:

    The student knows characteristics of Florida's growing and diverse population centers (for example, Jacksonville, Miami, Orlando, Tampa).

  • SS.A.6.3.2 Benchmark / Descriptor:

    The student knows unique geographic and demographic characteristics that define Florida as a region (for example, the Everglades, Latin American influence in South Florida).

• SS.A.6.3.3 Benchmark / Big Idea:

  The student knows how the environment of Florida has been modified by the values, traditions, and actions of various groups who have inhabited the state.

  • SS.A.6.3.3 Benchmark / Descriptor:

    The student knows ways the environment of Florida has been modified by the values, traditions, and actions of various groups who have inhabited the state (for example, degradation of the Everglades).

• SS.A.6.3.4 Benchmark / Big Idea:

  The student understands how the interactions of societies and cultures have influenced Florida's history.

  • SS.A.6.3.4 Benchmark / Descriptor:

    The student understands ways the interactions of societies and cultures have influenced Florida's history (for example, early Spanish missions converting Native Americans to Christianity).

• SS.A.6.3.5 Benchmark / Big Idea:

  The student understands how Florida has allocated and used resources and the consequences of those economic decisions.

  • SS.A.6.3.5 Benchmark / Descriptor:

    The student understands ways Florida has allocated and used resources and the consequences of those economic decisions (for example, the development of transportation systems such as state and county highways. Preference for tourism over heavy industry leading to a service economy).

FL.SS.B.1. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

The student understands the world in spatial terms.

• SS.B.1.3.1 Benchmark / Big Idea:

  The student uses various map forms (including thematic maps) and other geographic representations, tools, and technologies to acquire, process, and report geographic information including patterns of land use, connections between places, and patterns and processes of migration and diffusion.

  • SS.B.1.3.1 Benchmark / Descriptor:

    The student extends and refines use of various map forms and other geographic representations, tools, and technologies to acquire, process, and report geographic information about the United States (for example, tracing the Oregon Trail).

• SS.B.1.3.2 Benchmark / Big Idea:

  The student uses mental maps to organize information about people, places, and environments.

  • SS.B.1.3.2 Benchmark / Descriptor:

    The student extends and refines ability to use mental maps of the United States and Florida (for example, from memory identifies the three largest population centers and their general location).

• SS.B.1.3.3 Benchmark / Big Idea:

  The student knows the social, political, and economic divisions on Earth's surface.

  • SS.B.1.3.3 Benchmark / Descriptor:

    The student knows ways the social, political, and economic divisions of the United States have changed over time (for example, the growth in the number of states).

• SS.B.1.3.4 Benchmark / Big Idea:

  The student understands ways factors such as culture and technology influence the perception of places and regions.

  • SS.B.1.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.1.3.5 Benchmark / Big Idea:

  The student knows ways in which the spatial organization of a society changes over time.

  • SS.B.1.3.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.1.3.6 Benchmark / Big Idea:

  The student understands ways in which regional systems are interconnected.

  • SS.B.1.3.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.1.3.7 Benchmark / Big Idea:

  The student understands the spatial aspects of communication and transportation systems.

  • SS.B.1.3.7 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

FL.SS.B.2. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

The student understands the interactions of people and the physical environment.

• SS.B.2.3.1 Benchmark / Big Idea:

  The student understands the patterns and processes of migration and diffusion throughout the world.

  • SS.B.2.3.1 Benchmark / Descriptor:

    The student knows examples of migration and cultural diffusion in United States history.

• SS.B.2.3.2 Benchmark / Big Idea:

  The student knows the human and physical characteristics of different places in the world and how these characteristics change over time.

  • SS.B.2.3.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.2.3.3 Benchmark / Big Idea:

  The student understands ways cultures differ in their use of similar environments and resources.

  • SS.B.2.3.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.2.3.4 Benchmark / Big Idea:

  The student understands ways the landscape and society change as a consequence of shifting from a dispersed to a concentrated settlement form.

  • SS.B.2.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in SS.A.4.3.1.

• SS.B.2.3.5 Benchmark / Big Idea:

  The student understands the geographical factors that affect the cohesiveness and integration of countries.

  • SS.B.2.3.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.2.3.6 Benchmark / Big Idea:

  The student understands the environmental consequences of people changing the physical environment in various world locations.

  • SS.B.2.3.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.2.3.7 Benchmark / Big Idea:

  The student knows how various human systems throughout the world have developed in response to conditions in the physical environment.

  • SS.B.2.3.7 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.2.3.8 Benchmark / Big Idea:

  The student knows world patterns of resource distribution and utilization.

  • SS.B.2.3.8 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.B.2.3.9 Benchmark / Big Idea:

  The student understands ways the interaction between physical and human systems affects current conditions on Earth.

  • SS.B.2.3.9 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

FL.SS.C.1. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

The student understands the structure, functions, and purpose of government and how the principles and values of American democracy are reflected in American constitutional government.

• SS.C.1.3.1 Benchmark / Big Idea:

  The student knows the essential ideas of American constitutional government that are expressed in the Declaration of Independence, the Constitution, the Federalist Papers, and other writings.

  • SS.C.1.3.1 Benchmark / Descriptor:

    The student knows the essential ideas of American constitutional government that are expressed in the Declaration of Independence, the Constitution, the Federalist Papers, and other writings.

• SS.C.1.3.2 Benchmark / Big Idea:

  The student understands major ideas about why government is necessary and the purposes government should serve.

  • SS.C.1.3.2 Benchmark / Descriptor:

    The student understands major ideas about why government is necessary and the purposes government should serve.

• SS.C.1.3.3 Benchmark / Big Idea:

  The student understands ways the legislative, executive, and judicial branches share power and responsibilities (e.g., each branch has varying degrees of legislative, executive, and judicial powers and responsibilities).

  • SS.C.1.3.3 Benchmark / Descriptor:

    The student understands ways the legislative, executive, and judicial branches share power and responsibilities (for example, each branch has varying degrees of legislative, executive, and judicial powers and responsibilities).

• SS.C.1.3.4 Benchmark / Big Idea:

  The student knows the major parts of the federal system including the national government, state governments, and other governmental units (e.g., District of Columbia, American tribal governments, and the Virgin Islands).

  • SS.C.1.3.4 Benchmark / Descriptor:

    The student knows the major parts of the federal system including the national government, state governments, and other governmental units (for example, District of Columbia, American tribal governments, the Virgin Islands).

• SS.C.1.3.5 Benchmark / Big Idea:

  The student knows the major responsibilities of his or her state and local governments and understands the organization of his or her state and local governments.

  • SS.C.1.3.5 Benchmark / Descriptor:

    The student knows the major responsibilities and understands the organization of Florida's state and local governments.

• SS.C.1.3.6 Benchmark / Big Idea:

  The student understands the importance of the rule of law in establishing limits on both those who govern and the governed, protecting individual rights, and promoting the common good.

  • SS.C.1.3.6 Benchmark / Descriptor:

    The student understands the importance of the rule of law in establishing limits on both those who govern and the governed, protecting individual rights, and promoting the common good (for example, government in the sunshine law, limits on campaign contributions).

FL.SS.C.2. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

The student understands the role of the citizen in American democracy.

• SS.C.2.3.1 Benchmark / Big Idea:

  The student understands the history of the rights, liberties, and obligations of citizenship in the United States.

  • SS.C.2.3.1 Benchmark / Descriptor:

    The student understands the history of the rights, liberties, and obligations of citizenship in the United States (for example, rights and liberties outlined in the Bill of Rights, serving on jury duty).

• SS.C.2.3.2 Benchmark / Big Idea:

  The student understands that citizenship is legally recognized full membership in a self-governing community that confers equal rights under the law; is not dependent on inherited, involuntary groupings; and confers certain rights and privileges (e.g., the right to vote, to hold public office, and to serve on juries).

  • SS.C.2.3.2 Benchmark / Descriptor:

    The student understands that citizenship is legally recognized full membership in a self-governing community that confers equal rights under the law; is not dependent on inherited, involuntary groupings; and confers certain rights and privileges (for example, the right to vote, to hold public office, to serve on juries).

• SS.C.2.3.3 Benchmark / Big Idea:

  The student understands the argument that all rights have limits and knows the criteria commonly used in determining when and why limits should be placed on rights (e.g., whether a clear and present danger exists and whether national security is at risk).

  • SS.C.2.3.3 Benchmark / Descriptor:

    The student understands the argument that all rights have limits and knows the criteria commonly used in determining when and why limits should be placed on rights (for example, whether a clear and present danger exists and whether national security is at risk).

• SS.C.2.3.4 Benchmark / Big Idea:

  The student understands what constitutes personal, political, and economic rights and the major documentary sources of these rights.

  • SS.C.2.3.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in SS.C.1.3.1.

• SS.C.2.3.5 Benchmark / Big Idea:

  The student understands ways he or she can contact his or her representatives and why it is important to do so and knows which level of government he or she should contact to express his or her opinions or to get help on a specific problem.

  • SS.C.2.3.5 Benchmark / Descriptor:

    The student understands ways to contact government representatives and why it is important to do so (for example, knows which level of government to contact to express opinions or to get help on a specific problem).

• SS.C.2.3.6 Benchmark / Big Idea:

  The student understands the importance of participation in community service, civic improvement, and political activities.

  • SS.C.2.3.6 Benchmark / Descriptor:

    The student understands the importance of participation in community service, civic improvement, and political activities (for example, becoming informed about qualifications of candidates).

• SS.C.2.3.7 Benchmark / Big Idea:

  The student understands current issues involving rights that affect local, national, or international political, social, and economic systems.

  • SS.C.2.3.7 Benchmark / Descriptor:

    The student understands ways current issues affect political, social, and economic systems in the United States.

FL.SS.D.1. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

The student understands ways scarcity requires individuals and institutions to make choices about how to use resources.

• SS.D.1.3.1 Benchmark / Big Idea:

  The student knows the options and resources that are available for consumer protection.

  • SS.D.1.3.1 Benchmark / Descriptor:

    The student knows options and resources available for consumer protection (for example, consumer protection agencies, newspaper consumer hotlines).

• SS.D.1.3.2 Benchmark / Big Idea:

  The student understands the advantages and disadvantages of various kinds of credit (e.g., credit cards, bank loans, or financing with no payment for 6 months).

  • SS.D.1.3.2 Benchmark / Descriptor:

    The student understands advantages and disadvantages of various kinds of credit (for example, credit cards, bank loans, financing with no payment for 6 months).

• SS.D.1.3.3 Benchmark / Big Idea:

  The student understands the variety of factors necessary to consider when making wise consumer decisions.

  • SS.D.1.3.3 Benchmark / Descriptor:

    The student understands a variety of factors to consider when making wise consumer decisions (for example, cost, performance, reliability).

FL.SS.D.2. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

The student understands the characteristics of different economic systems and institutions.

• SS.D.2.3.1 Benchmark / Big Idea:

  The student understands ways production and distribution decisions are determined in the United States economy and how these decisions compare to those made in market, tradition-based, command, and mixed economic systems.

  • SS.D.2.3.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in sixth and seventh grades.

• SS.D.2.3.2 Benchmark / Big Idea: The student understands that relative prices and how they affect people's decisions are the means by which a market system provides answers to the three basic economic questions

  What goods and services will be produced? How will they be produced? Who will buy them?

  • SS.D.2.3.2 Benchmark / Descriptor:

    The student analyzes the impact of economic decisions in the United States (What goods and services will be produced? How will they be produced? Who will buy them?).

• SS.D.2.3.3 Benchmark / Big Idea:

  The student knows the various kinds of specialized institutions that exist in market economies (e.g., corporations, labor unions, banks, and the stock market).

  • SS.D.2.3.3 Benchmark / Descriptor:

    The student knows the various kinds of specialized institutions that exist in market economies (for example, corporations, labor unions, banks, stock markets).

DE.8.C2. Content Standard: Civics

Students will understand the principles and ideals underlying the American political system.

• 8.C2.1. Performance Indicator / Gle:

  Students explain why the Bill of Rights and other amendments that protect individual rights have become part of the U.S. Constitution.

• 8.C2.2. Performance Indicator / Gle:

  Students explain why it is necessary to protect the rights of minorities.

• 8.C2.3. Performance Indicator / Gle:

  Students explain how the Bill of Rights protects minority groups from discrimination.

• 8.C2.4. Performance Indicator / Gle:

  Students understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.

• 8.C2.5. Performance Indicator / Gle:

  Students identify the principles upon which the U.S. government is founded.

• 8.C2.6. Performance Indicator / Gle:

  Students explain how the principles upon which the U.S. government is founded have been applied.

• 8.C2.7. Performance Indicator / Gle:

  Students understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.

DE.8.C3. Content Standard: Civics

Students will understand the responsibilities, rights, and privileges of United States citizens.

• 8.C3.1. Performance Indicator / Gle:

  Students explain how civil rights guaranteed to U.S. citizens protect individual liberty.

• 8.C3.2. Performance Indicator / Gle:

  Students explain how property rights guaranteed to U.S. citizens protect individual liberty.

• 8.C3.3. Performance Indicator / Gle:

  Students understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens.

• 8.C3.4. Performance Indicator / Gle:

  Students identify the responsibilities of a citizen.

• 8.C3.5. Performance Indicator / Gle:

  Students explain why meeting the responsibilities of a citizen helps to preserve individual freedoms.

• 8.C3.6. Performance Indicator / Gle:

  Students understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.

DE.8.C4. Content Standard: Civics

Students will develop and employ the civic skills necessary for effective, participatory citizenship.

• 8.C4.1. Performance Indicator / Gle:

  Students explain why citizens should communicate with public officials about public policy.

• 8.C4.2. Performance Indicator / Gle:

  Students identify ways to effectively communicate with public officials about public policy.

• 8.C4.3. Performance Indicator / Gle:

  Students follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office.

DE.8.E1. Content Standard: Economics

Students will analyze the potential costs and benefits of personal economic choices in a market economy.

• 8.E1.1. Performance Indicator / Gle:

  Students identify and explain factors that shift supply or demand in markets.

• 8.E1.2. Performance Indicator / Gle:

  Students predict changes to the price of a good or service based on changes in supply or demand.

• 8.E1.3. Performance Indicator / Gle:

  Students analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services.

DE.8.E2. Content Standard: Economics

Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy.

• 8.E2.1. Performance Indicator / Gle:

  Students explain how the supply of money in an economy can affect economic growth.

• 8.E2.2. Performance Indicator / Gle:

  Students explain how government policies can impact economic growth.

• 8.E2.3. Performance Indicator / Gle:

  Students analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies.

DE.8.E3. Content Standard: Economics

Students will understand different types of economic systems and how they change.

• 8.E3.1. Performance Indicator / Gle:

  Students explain how the amount and quality of resources and technology can influence the economic decision-making of producers and consumers.

• 8.E3.2. Performance Indicator / Gle:

  Students explain how cultural values can influence the factors of production, methods of distribution, and means of exchange.

• 8.E3.3. Performance Indicator / Gle:

  Students demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies.

DE.8.E4. Content Standard: Economics

Students will examine the patterns and results of international trade.

• 8.E4.1. Performance Indicator / Gle:

  Students explain how specialization creates interdependence.

• 8.E4.2. Performance Indicator / Gle:

  Students analyze how government policies can affect trade.

• 8.E4.3. Performance Indicator / Gle:

  Students explain the costs and benefits to free trade policies.

• 8.E4.4. Performance Indicator / Gle:

  Students examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.

DE.8.G1. Content Standard: Geography

Students will develop a personal geographic framework, or 'mental map,' and understand the uses of maps and other geo-graphics.

• 8.G1.1. Performance Indicator / Gle:

  Students apply mental maps to ask and answer questions that require awareness of the relative location of places in the world's subregions.

• 8.G1.2. Performance Indicator / Gle:

  Students explain how mental maps held by people in various sub-regions reflect different perceptions of the world.

• 8.G1.3. Performance Indicator / Gle:

  Students demonstrate how different maps and geo-graphics can be used to display different characteristics of places in the world's subregions.

• 8.G1.4. Performance Indicator / Gle:

  Students demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

DE.8.G2. Content Standard: Geography

Students will develop a knowledge of the ways humans modify and respond to the natural environment.

• 8.G2.1. Performance Indicator / Gle:

  Students identify the processes that shape the natural environment.

• 8.G2.2. Performance Indicator / Gle:

  Students explain ways in which people change or affect the natural environment.

• 8.G2.3. Performance Indicator / Gle:

  Students apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed, and been affected by, physical environments in the world's subregions.

DE.8.G3. Content Standard: Geography

Students will develop an understanding of the diversity of human culture and the unique nature of places.

• 8.G3.1. Performance Indicator / Gle:

  Students identify the world's major cultural hearths and the extent of their geographic influence, using concepts of core and periphery.

• 8.G3.2. Performance Indicator / Gle:

  Students apply the different processes of geographic diffusion to show how different places around the world are affected by the spread of ideas from cultural hearths.

• 8.G3.3. Performance Indicator / Gle:

  Students identify and explain the major cultural patterns of human activity in the world's sub-regions.

DE.8.G4. Content Standard: Geography

Students will develop an understanding of the character and use of regions and the connections between and among them.

• 8.G4.1. Performance Indicator / Gle:

  Students identify types of geographic regions.

• 8.G4.2. Performance Indicator / Gle:

  Students explain the factors that affect the location of economic activities.

• 8.G4.3. Performance Indicator / Gle:

  Students explain how specialized economic regions are created and how they might change.

• 8.G4.4. Performance Indicator / Gle:

  Students understand the processes affecting the location of economic activities in different world regions.

• 8.G4.5. Performance Indicator / Gle:

  Students explain why people identify with a territory and the ways they use borders to geographically define it.

• 8.G4.6. Performance Indicator / Gle:

  Students explain how culture and resources often form the basis for territories.

• 8.G4.7. Performance Indicator / Gle:

  Students explain how a people's territorial identity may cause conflict.

• 8.G4.8. Performance Indicator / Gle:

  Students explain how conflict and cooperation among people contribute to the division of the Earth's surface into distinctive cultural and political territories.

DE.8.H1. Content Standard: History

Students will employ chronological concepts in analyzing historical phenomena.

• 8.H1.1. Performance Indicator / Gle:

  Students analyze long-term change using historical materials.

• 8.H1.2. Performance Indicator / Gle:

  Students draw conclusions from historical materials to explain the causes or effects of historical trends and themes.

• 8.H1.3. Performance Indicator / Gle:

  Students examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.

DE.8.H2. Content Standard: History

Students will gather, examine, and analyze historical data.

• 8.H2.1. Performance Indicator / Gle:

  Students explain how to investigate a historical question.

• 8.H2.2. Performance Indicator / Gle:

  Students conduct valid historical research and create valid historical conclusions from the examination of primary and secondary historical sources.

• 8.H2.3. Performance Indicator / Gle:

  Students explain why a given historical source is credible.

• 8.H2.4. Performance Indicator / Gle:

  Students analyze a historical document to explain its purpose, perspective, or point of view.

• 8.H2.5. Performance Indicator / Gle:

  Students master the basic research skills necessary to conduct an independent investigation of historical phenomena.

• 8.H2.6. Performance Indicator / Gle:

  Students examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.

DE.8.H3. Content Standard: History

Students will interpret historical data.

• 8.H3.1. Performance Indicator / Gle:

  Students identify the historical source(s) used to reach a given historical conclusion.

• 8.H3.2. Performance Indicator / Gle:

  Students explain why historians using the same historical sources can reach different historical conclusions.

• 8.H3.3. Performance Indicator / Gle:

  Students compare different historians' descriptions of the same societies in order to examine how the choice of questions and use of sources may affect their conclusions.

CA.8.2. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.

• 8.2.1. Performance Standard:

  Discuss the significance of the Magna Carta, the English Bill of Rights, and the May-flower Compact.

• 8.2.2. Performance Standard:

  Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.

• 8.2.3. Performance Standard:

  Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.

• 8.2.4. Performance Standard:

  Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.

• 8.2.5. Performance Standard:

  Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.

• 8.2.6. Performance Standard:

  Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.

• 8.2.7. Performance Standard:

  Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.

CA.8.3. Content Standard: United States History and Geography

Growth and Conflict: Students understand the foundation of the American political system and the ways in which citizens participate in it.

• 8.3.1. Performance Standard:

  Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.

• 8.3.2. Performance Standard:

  Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.

• 8.3.3. Performance Standard:

  Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution's clauses on interstate commerce, common coinage, and full-faith and credit.

• 8.3.4. Performance Standard:

  Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).

• 8.3.5. Performance Standard:

  Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebellion).

• 8.3.6. Performance Standard:

  Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).

• 8.3.7. Performance Standard:

  Understand the functions and responsibilities of a free press.

CA.8.4. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the aspirations and ideals of the people of the new nation.

• 8.4.1. Performance Standard:

  Describe the country's physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.

• 8.4.2. Performance Standard:

  Explain the policy significance of famous speeches (e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).

• 8.4.3. Performance Standard:

  Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson's opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).

• 8.4.4. Performance Standard:

  Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).

CA.8.5. Content Standard: United States History and Geography

Growth and Conflict: Students analyze U.S. foreign policy in the early Republic.

• 8.5.1. Performance Standard:

  Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace.

• 8.5.2. Performance Standard:

  Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.

• 8.5.3. Performance Standard:

  Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.

CA.8.6. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.

• 8.6.1. Performance Standard:

  Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).

• 8.6.2. Performance Standard:

  Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).

• 8.6.3. Performance Standard:

  List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).

• 8.6.4. Performance Standard:

  Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.

• 8.6.5. Performance Standard:

  Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.

• 8.6.6. Performance Standard:

  Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).

• 8.6.7. Performance Standard:

  Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).

CA.8.7. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.

• 8.7.1. Performance Standard:

  Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.

• 8.7.2. Performance Standard:

  Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).

• 8.7.3. Performance Standard:

  Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.

• 8.7.4. Performance Standard:

  Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.

CA.8.8. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.

• 8.8.1. Performance Standard:

  Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).

• 8.8.2. Performance Standard:

  Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees' 'Trail of Tears,' settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

• 8.8.3. Performance Standard:

  Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).

• 8.8.4. Performance Standard:

  Examine the importance of the great rivers and the struggle over water rights.

• 8.8.5. Performance Standard:

  Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.

• 8.8.6. Performance Standard:

  Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.

CA.8.9. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.

• 8.9.1. Performance Standard:

  Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).

• 8.9.2. Performance Standard:

  Discuss the abolition of slavery in early state constitutions.

• 8.9.3. Performance Standard:

  Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.

• 8.9.4. Performance Standard:

  Discuss the importance of the slavery issue as raised by the annexation of Texas and California's admission to the union as a free state under the Compromise of 1850.

• 8.9.5. Performance Standard:

  Analyze the significance of the States's Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).

• 8.9.6. Performance Standard:

  Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.

CA.8.10. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the multiple causes, key events, and complex consequences of the Civil War.

• 8.10.1. Performance Standard:

  Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.

• 8.10.2. Performance Standard:

  Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.

• 8.10.3. Performance Standard:

  Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.

• 8.10.4. Performance Standard:

  Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his 'House Divided' speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).

• 8.10.5. Performance Standard:

  Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.

• 8.10.6. Performance Standard:

  Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.

• 8.10.7. Performance Standard:

  Explain how the war affected combatants, civilians, the physical environment, and future warfare.

CA.8.11. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the character and lasting consequences of Reconstruction.

• 8.11.1. Performance Standard:

  List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.

• 8.11.2. Performance Standard:

  Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).

• 8.11.3. Performance Standard:

  Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and 'Jim Crow' laws.

• 8.11.4. Performance Standard:

  Trace the rise of the Ku Klux Klan and describe the Klan's effects.

• 8.11.5. Performance Standard:

  Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.

CA.8.12. Content Standard: United States History and Geography

Growth and Conflict: Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Indus-trial Revolution.

• 8.12.1. Performance Standard:

  Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.

• 8.12.2. Performance Standard:

  Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.

• 8.12.3. Performance Standard:

  Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.

• 8.12.4. Performance Standard:

  Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).

• 8.12.5. Performance Standard:

  Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).

• 8.12.6. Performance Standard:

  Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

• 8.12.7. Performance Standard:

  Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.

• 8.12.8. Performance Standard:

  Identify the characteristics and impact of Grangerism and Populism.

• 8.12.9. Performance Standard:

  Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).

CA.6-8.HSS Content Standard: Historical and Social Sciences Analysis Skills

The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six through eight. They are to be assessed only in conjunction with the content standards in grades six through eight. In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection, and research skills.

• 6-8.CST. Performance Standard:

  Chronological and Spatial Thinking

  • 6-8.1. Grade Level Expectation:

    Students explain how major events are related to one another in time.

  • 6-8.2. Grade Level Expectation:

    Students construct various time lines of key events, people, and periods of the historical era they are studying.

  • 6-8.3. Grade Level Expectation:

    Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.

• 6-8.REP. Performance Standard:

  Research, Evidence, and Point

  • 6-8.1. Grade Level Expectation:

    Students frame questions that can be answered by historical study and research.

  • 6-8.2. Grade Level Expectation:

    Students distinguish fact from opinion in historical narratives and stories.

  • 6-8.3. Grade Level Expectation:

    Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.

  • 6-8.4. Grade Level Expectation:

    Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

  • 6-8.5. Grade Level Expectation:

    Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author's perspectives).

• 6-8.HI. Performance Standard:

  Historical Interpretation

  • 6-8.1. Grade Level Expectation:

    Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

  • 6-8.2. Grade Level Expectation:

    Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations.

  • 6-8.3. Grade Level Expectation:

    Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

  • 6-8.4. Grade Level Expectation:

    Students recognize the role of chance, oversight, and error in history.

  • 6-8.5. Grade Level Expectation:

    Students recognize that interpretations of history are subject to change as new information is uncovered.

  • 6-8.6. Grade Level Expectation:

    Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.

AR.C. Strand / Content Standard: Civics

• C.4. Standard / Student Learning Expectation: Government

  Students shall develop an understanding of the forms and roles of government.

  • C.4.8.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Analyze forms of government pertaining to the legislative, executive, and judicial branches: democracy, dictatorship, monarch, oligarchy, theocracy, and totalitarianism.

  • C.4.8.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Research individuals and their roles in changing governments (e.g., Otto von Bismarck, Mikhail Gorbachev, Abdel Nasser, Juan Peron, Lech Walesa, George Washington, Sun Yatsen)

  • C.4.8.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Discuss the origins of political parties/movements (e.g., Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, environmentalist movement, human rights movement, feminist movement)

• C.5. Standard / Student Learning Expectation: Citizenship

  Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

  • C.5.8.1. Student Learning Expectation / Benchmark: Roots of Democracy

    Examine the influence of constitutions used by various nations.

  • C.5.8.2. Student Learning Expectation / Benchmark: Roots of Democracy

    Research national symbols from other nations of the world (e.g., national flags, statues, monuments)

  • C.5.8.3. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Discuss struggles to gain rights for citizens in various countries (e.g., China, France, Mexico, South Africa, United States)

  • C.5.8.4. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Examine the value citizens of other countries place on voting.

  • C.5.8.5. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Analyze the influence citizen participation has on government.

  • C.5.8.6. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Analyze world organizations involved in citizens' rights (e.g., Amnesty International, Doctors Without Borders, United Nations).

AR.H. Strand / Content Standard: History

• H.6. Standard / Student Learning Expectation: History

  Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

  • H.6.8.1. Student Learning Expectation / Benchmark: Continuity and Change

    Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public perception.

  • H.6.8.2. Student Learning Expectation / Benchmark: Continuity and Change

    Compare historical events on a timeline to discover correlations.

  • H.6.8.3. Student Learning Expectation / Benchmark: Continuity and Change

    Examine Catholic Church policies that led to the Protestant Reformation (e.g., Great Schism, French papacy, indulgences, simony, lay investiture)

  • H.6.8.4. Student Learning Expectation / Benchmark: Continuity and Change

    Investigate Protestant reformers: Martin Luther, Henry VIII and John Calvin.

  • H.6.8.5. Student Learning Expectation / Benchmark: Continuity and Change

    Describe the Counter reformation (e.g., Jesuits, Council of Trent, Inquisition)

  • H.6.8.6. Student Learning Expectation / Benchmark: Continuity and Change

    Identify new technologies that made European exploration possible (e.g., astrolabe, cartography, caravel, compass.

  • H.6.8.7. Student Learning Expectation / Benchmark: Continuity and Change

    Describe the establishment of colonies as a result of the conquest of indigenous people (e.g., Africa, Asia, New World)

  • H.6.8.8. Student Learning Expectation / Benchmark: Continuity and Change

    Investigate the influence of the Ottoman Empire.

  • H.6.8.9. Student Learning Expectation / Benchmark: Continuity and Change

    Identify major contributors of the Scientific Revolution (e.g., Muhammed Al-Khwarizmi, Francis Bacon, Nicholas Copernicus, Galileo Galilei, Johannes Kepler, Isaac Newton, Zhang Heng)

  • H.6.8.10. Student Learning Expectation / Benchmark: Continuity and Change

    Discuss the rise of absolute rulers and the divine right of kings (e.g., African, Asian, European)

  • H.6.8.11. Student Learning Expectation / Benchmark: Continuity and Change

    Analyze consequences of the triangular trade and the Columbian Exchange between Africa, The Americas and Europe.

  • H.6.8.12. Student Learning Expectation / Benchmark: Continuity and Change

    Investigate influences on modern society of Enlightenment thinkers including but not limited to: John Locke, Baron de Montesquieu, and Jean Jacques Rousseau.

  • H.6.8.13. Student Learning Expectation / Benchmark: Continuity and Change

    Examine the influence of Enlightenment ideas on revolutionary movements (e.g., American Revolution, French Revolution, Latin American revolutions, Revolutions of 1848)

  • H.6.8.14. Student Learning Expectation / Benchmark: Continuity and Change

    Investigate causes and consequences of the Industrial Revolution (e.g., changing technology, mass production, societal changes)

  • H.6.8.15. Student Learning Expectation / Benchmark: Continuity and Change

    Discuss societal changes resulting from pandemics (e.g., bubonic plague/Black Death, small pox, tuberculosis, influenza, polio, HIV-AIDS)

  • H.6.8.16. Student Learning Expectation / Benchmark: Continuity and Change

    Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements, rise of socialism, temperance)

  • H.6.8.17. Student Learning Expectation / Benchmark: Continuity and Change

    Explain the influences that changing technology had on World War I and World War II (e.g., weapons, medicine, transportation, communication)

  • H.6.8.18. Student Learning Expectation / Benchmark: Continuity and Change

    Examine the impact of the Cold War on global relations.

  • H.6.8.19. Student Learning Expectation / Benchmark: Continuity and Change

    Discuss the downfall of communist governments (e.g., Soviet Union, Poland)

  • H.6.8.20. Student Learning Expectation / Benchmark: Continuity and Change

    Examine reasons for the transformation of world economies in the late 20th century (e.g., technology, communication, transportation, Organization of Petroleum Exporting Countries [OPEC], resource allocation)

  • H.6.8.21. Student Learning Expectation / Benchmark: Continuity and Change

    Discuss the growth of technology resulting from the space race (e.g., artificial satellites, computers, new food technologies)

  • H.6.8.22. Student Learning Expectation / Benchmark: Conflict and Consensus

    Discuss the emergence of England as a world power during the Elizabethan period (e.g., Spanish Armada, seadogs)

  • H.6.8.23. Student Learning Expectation / Benchmark: Conflict and Consensus

    Describe causes and consequences of World War I (e.g., imperialism, militarism, nationalism, alliances, Treaty of Versailles, League of Nations)

  • H.6.8.24. Student Learning Expectation / Benchmark: Conflict and Consensus

    Discuss the Russian Revolutions and the establishment of a communist state (e.g., Bolsheviks, Lenin, Stalin)

  • H.6.8.25. Student Learning Expectation / Benchmark: Conflict and Consensus

    Describe causes and consequences of World War II (e.g., fascism, anti-Semitism, Pearl Harbor, atomic bomb, satellite countries)

  • H.6.8.26. Student Learning Expectation / Benchmark: Conflict and Consensus

    Examine the following battles as turning points of World War II: Battle of Britain, Battle of the Bulge, D-Day, Midway, Pearl Harbor and Stalingrad.

  • H.6.8.27. Student Learning Expectation / Benchmark: Conflict and Consensus

    Identify the functions of post World War II international organizations (e.g., Southeast Asia Treaty Organization [SEATO], North Atlantic Treaty Organization [NATO], Warsaw Pact, United Nations)

  • H.6.8.28. Student Learning Expectation / Benchmark: Conflict and Consensus

    Discuss causes and effects of post-World War II conflicts (e.g., Southeast Asia, Middle East, Balkans, Sub-Saharan Africa)

  • H.6.8.29. Student Learning Expectation / Benchmark: Conflict and Consensus

    Examine changes brought about by the following world leaders including, but not limited to: Mahatma Gandhi, Martin Luther King, Jr., Nelson Mandela, Anwar Sadat, Margaret Thatcher and Mao Zedong.

  • H.6.8.30. Student Learning Expectation / Benchmark: Conflict and Consensus

    Examine causes and effects of terrorism (e.g., economics, safety and security, tourism, patriotism, nationalism, 9/11)

  • H.6.8.31. Student Learning Expectation / Benchmark: Movement

    Illustrate the routes of European explorers during the Age of Exploration including but not limited to: Christopher Columbus, Ferdinand Magellan, Vasco de Gama, Vasco Nunez de Balboa and Bartolomeu Dias.

  • H.6.8.32. Student Learning Expectation / Benchmark: Movement

    Illustrate the expansion of European imperialism: Africa, Asia, Australia, and Latin America.

  • H.6.8.33. Student Learning Expectation / Benchmark: Movement

    Illustrate the triangular trade routes that developed in the Atlantic Ocean.

  • H.6.8.34. Student Learning Expectation / Benchmark: Movement

    Illustrate the expansion of communism (e.g., Asia, Cuba, Europe, Latin America)

  • H.6.8.35. Student Learning Expectation / Benchmark: Movement

    Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization)

  • H.6.8.36. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Describe the development of the Renaissance.

  • H.6.8.37. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Examine contributions of Renaissance writers and artists including, but not limited to: Machiavelli, Michelangelo, Shakespeare and da Vinci.

  • H.6.8.38. Student Learning Expectation / Benchmark: Regionalism and Nationalism

    Examine causes and consequences of genocide and ethnic cleansing (e.g., Armenia, Holocaust, Kosovo, Rwanda)

  • H.6.8.39. Student Learning Expectation / Benchmark: Regionalism and Nationalism

    Describe the effects of imperialism and related nationalistic movements (e.g., Africa, Asia, Europe, Latin America)

  • H.6.8.40. Student Learning Expectation / Benchmark: Regionalism and Nationalism

    Investigate Asian-American relations prior to World War II (e.g., Open Door Policy, Boxer Rebellion, Gentlemen's Agreement, Manchuria, rearmament)

AR.E. Strand / Content Standard: Economics

• E.7. Standard / Student Learning Expectation: Choices

  Students shall analyze the costs and benefits of making economic choices.

  • E.7.8.1. Student Learning Expectation / Benchmark: Costs and Benefits

    Analyze changing wants and needs of people over time.

  • E.7.8.2. Student Learning Expectation / Benchmark: Costs and Benefits

    Analyze the impact of present choices on future consequences.

  • E.7.8.3. Student Learning Expectation / Benchmark: Costs and Benefits

    Analyze periods of time when scarcity affected economic wants and needs of people in regions or countries.

  • E.7.8.4. Student Learning Expectation / Benchmark: Costs and Benefits

    Analyze scarcity of productive resources and the need for people to make choices and incur opportunity costs.

  • E.7.8.5. Student Learning Expectation / Benchmark: Costs and Benefits

    Evaluate the limited resources of nations and the choices governments must make.

  • E.7.8.6. Student Learning Expectation / Benchmark: Costs and Benefits

    Compare trade-offs in various world economic systems.

  • E.7.8.7. Student Learning Expectation / Benchmark: Costs and Benefits

    Analyze traditional, market, and command economies.

• E.8. Standard / Student Learning Expectation: Resources

  Students shall evaluate the use and allocation of human, natural, and capital resources.

  • E.8.8.1. Student Learning Expectation / Benchmark: Factors of Production

    Discuss changes in productivity that have impacted global living standards and economic strategies (e.g., new technologies, new organizational methods).

  • E.8.8.2. Student Learning Expectation / Benchmark: Factors of Production

    Analyze methods for improving the quality and quantity of human capital and increased productivity (e.g., technology, industrialization, competition, wages).

  • E.8.8.3. Student Learning Expectation / Benchmark: Factors of Production

    Examine the consequences of changing factors of production human resources, capital resources, natural resources, and entrepreneurship.

• E.9. Standard / Student Learning Expectation: Markets

  Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

  • E.9.8.1. Student Learning Expectation / Benchmark: Financial Markets

    Investigate functions of early banking systems (e.g., depository, usury, just price)

  • E.9.8.2. Student Learning Expectation / Benchmark: Financial Markets

    Analyze the role of the stock market in the economies of the United States and other countries (e.g., Financial Times Stock Exchange [FTSE], Tokyo Stock Exchange [TSE], New York Stock Exchange [NYSE], National Association of Securities

  • E.9.8.3. Student Learning Expectation / Benchmark: Financial Markets

    Investigate the impact of inflation on the growth and prosperity of a nation.

  • E.9.8.4. Student Learning Expectation / Benchmark: Financial Markets

    Investigate how the use of Gross Domestic Product (GDP) to measure a nation's economic success and standard of living.

  • E.9.8.5. Student Learning Expectation / Benchmark: Global Markets

    Evaluate the advantages and disadvantages of global trade.

  • E.9.8.6. Student Learning Expectation / Benchmark: Global Markets

    Analyze the exchange of rates in a global economy.

  • E.9.8.7. Student Learning Expectation / Benchmark: Global Markets

    Examine changes in currencies over time and the resulting effect on global trade.

  • E.9.8.8. Student Learning Expectation / Benchmark: Goods and Services

    Evaluate the interaction of supply and demand.

  • E.9.8.9. Student Learning Expectation / Benchmark: Goods and Services

    Describe the four types of market structures: monopolies, monopolistic competition, oligopolies, and pure competition.

  • E.9.8.10. Student Learning Expectation / Benchmark: Goods and Services

    Compare and contrast global effects of marketing techniques: advertising and e-commerce.

AR.AH. Strand / Content Standard: Arkansas History

• G.1. Standard / Student Learning Expectation: Geography

  Students shall research the geographical regions of Arkansas.

  • G.1.AH.7-8 Student Learning Expectation / Benchmark: Compare and contrast the six geographical land regions of Arkansas

    Ozark Mountains (plateau); Ouachita Mountains; Arkansas River Valley; Mississippi Alluvial Plain; Crowley's Ridge; West Gulf Coastal Plain

  • G.1.AH.7-8 Student Learning Expectation / Benchmark:

    Identify and map the major rivers of Arkansas

  • G.1.AH.7-8 Student Learning Expectation / Benchmark:

    Describe factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)

  • G.1.AH.7-8 Student Learning Expectation / Benchmark:

    Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)

  • G.1.AH.7-8 Student Learning Expectation / Benchmark: Examine the economic effect of Arkansas' natural resources

    diamonds; bauxite; forestry products; oil

• EA.2. Standard / Student Learning Expectation: Early Arkansas

  Students shall examine the pre-territorial periods of Arkansas.

  • EA.2.AH.7- Student Learning Expectation / Benchmark: Compare and contrast pre-historic cultures in Arkansas

    Archaic; Woodland; Mississippian traditions

  • EA.2.AH.7- Student Learning Expectation / Benchmark: Identify significant elements in the success of pre-historic cultures in Arkansas

    location; food sources

  • EA.2.AH.7- Student Learning Expectation / Benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas

    Osage; Caddo; Quapaw

  • EA.2.AH.7- Student Learning Expectation / Benchmark:

    Identify Arkansas Post as the first permanent European settlement in Arkansas

  • EA.2.AH.7- Student Learning Expectation / Benchmark:

    Discuss reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)

  • EA.2.AH.7- Student Learning Expectation / Benchmark: Discuss the changing ownership of Arkansas

    Spain; France; United States

  • EA.2.AH.7- Student Learning Expectation / Benchmark:

    Describe the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology

• EA.3. Standard / Student Learning Expectation:

  Students shall explain the significant contributions of early explorers.

  • EA.3.AH.7- Student Learning Expectation / Benchmark: Discuss the impact of the first European explorers in Arkansas

    Hernando De Soto; Robert de LaSalle; Jacques Marquette and Louis Joliet

  • EA.3.AH.7- Student Learning Expectation / Benchmark: Identify key individuals and groups related to the settlement of Arkansas

    Henri De Tonti; John Law; Thomas Nuttall; William Dunbar; George Hunter; Henry Schoolcraft; G.W. Featherstonhaugh; Bernard de La Harpe

• TPS.4. Standard / Student Learning Expectation: Territorial Period to Statehood

  Students shall examine factors related to statehood.

  • TPS.4.AH.7 Student Learning Expectation / Benchmark:

    Explain the effects of the Missouri Compromise on Arkansas's settlement patterns

  • TPS.4.AH.7 Student Learning Expectation / Benchmark:

    Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)

  • TPS.4.AH.7 Student Learning Expectation / Benchmark:

    Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)

  • TPS.4.AH.7 Student Learning Expectation / Benchmark: Identify the contributions of Arkansas' territorial officials

    James Miller; Robert Crittenden; Henry Conway; James Conway; Ambrose Sevier; 'The Family'

  • TPS.4.AH.7 Student Learning Expectation / Benchmark:

    Describe the movement of the territorial capital from Arkansas Post to Little Rock using available technology

  • TPS.4.AH.7 Student Learning Expectation / Benchmark:

    Discuss the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas

  • TPS.4.AH.7 Student Learning Expectation / Benchmark: Discuss the process to achieve statehood

    petition for statehood; congressional approval; Michigan/Arkansas; June 15, 1836

  • TPS.4.AH.7 Student Learning Expectation / Benchmark:

    Discuss the decline and removal of American Indian tribes in Arkansas

• SR.5. Standard / Student Learning Expectation: Secession Through Reconstruction

  Students shall examine the causes and effects of the Civil War on Arkansas.

  • SR.5.AH.7- Student Learning Expectation / Benchmark:

    Discuss the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)

  • SR.5.AH.7- Student Learning Expectation / Benchmark:

    Define confederation and identify the weaknesses of the Confederacy

  • SR.5.AH.7- Student Learning Expectation / Benchmark:

    Discuss how the Union and Confederate governments exerted power to fight the war (e.g., draft, first income tax, wars recruitment)

  • SR.5.AH.7- Student Learning Expectation / Benchmark:

    Compare the Confederacy to the government under the Articles of Confederation

  • SR.5.AH.7- Student Learning Expectation / Benchmark:

    Identify the contributions of noteworthy Arkansans during the Civil War period

  • SR.5.AH.7- Student Learning Expectation / Benchmark: Explain the existence of dual governments in wartime Arkansas

    Washington, Arkansas; Little Rock, Arkansas

  • SR.5.AH.7- Student Learning Expectation / Benchmark:

    Identify the major Civil War battlefields in and near Arkansas

• RP.6. Standard / Student Learning Expectation: Reconstruction Through Progressive Era

  Students shall identify political, social, and economic changes in Arkansas.

  • RP.6.AH.7- Student Learning Expectation / Benchmark: Describe the Reconstruction Era in Arkansas

    Freedmen's Bureau; Brooks-Baxter War; resurgence of the Democratic Party; approval of the 1874 Constitution

  • RP.6.AH.7- Student Learning Expectation / Benchmark:

    Describe the effects of sharecropping on society in Arkansas

  • RP.6.AH.7- Student Learning Expectation / Benchmark:

    Describe the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)

  • RP.6.AH.7- Student Learning Expectation / Benchmark:

    Describe the economic challenges Arkansas farmers faced during the post-Reconstruction period

  • RP.6.AH.7- Student Learning Expectation / Benchmark:

    Describe the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)

  • RP.6.AH.7- Student Learning Expectation / Benchmark:

    Discuss the contributions of political leaders in Arkansas during the Progressive Era (e.g., Jeff Davis, Joe T. Robinson, Charles Brough, George Donaghey, Hattie Caraway)

• W.7. Standard / Student Learning Expectation: World War I through the 1920s

  Students shall examine the political, social, and economic growth in Arkansas.

  • W.7.AH.7-8 Student Learning Expectation / Benchmark:

    Describe the contributions of Arkansans in the early 1900s (e.g., troops to World War I, Field Kindley, Louise Thaden, Scott Joplin)

  • W.7.AH.7-8 Student Learning Expectation / Benchmark:

    Examine the economic effects of the oil boom on southern Arkansas

  • W.7.AH.7-8 Student Learning Expectation / Benchmark: Explore the effects of tourism on the economy

    Hot Springs; Ozarks; Murfreesboro diamond mines

• GD.8. Standard / Student Learning Expectation: Great Depression

  Students shall discuss the effects of the Great Depression on Arkansas.

  • GD.8.AH.7- Student Learning Expectation / Benchmark:

    Describe the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources

  • GD.8.AH.7- Student Learning Expectation / Benchmark:

    Describe the consequences of the 1930 drought on Arkansas using available technology

  • GD.8.AH.7- Student Learning Expectation / Benchmark:

    Examine the results of bank closures on Arkansas

  • GD.8.AH.7- Student Learning Expectation / Benchmark:

    Discuss the effects New Deal programs had on society in Arkansas during the Great Depression (e.g., Works Progress Administration, Civilian Conservation Corps, Civil Works Administration)

  • GD.8.AH.7- Student Learning Expectation / Benchmark:

    Explore the economic and social consequences of the Great Depression

• WWP.9. Standard / Student Learning Expectation: World War II to Present

  Students shall examine the effects of World War II and other events upon the modernization of Arkansas.

  • WWP.9.AH.7 Student Learning Expectation / Benchmark: Identify contributions of Arkansans during World War II

    military; wartime industry; domestic food production to feed the military

  • WWP.9.AH.7 Student Learning Expectation / Benchmark:

    Describe the social and economic effects of World War II on Arkansans

  • WWP.9.AH.7 Student Learning Expectation / Benchmark:

    Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology

  • WWP.9.AH.7 Student Learning Expectation / Benchmark:

    Examine the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)

  • WWP.9.AH.7 Student Learning Expectation / Benchmark:

    Identify political leaders and their major contributions after World War II (e.g., Sid McMath, Orval Faubus, J. William Fulbright, John McClellan, Winthrop Rockefeller, Wilbur Mills, Dale Bumpers, David Pryor, Bill Clinton, Mike Huckabee)

  • WWP.9.AH.7 Student Learning Expectation / Benchmark:

    Examine the economic development of Arkansas after World War II (e.g., timber industry, catfish farms, poultry industry, agriculture, retail, tourism, labor unions)

  • WWP.9.AH.7 Student Learning Expectation / Benchmark: Identify significant contributions made by Arkansans in the following fields

    art; business; culture; medicine; science

AK.B. Performance / Content Standard: Geography

A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should:

• B.1. Grade Level Expectation:

  Know that places have distinctive geographic characteristics.

• B.2. Grade Level Expectation:

  Analyze how places are formed, identified, named, and characterized.

• B.3. Grade Level Expectation:

  Relate how people create similarities and differences among places.

• B.4. Grade Level Expectation:

  Discuss how and why groups and individuals identify with places.

• B.5. Grade Level Expectation:

  Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty.

• B.6. Grade Level Expectation:

  Make informed decisions about where to live, work, travel, and seek opportunities.

• B.7. Grade Level Expectation:

  Understand that a region is a distinct area defined by one or more cultural or physical features.

• B.8. Grade Level Expectation:

  Compare, contrast, and predict how places and regions change with time.

AK.C. Performance / Content Standard: Geography

A student should understand the dynamic and interactive natural forces that shape the earth's environments. A student who meets the content standard should:

• C.1. Grade Level Expectation:

  Analyze the operation of the earth's physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics.

• C.2. Grade Level Expectation:

  Distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions.

• C.3. Grade Level Expectation:

  Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

AK.D. Performance / Content Standard: Geography

A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should:

• D.1. Grade Level Expectation:

  Know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links.

• D.2. Grade Level Expectation:

  Explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally.

• D.3. Grade Level Expectation:

  Interpret population characteristics and distributions.

• D.4. Grade Level Expectation:

  Analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity.

• D.5. Grade Level Expectation:

  Analyze how conflict and cooperation shape social, economic, and political use of space.

AK.E. Performance / Content Standard: Geography

A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should:

• E.1. Grade Level Expectation:

  Understand how resources have been developed and used.

• E.2. Grade Level Expectation:

  Recognize and assess local, regional, and global patterns of resource use.

• E.3. Grade Level Expectation:

  Understand the varying capacities of physical systems, such as watersheds, to support human activity.

• E.4. Grade Level Expectation:

  Determine the influence of human perceptions on resource utilization and the environment.

• E.5. Grade Level Expectation:

  Analyze the consequences of human modification of the environment and evaluate the changing landscape.

• E.6. Grade Level Expectation:

  Evaluate the impact of physical hazards on human systems.

AK.F. Performance / Content Standard: Geography

A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future. A student who meets the content standard should:

• F.1. Grade Level Expectation:

  Analyze and evaluate the impact of physical and human geographical factors on major historical events.

• F.2. Grade Level Expectation:

  Compare, contrast, and predict how places and regions change with time.

• F.3. Grade Level Expectation:

  Analyze resource management practices to assess their impact on future environmental quality.

• F.4. Grade Level Expectation:

  Interpret demographic trends to project future changes and impacts on human environmental systems.

• F.5. Grade Level Expectation:

  Examine the impacts of global changes on human activity.

• F.6. Grade Level Expectation:

  Utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens.

AK.A. Performance / Content Standard: Government and Citizenship

A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

• A.1. Grade Level Expectation:

  Understand the necessity and purpose of government.

• A.2. Grade Level Expectation:

  Understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty.

• A.3. Grade Level Expectation:

  Understand how nations organize their governments.

• A.4. Grade Level Expectation:

  Compare and contrast how different societies have governed themselves over time and in different places.

AK.B. Performance / Content Standard: Government and Citizenship

A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should:

• B.1. Grade Level Expectation:

  Understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

• B.2. Grade Level Expectation:

  Recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion.

• B.3. Grade Level Expectation:

  Understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights.

• B.4. Grade Level Expectation:

  Know how power is shared in the United States' constitutional government at the federal, state, and local levels.

• B.5. Grade Level Expectation:

  Understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy.

• B.6. Grade Level Expectation:

  Recognize the significance of diversity in the American political system.

• B.7. Grade Level Expectation:

  Distinguish between constitution-based ideals and the reality of American political and social life.

• B.8. Grade Level Expectation:

  Understand the place of law in the American political system.

• B.9. Grade Level Expectation:

  Recognize the role of dissent in the American political system.

AK.C. Performance / Content Standard: Government and Citizenship

A student should understand the character of government of the state. A student who meets the content standard should:

• C.1. Grade Level Expectation:

  Understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property.

• C.2. Grade Level Expectation:

  Accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes.

• C.3. Grade Level Expectation:

  Understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact.

• C.4. Grade Level Expectation:

  Understand the importance of the historical and current roles of Alaska Native communities.

• C.5. Grade Level Expectation:

  Understand the Alaska Native Claims Settlement Act and its impact on the state.

• C.6. Grade Level Expectation:

  Understand the importance of the multicultural nature of the state.

• C.7. Grade Level Expectation:

  Understand the obligations that land and resource ownership place on the residents and government of the state.

• C.8. Grade Level Expectation:

  Identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.

AK.D. Performance / Content Standard: Government and Citizenship

A student should understand the role of the United States in international affairs. A student who meets the content standard should:

• D.1. Grade Level Expectation:

  Analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries.

• D.2. Grade Level Expectation:

  Evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States.

• D.3. Grade Level Expectation:

  Understand how national politics and international affairs are interrelated with the politics and interests of the state.

• D.4. Grade Level Expectation:

  Understand the purpose and function of international government and non-governmental organizations in the world today.

• D.5. Grade Level Expectation:

  Analyze the causes, consequences, and possible solutions to current international issues.

AK.E. Performance / Content Standard: Government and Citizenship

A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who meets the content standard should:

• E.1. Grade Level Expectation:

  Know the important characteristics of citizenship.

• E.2. Grade Level Expectation:

  Recognize that it is important for citizens to fulfill their public responsibilities.

• E.3. Grade Level Expectation:

  Exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting.

• E.4. Grade Level Expectation:

  Establish, explain, and apply criteria useful in evaluating rules and laws.

• E.5. Grade Level Expectation:

  Establish, explain, and apply criteria useful in selecting political leaders.

• E.6. Grade Level Expectation:

  Recognize the value of community service.

• E.7. Grade Level Expectation:

  Implement ways of solving problems and resolving conflict.

AK.F. Performance / Content Standard: Government and Citizenship

A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should:

• F.1. Grade Level Expectation:

  Understand how the government and the economy interrelate through regulations, incentives, and taxation.

• F.2. Grade Level Expectation:

  Be aware that economic systems determine how resources are used to produce and distribute goods and services.

• F.3. Grade Level Expectation:

  Compare alternative economic systems.

• F.4. Grade Level Expectation:

  Understand the role of price in resource allocation.

• F.5. Grade Level Expectation:

  Understand the basic concepts of supply and demand, the market system, and profit.

• F.6. Grade Level Expectation:

  Understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market.

• F.7. Grade Level Expectation:

  Understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy.

• F.8. Grade Level Expectation:

  Understand the indicators of an economy's performance, including gross domestic product, inflation, and the unemployment rate.

• F.9. Grade Level Expectation:

  Understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority.

• F.10. Grade Level Expectation:

  Understand how international trade works.

AK.G. Performance / Content Standard: Government and Citizenship

A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should:

• G.1. Grade Level Expectation:

  Apply economic principles to actual world situations.

• G.2. Grade Level Expectation:

  Understand that choices are made because resources are scarce.

• G.3. Grade Level Expectation:

  Identify and compare the costs and benefits when making choices.

• G.4. Grade Level Expectation:

  Make informed choices on economic issues.

• G.5. Grade Level Expectation:

  Understand how jobs are created and their role in the economy.

• G.6. Grade Level Expectation:

  Understand that wages and productivity depend on investment in physical and human capital.

• G.7. Grade Level Expectation:

  Understand that economic choices influence public and private institutional decisions.

AK.A. Performance / Content Standard: History

A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should:

• A.1. Grade Level Expectation:

  Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

• A.2. Grade Level Expectation:

  Know that the interpretation of history may change as new evidence is discovered.

• A.3. Grade Level Expectation:

  Recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians.

• A.4. Grade Level Expectation:

  Understand that history relies on the interpretation of evidence.

• A.5. Grade Level Expectation:

  Understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

• A.6. Grade Level Expectation:

  Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.

• A.7. Grade Level Expectation:

  Understand that history is dynamic and composed of key turning points.

• A.8. Grade Level Expectation:

  Know that history is a bridge to understanding groups of people and an individual's relationship to society.

• A.9. Grade Level Expectation:

  Understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.

AK.B. Performance / Content Standard: History

A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should:

• B.1. Grade Level Expectation: Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes

  • B.1.1. Grade Level Example:

    The development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations.

  • B.1.2. Grade Level Example:

    Human communities and their relationships with climate, subsistence base, resources, geography, and technology.

  • B.1.3. Grade Level Example:

    The origin and impact of ideologies, religions, and institutions upon human societies.

  • B.1.4. Grade Level Example:

    The consequences of peace and violent conflict to societies and their cultures.

  • B.1.5. Grade Level Example:

    Major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

• B.2. Grade Level Expectation:

  Understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.

• B.3. Grade Level Expectation:

  Recognize that historical understanding is relevant and valuable in the student's life and for participating in local, state, national, and global communities.

• B.4. Grade Level Expectation:

  Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

• B.5. Grade Level Expectation:

  Evaluate the influence of context upon historical understanding.

AK.C. Performance / Content Standard: History

A student should develop the skills and processes of historical inquiry. A student who meets the content standard should:

• C.1. Grade Level Expectation:

  Use appropriate technology to access, retrieve, organize, and present historical information.

• C.2. Grade Level Expectation:

  Use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers.

• C.3. Grade Level Expectation:

  Apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record.

• C.4. Grade Level Expectation:

  Use historical perspective to solve problems, make decisions, and understand other traditions.

AK.D. Performance / Content Standard: History

A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. A student who meets the content standard should:

• D.1. Grade Level Expectation:

  Understand that the student is important in history.

• D.2. Grade Level Expectation:

  Solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions.

• D.3. Grade Level Expectation:

  Define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others.

• D.4. Grade Level Expectation:

  Recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context.

• D.5. Grade Level Expectation:

  Base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others.

• D.6. Grade Level Expectation:

  Create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

AK.AH.HI.1 Performance / Content Standard: Historical Inquiry

The student demonstrates an understanding of the methods of documenting history by planning and developing history projects, utilizing research tools such as: interviewing protocols, oral history, historical context, pre-interview research, primary sources, secondary sources, proper citation, corroboration, and cause and effect of historical events. [DOK 4] (H. C1-4)

• AH.HI.1.1. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.1. Grade Level Example:

    Comparing and contrasting geographic regions of Alaska. [DOK 2] (G. B4, B8)

  • AH.PPE.2. Grade Level Example:

    Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

  • AH.PPE.3. Grade Level Example:

    Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, international organizations. [DOK 3] (H. B4)

• AH.HI.1.2. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.1. Grade Level Example:

    Identifying and summarizing the structures, functions, and transformation of various attributes (e.g., leadership, decision making, social and political organization) of traditional Alaska Native governance. [DOK 2] (GC. A4)

• AH.HI.1.3. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.2. Grade Level Example:

    Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

  • AH.PPE.3. Grade Level Example:

    Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

• AH.HI.1.4. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Consumption, Production, Distribution

  The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

  • AH.CPD.1. Grade Level Example:

    Identifying patterns of growth, transformation, competition, and boom and bust, in response to use of natural resources (e.g., supply and demand of fur, minerals, and whaling). [DOK 2] (G. D1)

• AH.HI.1.5. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.2. Grade Level Example:

    Using texts/sources to analyze the impacts of the relationships between Alaska Natives and Russians (i.e., Russian Orthodox Church, early fur traders, Russian American Companies, enslavement, and Creoles). [DOK 3] (H. B1d)

• AH.HI.1.6. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Continuity and Change

  The student demonstrates an understanding of the chronology of Alaska history by:

  • AH.CC.1. Grade Level Example:

    Using texts/sources to recognize and explain the interrelationships among Alaska, national, and international events and developments (e.g., international interest, trade, commerce). [DOK 3] (H. B2)

• AH.HI.1.7. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.3. Grade Level Example:

    Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals or groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

• AH.HI.1.8. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Consumption, Production, Distribution

  The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

  • AH.CPD.2. Grade Level Example:

    Using texts/source to draw conclusions about the role of the federal government in natural resource development and land management (e.g., jurisdiction, authority, agencies, programs, policies). [DOK 3] (GC. F1)

• AH.HI.1.9. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.3. Grade Level Example:

    Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership. [DOK 4] (H. C7, C8)

  • AH.ICGP.4. Grade Level Example:

    Explaining Alaskans' quest for self-determination (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

  • AH.ICGP.5. Grade Level Example:

    Explaining the impacts of military actions (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions) relative to Native communities. [DOK 2] (H. B1)

  • AH.IGCP.6. Grade Level Example:

    Using texts/sources to analyze how the military population and its activities, including administrative, policing, defense, mapping, communication, and construction, have impacted communities. [DOK 3] (H. B2)

  • AH.ICGP.7 Grade Level Example:

    Describing the historical basis of federal recognition of tribes, their inherent and delegated powers, the ongoing nature and diversity of tribal governance, and the plenary power of Congress. [DOK 1] (GC. C8)

• AH.HI.1.10 Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Continuity and Change

  The student demonstrates an understanding of the chronology of Alaska history by:

  • AH.CC.2. Grade Level Example:

    Describing how policies and practices of non-natives (e.g., missionaries, miners, Alaska Commercial Company merchants) influenced Alaska Natives. [DOK 2] (H. B4, B5)

• AH.HI.1.11 Grade Level Expectation: Alaska as a Territory (1912-1959) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.4. Grade Level Example:

    Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

• AH.HI.1.12 Grade Level Expectation: Alaska as a Territory (1912-1959) - Consumption, Production, Distribution

  The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

  • AH.CPD.3. Grade Level Example:

    Using texts/sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, 'sustained yield' in the Alaska Constitution) in Alaska's development and in the statehood movement. [DOK 3] (G. F1, F4)

• AH.HI.1.13 Grade Level Expectation: Alaska as a Territory (1912-1959) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.4. Grade Level Example:

    Explaining Alaskans' quest for self-determinations (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

  • AH.ICGP.5. Grade Level Example:

    Explaining the impacts of military actions relative to Native communities (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions). [DOK 2] (H. B1)

  • AH.ICGP.8 Grade Level Example:

    Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

  • AH.ICGP.9 Grade Level Example:

    Exploring the federal government's influence on settlements in Alaska (e.g., Matanuska Colony, Anchorage, Adak, Tok, Hydaburg) by establishment of post offices, military facilities, schools, courts, and railroads. [DOK 1] (G. G2, H. B1)

  • AH.ICGP.10 Grade Level Example:

    Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

  • AH.ICGP.11 Grade Level Example:

    Exploring federal policies and legislation (e.g., Alaska Citizenship Act, Tlingit- Haida Jurisdictional Act, Indian Citizenship Act of 1924, Alaska Reorganization Act, ANCSA) that recognized Native rights. [DOK 1] (H. B2)

• AH.HI.1.14 Grade Level Expectation: Alaska as a Territory (1912-1959) - Continuity and Change

  The student demonstrates an understanding of the chronology of Alaska history by:

  • AH.CC.3. Grade Level Example:

    Describing how the roles and responsibilities in Alaska Native societies have been continuously influenced by changes in technology, economic practices, and social interactions. [DOK 2] (G. D4, H. B1b)

• AH.HI.1.15 Grade Level Expectation: Alaska as a State (1959-present) - People, Places, Environment

  The student demonstrates an understanding of the interaction between people and their physical environment by:

  • AH.PPE.4. Grade Level Example:

    Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

  • AH.PPE.5. Grade Level Example:

    Comparing and contrasting the differing perspectives between rural and urban areas. [DOK 2] (H. B1b, C. E4)

  • AH.PPE.6. Grade Level Example:

    Analyzing patterns of movement and settlement. [DOK 2] (H. B4, G. D3)

  • AH.PPE.7 Grade Level Example:

    Using texts/sources to explain the political, social, cultural, economic, geographic, and historic characteristics of the student's community or region. [DOK 3] (H. B1b, C. E2, E8)

• AH.HI.1.16 Grade Level Expectation: Alaska as a State (1959-present) - Consumption, Production, Distribution

  The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

  • AH.CPD.4. Grade Level Example:

    Describing the federal government's construction and maintenance of Alaska's infrastructure (e.g., transportation, communication, public health system, education). [DOK 1] (G. D4)

  • AH.CPD.5. Grade Level Example:

    Using texts/sources to analyze the multiple perspectives in the continuing debate between conservation and development of resources. [DOK 3] (G. E4, F3)

  • AH.CPD.6. Grade Level Example:

    Describing the formation of Alaska Native Corporations and their impact on Alaska's economy. [DOK 2] (GC. F9)

  • AH.CPD.7 Grade Level Example:

    Explaining the creation and implementation of the Permanent Fund and how it has impacted the state. [DOK 2] (GC. F9)

• AH.HI.1.17 Grade Level Expectation: Alaska as a State (1959-present) - Individual, Citizenship, Governance, Power

  The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

  • AH.ICGP.3. Grade Level Example:

    Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership (e.g., ANCSA, ANILCA). [DOK 4] (H. C7, C8)

  • AH.ICGP.8 Grade Level Example:

    Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

  • AH.ICGP.10 Grade Level Example:

    Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

  • AH.ICGP.12 Grade Level Example:

    Using texts/sources to analyze the evolution of self-government through an examination of organic documents (i.e., Treaty of Cession, Organic Act, Territorial Act, Alaska State Constitution, Statehood Act). [DOK 3] (H. B2, B4)

• AH.HI.1.18 Grade Level Expectation: Alaska as a State (1959-present) - Continuity and Change

  The student demonstrates an understanding of the chronology of Alaska history by:

  • AH.CC.4. Grade Level Example:

    Giving correct and incorrect examples to explain subsistence as a way of life. [DOK 2] (H. B1b)

  • AH.CC.5. Grade Level Example:

    Defining, describing, and illustrating the economic, political, and social characteristics of the major periods, their key turning points (e.g., implementation of Prudhoe Bay pipeline, Molly Hootch case, ANCSA, ANILCA, ANWR, natural and manmade disasters, establishment of Alaska Native Corporations) and how they interrelate. [DOK 4] (H. B2)

  • AH.CC.6. Grade Level Example:

    Explaining the historical context and the legal foundations (e.g., Alaska Constitution, ANCSA, MMPA, ANILCA, Katie John case) pertinent to subsistence. [DOK 1] (GC. A2, C. A4)

  • AH.CC.7 Grade Level Example:

    Comparing and contrasting the perspectives of sport, commercial, and subsistence users on policies regarding fish and game management. [DOK 2] (G. E4, F5)DOK 1] (H. B2)