CO.1. Standard: History

Prepared Graduates:

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

CO.1.1. Concepts and skills students master:

• Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives

Evidence Outcomes

Students can:

• a. Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives
• b. Analyze evidence from multiple sources including those with conflicting accounts about specific events in United States history
• c. Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry
• d. Construct a written historical argument on the use or understanding of primary and secondary sources

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How has the Declaration of Independence influenced other nations?
2. Which primary documents have had the greatest impact on the people of the United States?
3. Should and can historians be completely impartial when writing about history?
4. What makes history different from literature?
5. Was it "Westward Expansion" or "Territorial Convergence?"
6. What makes a good historical question?

Relevance and Application:

1. The context and content from the past are used to make connections to the present such as connecting the Civil War to current social and political issues, and the boom and bust cycle of economics with the Gold Rush and railroads
2. The historical method of inquiry is used to interpret and refine history and serves as a model for inquiry. For example, historians and communities preserve historical documents, artifacts, and buildings.

Nature of History:

1. Historical thinkers evaluate historical sources for purpose, audience, point of view, context, and authenticity.
2. Historical thinkers use primary and secondary sources to evaluate and create hypotheses and interpretations of historical events defended with supporting evidence.

CO.1.2. Concepts and skills students master:

• The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships with one another

Evidence Outcomes

Students can:

• a. Determine and explain the historical context of key people and events from the origins of the American Revolution through Reconstruction including the examination of different perspectives
• b. Evaluate continuity and change ove rthe course of United States history by examining various eras and determining major sources of conflict and compromise
• c. Examine factors that motivated the military and economic expansion from the American Revolution through Reconstruction
• d. Evaluate the impact of different factors – on topics to include but not limited to gender, age, ethnicity and class– on groups and individuals in this time period and the impact of these groups and individuals on the events of the time period
• e. Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction
• f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?
2. To what extent are the ideas of the American Revolution and the United States Constitution still affecting the world today?
3. What would the United States be like if the British had won the American Revolution?
4. To what extent was the Civil War an extension of the American Revolution?

Relevance and Application:

1. The context and information from the past are used to make connections and inform decisions in the present. For example, the concepts of liberty continue to be defended by lawyers and citizens while the rights and responsibilities of citizens continue to evolve through the work of policy makers, legislators, judges, lawyers, and individuals.
2. Technological developments continue to evolve and impact the present. For example, communication media has evolved from printing, telegraph, early photography and continues to continues to evolve, in transportation of scientific discoveries)

Nature of History:

1. Historical thinkers analyze patterns and themes throughout time.
2. Historical thinkers study places and events from multiple perspectives in a way that leads to interpretations based on available evidence.
3. Historical thinkers use chronology to organize time.
4. Historical thinkers examine sources for audience, purpose, point of view, historical context, and propaganda.

CO.2. Standard: Geography

Prepared Graduates:

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

CO.2.1. Concepts and skills students master:

• Use geographic tools to analyze patterns in human and physical systems

Evidence Outcomes

Students can:

• a. Interpret maps and other geographic tools as a primary source to analyze a historic issue
• b. Describe the nature and spatial distribution of cultural patterns
• c. Recognize the patterns and networks of economic interdependence
• d. Explain the establishment of human settlements in relationship to physical attributes and important regional connections
• e. Calculate and analyze population trends

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How has human settlement influenced changes in physical systems and culture?
2. How can geographic tools help explore patterns in human and physical systems?
3. How have people and the environment interacted to produce changes over time?
4. How is human activity limited by the environment?
5. How has the environment influenced human activity?

Relevance and Application:

1. The analysis and understanding of patterns found in human and physical systems helps to explain impacts on society such as the impact of migration patterns on regions.
2. Technology is used to find, plot, and express the patterns found in human and physical systems that affect society such as population density and growth analyses, impact of deforestation, and human and environmental changes that affect world health.

Nature of Geography:

1. Spatial thinkers use geographic tools to discover and investigate geographic patterns.

CO.2.2. Concepts and skills students master:

• Conflict and cooperation occur over space and resources

Evidence Outcomes

Students can:

• a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict
• b. Compare how differing geographic perspectives apply to a historic issue
• c. Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, and sovereignty

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How will the location of resources lead to cooperation or conflict in the future?
2. How has conflict over space and resources influenced human migration?
3. How have differing perspectives regarding resource and land use lead to cooperative policies or conflict?
4. How would human settlement patterns be different if people did not trade resources with others?

Relevance and Application:

1. Nations are working cooperatively or are engaged in conflict over the division and control of land, water, and other resources.
2. Individuals and groups make choices regarding the use of space and resources in society. For example, various nations and groups fought over the resources of the United States and businesses and individuals have raced for land and resources throughout history including the Gold Rush and the Western land rush.

Nature of Geography:

1. Spatial thinkers study how factors influence the allocation and use of space and resources.
2. Spatial thinkers study how different perspectives affect cooperation and conflict over space and resources.

CO.3. Standard: Economics

Prepared Graduates:

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

CO.3.1. Concepts and skills students master:

• Economic freedom, including free trade, is important for economic growth

Evidence Outcomes

Students can:

• a. Give examples of international differences in resources, productivity, and prices that provide a basis for international trade
• b. Describe the factors that lead to a nation having a comparative and absolute advantage in trade
• c. Explain effects of domestic policies on international trade
• d. Identify examples to illustrate that consumers ultimately determine what is produced in a market economy
• e. Explain why nations often restrict trade by using quotas, tariffs, and non-tariff barriers

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How do societies benefit from trade and exchange?
2. Why is it important for nations to control trade and exchange?
3. What are the benefits and challenges of trade at the international, national, state, local, and individual levels?
4. How does where and how you purchase products affect the social, economic, and environmental conditions?

Relevance and Application:

1. The understanding of trade and collaboration within the market economy is important to business and individual economic success.
2. Analysis of the positive and negative impacts of trade agreements is critical to a nation’s economy. For example, the Santa Fe Trail and the opening of trade with Japan in American history.
3. Identification of the role of information as a good or service and its influence on production, trade, income, and technological advances aids businesses to operate efficiently.
4. Innovation and invention create absolute or comparative advantage in trade

Nature of Economics:

1. Economic thinkers explore the patterns and development of the interconnected nature of trade.
2. Economic thinkers analyze the components of economic growth.

CO.3.2. Concepts and skills students master:

• Manage personal credit and debt (PFL)

Evidence Outcomes

Students can:

• a. Identify and differentiate between purposes and reasons for debt
• b. Analyze benefits and costs of credit and debt
• c. Compare sources of credit
• d. Describe the components of a credit history

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. Why is understanding credit and debt important?
2. How do you manage debt?
3. Why is it important to know about different types of credit?
4. How do you view debt and credit?
5. When is debt useful?

Relevance and Application:

1. Technology aids in the research of purchases to find the lowest available cost, compare sources of credit, and track debt.
2. Analysis of the cost of borrowing helps to determine how to manage debt for such items as higher education and automobile purchases.
3. Technology is used to research credit history, credit scores, and the variables that impact a credit history to protect personal financial security.

Nature of Economics:

1. Financially responsible individuals manage debt.
2. Economic thinkers gather data regarding trends in production, use of resources, and consumer choices.
3. Financially responsible individuals understand the responsibilities associated with the use of credit.

CO.4. Standard: Civics

Prepared Graduates:

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

CO.4.1. Concepts and skills students master:

• Analyze elements of continuity and change in the United States government and the role of citizens over time

Evidence Outcomes

Students can:

• a. Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes
• b. Analyze the changing definition of citizenship and give examples of the expansion of rights
• c. Describe examples of citizens and groups who have influenced change in United States government and politics
• d. Evaluate the result of various strategies for political change over time
• e. Analyze primary sources supporting democratic freedoms and the founding of our government. Documents to include but not limited to the Declaration of Independence, Constitution, Bill of Rights and explain how they provide for both continuity and change
• f. Examine ways citizens may effectively voice opinions, monitor government, and bring about change nationally

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. What is a patriot?
2. What are the various roles of government?
3. How have various people from different eras in our nation’s history promoted change in the face of opposition and what democratic principles were advanced?
4. How have the meanings of American ideals remained the same and changed over time?

Relevance and Application:

1. There are elements that contribute to continuity and change in order to maintain a free and democratic society. For example, the right to vote is fundamental in society, but who can vote has changed over time.
2. Individuals work collaboratively to research and advocate ideas regarding important issues facing society such as suffrage, the rights of workers, and the rights of children.>/li>

Nature of Civics:

1. Responsible community members read diverse sources to create understanding, critically analyze issues, and place them in historical context.
2. Responsible community members understand and discuss the dynamic nature of national government and the individual’s role in the process.

CO.4.2. Concepts and skills students master:

• The place of law in a constitutional system

Evidence Outcomes

Students can:

• a. Discern various types of law
• b. Evaluate the strengths and weaknesses of rule of law
• c. Describe and engage in various means of conflict management
• d. Explain the role and importance of the Constitution
• e. Discuss the tensions between individual rights, state law, and national law
• f. Explain how state and federal court power of judicial review is reflected in the United States form of constitutional government
• g. Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. What is the "common good?"
2. What are key court cases and historical events in the development of the United States?
3. What are examples of successful and unsuccessful conflict resolution in United States history and why?
4. How has the United States balanced individual rights and law?
5. Which is more effective, the rule of law or the rule of man? Why?

Relevance and Application:

1. Laws interact and may remain the same or change over time. For example, in a society with laws, leadership can change but the law remains the same.
2. Laws allow understanding of the proper course of action and consequences for not adhering to the law. For example, safety belts are required in automobiles for safety reasons and various government agencies regulate industries to protect the common good.

Nature of Civics:

1. Responsible community members exercise their rights and responsibilities to effect change.
2. Responsible community members understand rule of law and judicial review as components of the judicial system.

Theme: U.S. Studies from 1492 to 1877: Exploration through Reconstruction

The historical focus continues in the eighth grade with the study of European exploration and the early years of the United States. This study incorporates all four social studies strands into a chronologic view of the development of the United States. Students examine how historic events are shaped by geographic, social, cultural, economic and political factors.

• History Strand

  • Historical Thinking and Skills

    • 1. Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.

  • Colonization to Independence

    • 2. North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons.
    • 3. Competition for control of territory and resources in North America led to conflicts among colonizing powers.
    • 4. The practice of race-based slavery led to the forced migration of Africans to the American colonies. Their knowledge and traditions contributed to the development of those colonies and the United States.
    • 5. The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution.

  • A New Nation

    • 6. The outcome of the American Revolution was national independence and new political, social and economic relationships for the American people.
    • 7. Problems arising under the Articles of Confederation led to debate over the adoption of the U.S. Constitution.
    • 8. Actions of early presidential administrations established a strong federal government, provided peaceful transitions of power and repelled a foreign invasion.

  • Expansion

    • 9. The United States added to its territory through treaties and purchases.
    • 10. Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians.

  • Civil War and Reconstruction

    • 11. Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War.
    • 12. The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority and lingering social and political differences.

• Geography Strand

  • Spatial Thinking and Skills

    • 13. Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography.

  • Human Systems

    • 14. The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences.
    • 15. The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States.
    • 16. Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole.
    • 17. Americans began to develop a common national identity among its diverse regional and cultural populations based on democratic ideals.

• Government Strand

  • Civic Participation and Skills

    • 18. Participation in social and civic groups can lead to the attainment of individual and public goals.
    • 19. Informed citizens understand how media and communication technology influence public opinion.

  • Roles and Systems of Government

    • 20. The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances.
    • 21. The U.S. Constitution protects citizensí rights by limiting the powers of government.

• Economics Strand

  • Economic Decision Making and Skills

    • 22. Choices made by individuals, businesses and governments have both present and future consequences.

  • Production and Consumption

    • 23. The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work.

  • Markets

    • 24. Governments can impact markets by means of spending, regulations, taxes and trade barriers.

  • Financial Literacy

    • 25. The effective management of oneís personal finances includes using basic banking services (e.g., savings accounts and checking accounts) and credit.

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

Vermont Academic Content Standards: History and Social Sciences

• Inquiry

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

    Students initiate an inquiry by:

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

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

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

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

  • H&SS7-8:3—Research Plan

    Students design research by:

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

  • H&SS7-8:4—Conducting Research

    Students conduct research by:

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

  • H&SS7-8:5

    Students develop reasonable explanations that support the research statement by:

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

  • H&SS7-8:6

    Students make connections to research by:

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

  • H&SS7-8:7

    Students communicate their findings by:

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

• History

  • H&SS7-8:8

    Students connect the past with the present by:

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

  • H&SS7-8:9

    Students show understanding of how humans interpret history by:

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

  • H&SS7-8:10

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

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

• Physical and Cultural Geography

  • H&SS7-8:11

    Students interpret geography and solve geographic problems by:

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

  • H&SS7-8:12

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

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

  • H&SS7-8:13

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

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

• Civics, Government and Society

  • H&SS7-8:14

    Students act as citizens by:

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

  • H&SS7-8:15

    Students show understanding of various forms of government by:

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

  • H&SS7-8:16

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

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

  • H&SS7-8:17

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

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

• Economics

  • H&SS7-8:18

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

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

  • H&SS7-8:19

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

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

  • H&SS7-8:20

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

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

Content Suggestion:

The study of the principles of the U.S. Constitution, with emphasis on events, arguments, and movements of the 19th century and their impact today, connections to local history, and extensive use of primary source materials.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

• 1. Create historical timelines and interpret the data presented in the timelines.
• 2. Analyze examples of conflicts that have been resolved through compromise (e.g. compromises over slavery, social reforms).
• 3. Evaluate the influences that contributed to American social reform movements.
• 4. Explain how the arts, architecture, music and literature of the United States both influence and reflect its history and cultural heterogeneity.
• 5. Analyze how specific individuals and their ideas and beliefs influenced U.S. history.
• 6. Compare and contrast the causes and effects of the American Revolution and the Civil War.
• 7. Examine the significance of Supreme Court precedents established during the Federalist era.
• 8. Analyze the similarities and differences between Manifest Destiny in the 1840s and late 19th century imperialism.
• 9. Evaluate the impact of America’s westward expansion on Native American nations (e.g. Trail of Tears, Dawes Act).
• 10. Evaluate the impact of the compromises made at the Constitutional Convention.

Correlations

Critical Thinking and Problem Solving
Civic Literacy
Communication
2, 3, 4. NCSS 1 “Culture”
4, 5,6,7,8, 9,10 NCSS 2 “Time, Continuity and Change”
I&TL: 1, 2, 3, 4, 5, 6, 7

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

Grade Level Expectations
Students will be able to:

• 11. Analyze the connections between and among local, state and national historical events (e.g. immigration, Civil War participation, trade, manufacturing).

Correlations

Critical Thinking and Problem Solving
Civic Literacy
Financial literacy
11 NCSS 2 “Time, Continuity and Change”
I&TL: 1, 2, 3, 4, 5, 6, 7

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

Grade Level Expectations
Students will be able to:

• 12. Assess the slave trade’s impact on American social institutions.
• 13. Analyze foreign reactions to the institution of slavery in America (e.g. Amistad, Liberia, English abolition).
• 14. Evaluate U.S. influence on other cultures and world events (e.g. trade, wars, Monroe Doctrine).

Correlations

Critical Thinking and Problem Solving
Financial Literacy
Global awareness
Civic Literacy
12, 13, 14 NCSS 2 “Time, Continuity and Change”
I&TL: 1, 2, 3, 4, 5, 6, 7

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

• 15. Examine how geography influenced the economic and political development of the United States

Correlations

Critical Thinking and Problem Solving
Communication
Information Literacy
15. NCSS 3 “People, Places and Environments”
I&TL: 1, 2, 3, 4, 5, 6, 7

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

• 16. Weigh the impact of America’s Industrial Revolution, industrialization and urbanization on the environment.

Correlations

Critical Thinking and Problem Solving
16. NCSS 3 “People, Places and Environments”
16. NCSS 7 “Production, Distribution, and Consumption”
I&TL: 1, 2, 3, 4, 5, 6, 7

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

• 17. Analyze and draw conclusions about the impact of immigration on the United States at different stages in its history.

Correlations

Critical Thinking and Problem Solving
Information Literacy
Communication
Civic literacy
17. NCSS 3 “People, Places and Environments”
I&TL: 1, 2, 3, 4, 5, 6, 7

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

Grade Level Expectations
Students will be able to:

• 18. Differentiate the functions (including checks and balances) of the United States’ three branches of government, using contemporary examples.

Correlations

Critical Thinking and Problem Solving
Civic Literacy
18. NCSS 6 “Power, Authority and Governance”
I&TL: 3

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

Grade Level Expectations
Students will be able to:

• 19. Evaluate the impact of the U.S. Constitution on the lives of U.S. citizens (e.g. amendments, court cases).

Correlations

Critical Thinking and Problem Solving
Civic Literacy
19. NCSS 10 “Civic Ideals and Practices”
I&TL: 1, 2, 3, 4, 5, 6, 7

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

• 20. Analyze U.S. citizens’ rights and responsibilities under the Constitution.
• 21. Assess the impact of court cases that expanded or limited rights and responsibilities enumerated in the Constitution and Bill of Rights.
• 22. Debate instances where rights and responsibilities of citizens are in conflict (e.g. free speech and public safety, private property and eminent domain).

Correlations

Critical Thinking and Problem Solving
Civic Literacy
Communication
Information Literacy
20. NCSS 6 “Power, Authority and Governance”
21, 22. NCSS 10 “Civic Ideals and Practices”
I&TL: 1, 2, 3, 4, 5, 6, 7

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

• 23. Analyze how technology has influenced productivity (e.g. cotton gin, steam power, interchangeable parts, telegraph, telephone, manned flight, computers).

Correlations

Critical Thinking and Problem Solving
ITC Literacy
23. NCSS 7 “Production, Distribution, and Consumption”
23. NCSS 8 “Science, Technology, and Society”
I&TL: 1, 2, 3, 5, 6

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

• 24. Analyze the relationship between supply and demand and the prices of goods and services in a market economy.

Correlations

Critical Thinking and Problem Solving
Financial Literacy
24. NCSS 7 “Production, Distribution and Consumption”
I&TL: 1, 2, 3, 5, 6
20. NCSS 10, “Civic, Ideals, and Practices”

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

Grade Level Expectations
Students will be able to:

• 25. Identify and analyze specific factors that promoted growth and economic expansion in the United States.
• 26. Outline how trade affected nationalism and sectionalism in U.S. history (e.g. roads, canals, railroads, “cotton culture”).

Correlations

Critical Thinking and Problem Solving
Financial Literacy
25. NCSS 5 “Individuals, Groups and Institutions”
26. NCSS 7 “Production, Distribution and Consumption”
I&TL:1,2,3,4,5,6, 7

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

Grade Level Expectations
Students will be able to:

• 27. Compare similarities and differences of ethnic/cultural groups in the United States (e.g. beliefs, values, traditions) and their impact on American social systems.
• 28. Analyze the contributions and challenges of different cultural/ethnic groups in the United States over time.
• 29. Examine how stereotypes develop and explain their impact on history and contemporary events.

Correlations

Critical Thinking and Problem Solving
Civic Literacy
Communication
27. NCSS 1 “Culture”
28. NCSS 2 “Time, Continuity and Change”
29. NCSS 5 “Individuals, Groups, and Institutions”
I&TL: 1, 2, 3, 4, 5, 6, 7

Standard 2: History/Social Studies Literacy

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

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

Grade Level Expectations
Students will be able to:

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

Correlations

RH-1, 2, 3, 10
RI8-3
WHST- 7, 8
Communication
Information Literacy
ICT Literacy
I&TL: 1, 2, 3, 5, 6

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

Grade Level Expectations
Students will be able to:

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

Correlations

RH-4, 5, 6, 7, 9
RI8- 8, 9
WHST-8 SL8-3
Communication Information Literacy ICT Literacy
I&TL: 1, 2, 3, 5, 6

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

Grade Level Expectations
Students will be able to:

• 19. Write arguments using discipline-specific content.
• 20. Create written work (e.g. brochure or political cartoon) that expresses a personal opinion on a historical event or social studies issue and support it with relevant evidence.
• 21. Write informative/explanatory texts, including the narration of historical events.
• 22. Organize and cite evidence from primary and secondary sources to support conclusions in an essay.
• 23. Integrate information from multiple print and digital sources without plagiarism.

Correlations

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

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

Grade Level Expectations
Students will be able to:

• 24. Engage effectively in a range of collaborative discussions and debates (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
• 25. Orally present information on social studies events or issues and support with primary and secondary evidence.
• 26. Present claims and findings, emphasizing salient points, in a focused and coherent manner with relevant evidence, sound reasoning, and well- chosen details; use appropriate eye contact, adequate volume, and clear pronunciation

Correlations

SL8- 1, 4
Communication
Information Literacy
Flexibility and Adaptability

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

Grade Level Expectations
Students will be able to:

• 27. Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.
• 28. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, emphasize salient points, and add interest.

Correlations

RI8-7 SL8-5
Communication
Information Literacy

Standard 3: Civic Engagement

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

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

Grade Level Expectations
Students will be able to:

• 1. In a group or team, work together to reach a decision on an issue and explain the reasons for the decision
• 2. Compare and contrast two or more interpretations of a historical event.
• 3. Cite evidence to support and/or critique a historian’s interpretation of an event.

Correlations

Communication
Information Literacy
I&TL:1,2,3,4, 5,6,7

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

Grade Level Expectations
Students will be able to:

• 4. Analyze the options available to an individual in a historical or contemporary situation.
• 5. Justify why people might have different points of view on a historical or contemporary issue.

Correlations

Communication
Information Literacy
I&TL: 1, 2, 3, 4, 5, 6, 7

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

Grade Level Expectations
Students will be able to:

• 6. Develop a plan of action to provide a solution to a local, state or national issue.
• 7. Compare and contrast possible solutions to a current issue citing relevant information.

Correlations

Communication
Information Literacy
I&TL: 1, 2, 3, 4, 5, 6, 7

• HI.SS.8.1. Content Standard / Course: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
  • SS.8.1.1. Content Standard / Performance Indicator: There are no benchmarks for this standard for this Grade/Course.
• HI.SS.8.2. Content Standard / Course: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
  • SS.8.2.1. Content Standard / Performance Indicator: Historical Sources Differentiate between primary and secondary sources, understanding the potential and limitations of each
  • SS.8.2.2. Content Standard / Performance Indicator: Historical Perspectives and Interpretations Describe why different people may have different perspectives of the same historical event and multiple interpretations should be considered in order to avoid historical linearity and inevitability
• HI.SS.8.3. Content Standard / Course: History UNITED STATES HISTORY-Understand important historical events in the Post-Revolutionary war through Reconstruction era (including second great awakening and westward expansion)
  • SS.8.3.1. Content Standard / Performance Indicator: The Constitution Explain the problems of the national government under the Articles of Confederation that led to the Constitutional Convention of 1787
  • SS.8.3.2. Content Standard / Performance Indicator: The Constitution Describe the controversies (including large states versus small states and slavery) and the compromises that resolved them (including the Great Compromise and the Three-Fifths Compromise) at the Constitutional Convention
  • SS.8.3.3. Content Standard / Performance Indicator: The Constitution Describe the ideas and principles (including checks and balances, separation of powers, representative democracy) of the Constitution
  • SS.8.3.4. Content Standard / Performance Indicator: The Constitution Explain the controversies over the ratification of the Constitution
  • SS.8.3.5. Content Standard / Performance Indicator: Early American Society Explain how the Bill of Rights places limitations on the federal government
  • SS.8.3.6. Content Standard / Performance Indicator: Early Government of The United States Describe the emergence of the two party system (including Washington's farewell address and the election of 1800)
  • SS.8.3.7. Content Standard / Performance Indicator: Early Government of The United States Describe significant events and changes associated with Andrew Jackson's presidency (including Jackson's stance on Indian removal issues and Jacksonian democracy)
  • SS.8.3.8. Content Standard / Performance Indicator: Early American Society Examine the impact of the Seneca Falls Convention and major abolitionists, including Frederick Douglass and William Lloyd Garrison
  • SS.8.3.9. Content Standard / Performance Indicator: Early American Society Describe how the development of technology in the first half of the 19th century had an impact on American life
  • SS.8.3.10. Content Standard / Performance Indicator: Westward Expansion Examine how and why the United States became a continental nation through westward expansion
  • SS.8.3.11. Content Standard / Performance Indicator: Antebellum America Explain the sectionalism that emerged in the first half of the 19th century
  • SS.8.3.12. Content Standard / Performance Indicator: Civil War Explain how the key issues and events after the Mexican War relate to the outbreak of the Civil War
  • SS.8.3.13. Content Standard / Performance Indicator: Civil War Explain the major factors that determined the outcome of the Civil War (including leaders, resources, and key battles)
  • SS.8.3.14. Content Standard / Performance Indicator: Reconstruction Analyze the Reconstruction plan of President Lincoln and that of the congressional Republicans
  • SS.8.3.15. Content Standard / Performance Indicator: Reconstruction Explain the impact of the Civil War on African Americans
• HI.SS.8.4. Content Standard / Course: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives
  • SS.8.4.1. Content Standard / Performance Indicator: Governance, Power and Authority Describe the purpose and structures of the three branches of the federal government
  • SS.8.4.2. Content Standard / Performance Indicator: Global Cooperation, Conflict, and Interdependence Explain United States foreign policy as reflected in the Monroe Doctrine
  • SS.8.4.3. Content Standard / Performance Indicator: Global Cooperation, Conflict, and Interdependence Describe the influences of America on other nations and/or organizations and vice versa (including French and Spanish interests at the start of the Lewis and Clark Expedition and the impact of the Indian removals)
• HI.SS.8.5. Content Standard / Course: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
  • SS.8.5.1. Content Standard / Performance Indicator: Citizenship and Participation Explain the responsibilities of citizens in a representative democracy
• HI.SS.8.6. Content Standard / Course: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
  • SS.8.6.1. Content Standard / Performance Indicator: There are no benchmarks for this standard for this Grade/Course.
• HI.SS.8.7. Content Standard / Course: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  • SS.8.7.1. Content Standard / Performance Indicator: There are no benchmarks for this standard for this Grade/Course.
• HI.SS.8.8. Content Standard / Course: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
  • SS.8.8.1. Content Standard / Performance Indicator: Limited Resources and Choice Explain productivity in terms of output per worker, hour, machine, or unit of land, and its effects on standards of living in 18th and/or 19th century America
  • SS.8.8.2. Content Standard / Performance Indicator: Role and Function of Markets Describe the factors that influence production and consumption decisions in a market system

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

Geography: Eastern Hemisphere

• Standard 1: History

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

  Goal 1.8:

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

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

• Standard 2: Geography

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

  Goal 2.1:

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

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

  Goal 2.2:

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

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

  Goal 2.3:

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

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

  Goal 2.4:

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

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

  Goal 2.5:

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

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

• Standard 3: Economics

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

  Goal 3.1:

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

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

  Goal 3.2:

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

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

• Standard 4: Civics and Government

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

  Goal 4.5:

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

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

• Standard 5: Global Perspectives

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

  Goal 5.1:

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

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

Geography: Western Hemisphere

Standard 1: History

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

Goal 1.8:

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

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

Standard 2: Geography

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

Goal 2.1:

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

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

Goal 2.2:

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

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

Goal 2.3:

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

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

Goal 2.4:

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

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

Goal 2.5:

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

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

Standard 3: Economics

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

Goal 3.1:

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

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

Goal 3.2:

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

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

Standard 4: Civics and Government

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

Goal 4.5:

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

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

• Standard 5: Global Perspectives

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

  Goal 5.1:

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

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

World History and Civilization

• Standard 1: History

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

  Goal 1.6:

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

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

  Goal 1.7:

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

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

  Goal 1.8:

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

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

  Goal 1.9:

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

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

• Standard 2: Geography

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

  Goal 2.1:

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

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

  Goal 2.3:

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

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

  Goal 2.4:

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

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

  Goal 2.5:

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

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

• Standard 3: Economics

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

  Goal 3.1:

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

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

  Goal 3.2:

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

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

• Standard 4: Civics and Government

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

  Goal 4.4:

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

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

• Standard 5: Global Perspectives

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

  Goal 5.1:

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

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

U.S. History I

Standard 1: History

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

Goal 1.1:

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

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

Goal 1.2:

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

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

Goal 1.3:

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

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

Goal 1.4:

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

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

Goal 1.5:

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

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

Standard 2: Geography

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

Goal 2.1:

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

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

Goal 2.2:

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

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

Goal 2.3:

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

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

Standard 3: Economics

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

Goal 3.1:

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

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

Goal 3.2:

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

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

Goal 3.3:

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

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

Standard 4: Civics and Government

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

Goal 4.1:

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

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

Goal 4.2:

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

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

Goal 4.3:

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

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

Goal 4.4:

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

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

Standard 5: Global Perspectives

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

Goal 5.1:

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

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

• IN.1. Standard: History Students will examine the relationship and significance of themes, concepts and movements in the development of United States history, including review of key ideas related to the colonization of America and the revolution and Founding Era. This will be followed by emphasis on social reform, national development and westward expansion, and the Civil War and Reconstruction period.
  • 8.1.1. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify major Native American Indian groups of eastern North America and describe early conflict and cooperation with European settlers and the influence the two cultures had on each other. (Individuals, Society and Culture)
  • 8.1.2. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Explain the struggle of the British, French, Spanish and Dutch to gain control of North America during settlement and colonization.
  • 8.1.3. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify and explain the conditions, causes, consequences and significance of the French and Indian War (1754-1763), and the resistance and rebellion against British imperial rule by the thirteen colonies in North America (1761-1775).
  • 8.1.4. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify fundamental ideas in the Declaration of Independence (1776) and analyze the causes and effects of the Revolutionary War (1775-1783), including enactment of the Articles of Confederation and the Treaty of Paris.
  • 8.1.5. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify and explain key events leading to the creation of a strong union among the 13 original states and in the establishment of the United States as a federal republic.
  • 8.1.6. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify the steps in the implementation of the federal government under the United States Constitution, including the First and Second Congresses of the United States (1789-1792).
  • 8.1.7. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Describe the origin and development of political parties, the Federalists and the Democratic-Republicans (1793-1801), and examine points of agreement and disagreement between these parties.
  • 8.1.8. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Evaluate the significance of the presidential and congressional election of 1800 and the transfer of political authority and power to the Democratic-Republican Party led by the new president, Thomas Jefferson (1801).
  • 8.1.9. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Describe the influence of important individuals on social and political developments of the time such as the Independence movement and the framing of the Constitution. (Individuals, Society and Culture)
  • 8.1.10. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Compare differences in ways of life in the northern and southern states, including the growth of towns and cities in the North and the growing dependence on slavery in the South. (Individuals, Society and Culture)
  • 8.1.11. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the events leading up to and the significance of the Louisiana Purchase (1803) and the expedition of Lewis and Clark (1803-1806).
  • 8.1.12. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the main issues, decisions and consequences of landmark Supreme Court cases.
  • 8.1.13. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the causes and consequences of the War of 1812, including the Rush-Bagot Agreement (1818).
  • 8.1.14. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Examine the international problem that led to the Monroe Doctrine (1823) and assess its consequences.
  • 8.1.15. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the concept of Manifest Destiny and describe its impact on westward expansion of the United States. (Individuals, Society and Culture)
  • 8.1.16. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Describe the abolition of slavery in the northern states, including the conflicts and compromises associated with westward expansion of slavery.
  • 8.1.17. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Identify the key ideas of Jacksonian democracy and explain their influence on political participation, political parties and constitutional government.
  • 8.1.18. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist and social reform movements, and in sectional conflicts. (Individuals, Society and Culture)
  • 8.1.19. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the influence of early individual social reformers and movements. (Individuals, Society and Culture)
  • 8.1.20. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Analyze the causes and effects of events leading to the Civil War, including development of sectional conflict over slavery.
  • 8.1.21. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Describe the importance of key events and individuals in the Civil War.
  • 8.1.22. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Explain and evaluate the policies, practices and consequences of Reconstruction, including the Thirteenth, Fourteenth and Fifteenth Amendments to the Constitution.
  • 8.1.23. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Describe the conflicts between Native American Indians and settlers of the Great Plains. (Individuals, Society and Culture)
  • 8.1.24. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Identify the influence of individuals on political and social events and movements such as the abolition movement, the Dred Scott case, women rights and Native American Indian removal. (Individuals, Society and Culture)
  • 8.1.25. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Give examples of how immigration affected American culture in the decades before and after the Civil War, including growth of industrial sites in the North; religious differences; tensions between middle-class and working-class people, particularly in the Northeast; and intensification of cultural differences between the North and the South. (Individuals, Society and Culture)
  • 8.1.26. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Give examples of the changing role of women and minorities in the northern, southern and western parts of the United States in the mid-nineteenth century, and examine possible causes for these changes. (Individuals, Society and Culture)
  • 8.1.27. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Give examples of scientific and technological developments that changed cultural life in the nineteenth-century United States, such as the use of photography, growth in the use of the telegraph, the completion of the transcontinental railroad and the invention of the telephone. (Individuals, Society and Culture)
  • 8.1.28. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making Recognize historical perspective and evaluate alternative courses of action by describing the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
  • 8.1.29. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making Differentiate between facts and historical interpretations, recognizing that the historian's narrative reflects his or her judgment about the significance of particular facts.
  • 8.1.30. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making Formulate historical questions by analyzing primary and secondary sources about an issue confronting the United States during the period from 1754-1877.
  • 8.1.31. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making Obtain historical data from a variety of sources to compare and contrast examples of art, music and literature during the nineteenth century and explain how these reflect American culture during this time period. (Individuals, Society and Culture)
• IN.2. Standard: Civics and Government Students will explain the major principles, values and institutions of constitutional government and citizenship, which are based on the founding documents of the United States and how three branches of government share and check power within our federal system of government.
  • 8.2.1. Proficiency Statement: Foundations of Government Identify and explain essential ideas of constitutional government, which are expressed in the founding documents of the United States, including the Virginia Declaration of Rights, the Declaration of Independence, the Virginia Statute for Religious Freedom, the Massachusetts Constitution of 1780, the Northwest Ordinance, the 1787 U.S. Constitution, the Bill of Rights, the Federalist and Anti-Federalist Papers, Common Sense, Washington's Farewell Address (1796) and Jefferson's First Inaugural Address (1801).
  • 8.2.2. Proficiency Statement: Foundations of Government Identify and explain the relationship between rights and responsibilities of citizenship in the United States.
  • 8.2.3. Proficiency Statement: Foundations of Government Explain how and why legislative, executive and judicial powers are distributed, shared and limited in the constitutional government of the United States.
  • 8.2.4. Proficiency Statement: Foundations of Government Examine functions of the national government in the lives of people.
  • 8.2.5. Proficiency Statement: Functions of Government Compare and contrast the powers reserved to the federal and state government under the Articles of Confederation and the United States Constitution.
  • 8.2.6. Proficiency Statement: Functions of Government Distinguish among the different functions of national and state government within the federal system by analyzing the United States Constitution and the Indiana Constitution.
  • 8.2.7. Proficiency Statement: Roles of Citizens Explain the importance in a democratic republic of responsible participation by citizens in voluntary civil associations/non-governmental organizations that comprise civil society.
  • 8.2.8. Proficiency Statement: Roles of Citizens Explain ways that citizens can participate in political parties, campaigns and elections.
  • 8.2.9. Proficiency Statement: Roles of Citizens Explain how citizens can monitor and influence the development and implementation of public policies at local, state and national levels of government.
  • 8.2.10. Proficiency Statement: Roles of Citizens Research and defend positions on issues in which fundamental values and principles related to the United States Constitution are in conflict, using a variety of information resources.
• IN.3. Standard: Geography Students will identify the major geographic characteristics of the United States and its regions. They will name and locate the major physical features of the United States, as well as each of the states, capitals and major cities, and will use geographic skills and technology to examine the influence of geographic factors on national development.
  • 8.3.1. Proficiency Statement: The World in Spatial Terms Read maps to interpret symbols and determine the land forms and human features that represent physical and cultural characteristics of areas in the United States.
  • 8.3.2. Proficiency Statement: Places and Regions Identify and create maps showing the physical growth and development of the United States from settlement of the original 13 colonies through Reconstruction (1877), including transportation routes used during the period.
  • 8.3.3. Proficiency Statement: Physical Systems Identify and locate the major climate regions in the United States and describe the characteristics of these regions.
  • 8.3.4. Proficiency Statement: Physical Systems Name and describe processes that build up the land and processes that erode it and identify places these occur.
  • 8.3.5. Proficiency Statement: Physical Systems Describe the importance of the major mountain ranges and the major river systems in the development of the United States.
  • 8.3.6. Proficiency Statement: Human Systems Identify the agricultural regions of the United States and be able to give reasons for the type of land use and subsequent land development during different historical periods.
  • 8.3.7. Proficiency Statement: Human Systems Using maps identify changes influenced by growth, economic development and human migration in the eighteenth and nineteenth centuries.
  • 8.3.8. Proficiency Statement: Human Systems Gather information on the ways people changed the physical environment of the United States in the nineteenth century, using primary and secondary sources including digitized photo collections and historic maps.
  • 8.3.9. Proficiency Statement: Human Systems Analyze human and physical factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.
  • 8.3.10. Proficiency Statement: Environment and Society Create maps, graphs and charts showing the distribution of natural resources - such as forests, water sources and wildlife - in the United States at the beginning of the nineteenth century and give examples of how people exploited these resources as the country became more industrialized and people moved westward.
  • 8.3.11. Proficiency Statement: Environment and Society Identify ways people modified the physical environment as the United States developed and describe the impacts that resulted.
• IN.4. Standard: Economics Students will identify, describe and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction.
  • 8.4.1. Proficiency Statement: Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States.
  • 8.4.2. Proficiency Statement: Illustrate elements of the three types of economic systems, using cases from United States history.
  • 8.4.3. Proficiency Statement: Evaluate how the characteristics of a market economy have affected the economic and labor development of the United States.
  • 8.4.4. Proficiency Statement: Explain the basic economic functions of the government in the economy of the United States.
  • 8.4.5. Proficiency Statement: Analyze contributions of entrepreneurs and inventors in the development of the United States economy. (Individuals, Society and Culture)
  • 8.4.6. Proficiency Statement: Relate technological change and inventions to changes in labor productivity in the United States in the eighteenth and nineteenth centuries.
  • 8.4.7. Proficiency Statement: Trace the development of different kinds of money used in the United States and explain how money helps make saving easier.
  • 8.4.8. Proficiency Statement: Examine the development of the banking system in the United States.
  • 8.4.9. Proficiency Statement: Explain and evaluate examples of domestic and international interdependence throughout United States history.
  • 8.4.10. Proficiency Statement: Examine the importance of borrowing and lending (the use of credit) in the United States economy and list the advantages and disadvantages of using credit.
  • 8.4.11. Proficiency Statement: Use a variety of information resources to compare and contrast job skills needed in different time periods in United States history.

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

Benchmark 3 students expand their study to U.S. and World History, including early world civilizations and the development of nations and the United States post-Revolution to approximately 1900. Students increase their understanding of the U.S. Constitution, rule of law, and the powers and limitations of government. They apply their geography skills to identify physical features, population distribution, and to make predictions. Students also examine markets and types of economies, with emphasis on the U.S. economy. They also study basic investment and savings concepts and practices. Students continue to use Social Science Analysis skills, examining evidence more completely, viewing issues from more than one perspective, and making judgments about alternative responses or solutions to problems.

Civics and Government

• Understand the origins, purposes, and functions of U.S. government, including the structure and meaning of the U.S. Constitution.
  • SS.08.CG.01 Understand the purposes of government as stated in the Constitution and the specific provisions that limit the power of government in order to protect the rights of individuals.
    • SS.08.CG.01.01 Distinguish the purposes of government as stated in the Preamble.
    • SS.08.CG.01.02 Understand how the power of government is limited in the United States.
    • SS.08.CG.01.03 Recognize the provisions of the Bill of Rights (Amendments 1-10) that protect individual rights.
• Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States.
  • SS.08.CG.02 Identify and distinguish how powers and responsibilities are distributed and balanced among the federal, state, and local levels.
    • SS.08.CG.02.01 Identify the power or responsibility of each level of government.
    • SS.08.CG.02.02 Understand how laws are made and enforced at the federal, state, and local levels.
• Understand the roles of the three branches of government and explain how their powers are distributed and shared.
  • SS.08.CG.03 Understand the powers of each branch of government as stated in the Constitution.
    • SS.08.CG.03.01 Understand the basic idea of checks and balances of each branch of the federal government.
    • SS.08.CG.03.02 Identify the legislative, executive, and judicial institutions at each level of government.
    • SS.08.CG.03.03 Understand the powers and responsibilities of the executive branch of government.
    • SS.08.CG.03.04 Understand how courts are organized by level and jurisdiction, and that law is divided into Constitutional Law, criminal law, and civil law.
• Understand personal and political rights of citizens in the United States.
  • SS.08.CG.04 Understand citizens' rights and how the Constitution protects those rights.
    • SS.08.CG.04.01 Identify and understand the rights of citizens guaranteed under the Bill of Rights.
• Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
  • SS.08.CG.05 Understand how citizens can make their voices heard in the political process.
    • SS.08.CG.05.01 Identify and give examples of ways that citizens can let their opinions be known in the political process.
• Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations.
  • SS.08.CG.06 Identify and give examples of how groups and organizations can influence the actions of government.
    • SS.08.CG.06.01 Identify and give examples of how groups and organizations can influence government policy or decisions and describe how these actions can lead to such influence.
• Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations.
  • SS.08.CG.07 Understand how actions of the U.S. government affect citizens of both the United States and other countries.
    • SS.08.CG.07.01 Know how the U.S. government affects citizens of other countries.
    • SS.08.CG.07.02 Know how U.S. government actions with other nations affect citizens of the United States.
• Analyze major political systems of the world.
  • SS.08.CG.08 Understand various forms of government.
    • SS.08.CG.08.01 Compare and contrast various forms of government to the United States' government.

Economics

• Understand that resources are limited (e.g., scarcity).
  • SS.08.EC.01 Understand incentives in a market economy that influence individuals and businesses in allocating resources (time, money, labor, and natural resources).
    • SS.08.EC.01.01 Know that people respond predictably to positive and negative incentives.
• Understand economic trade-offs and how choices result in both costs and benefits to individuals and society.
  • SS.08.EC.02 Understand how trade-offs and opportunity costs can be identified and measured.
    • SS.08.EC.02.01 Know and give examples of how changes in the economy impose costs on some and benefits on others because they arbitrarily redistribute purchasing power.
    • SS.08.EC.02.02 Distinguish between "needs" and "wants" in the U.S. and other countries of the world, and the impact of the media.
• Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.
  • SS.08.EC.03 Understand how price is an incentive for both buyers and producers/sellers in the marketplace.
    • SS.08.EC.03.01 Understand how supply and demand respond predictably to changes in economic circumstances.
• Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy.
  • SS.08.EC.04 Understand how decisions regarding what to produce, how to produce, and for whom to produce are answered in various economic systems.
    • SS.08.EC.04.01 Understand how decisions about production are made in traditional, capitalist, and command economies.
• Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy.
  • SS.08.EC.05 Understand how banks function within the economy.
    • SS.08.EC.05.01 Identify and give examples of the services of a bank, and know the role of banks in the economy.
• Understand the interdependence of the global economy and the role played by the United States.
• SS.08.EC.06 Identify and give examples of how the United States economy affects citizens of both the United States and other countries.
  • SS.08.EC.06.01 Give examples of how the United States economy affects citizens of the United States.
  • SS.08.EC.06.02 Give examples of how the United States economy affects citizens of other countries.
• Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.
  • SS.08.EC.07 Understand the function of money.
    • SS.08.EC.07.01 Understand how money functions as a means of exchange, a store of value, and a measure of value.
• Apply economic concepts and principles to issues of personal finance.
  • SS.08.EC.08 Understand factors that determine personal income and predict future earnings, based on plans for education and training.
    • SS.08.EC.08.01 Understand how a wage or salary is the price of labor, and is usually determined by the supply and demand for labor.
    • SS.08.EC.08.02 Understand that people's incomes, in part, reflect choices they have made about education, training, skill development, and careers.
    • SS.08.EC.08.03 Understand how workers can increase their productivity by improving their skills or by using tools and machinery.
  • SS.08.EC.09 Understand different ways that people invest and save.
    • SS.08.EC.09.01 Understand that banks and credit unions are institutions where people save money and earn interest, and where other people borrow money and pay interest.
    • SS.08.EC.09.02 Understand that stocks, bonds, and other investments are ways people earn money.

Geography

• Understand the spatial concepts of location, distance, direction, scale, movement, and region.
  • SS.08.GE.01 Understand fundamental geography vocabulary such as concepts of distance, latitude, longitude, interdependence, accessibility, and connections.
    • SS.08.GE.01.01 Use maps, charts, and graphs to understand patterns of movement over time and space.
• Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
  • SS.08.GE.02 Read, interpret, and understand how to construct geographic representations to analyze information, understand spatial relationships, and compare places.
    • SS.08.GE.02.01 Use maps, charts, graphs, and photographs to analyze spatial distributions and patterns.
• Locate major physical and human (cultural) features of the Earth.
  • SS.08.GE.03 Locate and identify on maps and globes the regions of the world and their prominent physical features.
    • SS.08.GE.03.01 Identify the location of major mountain ranges, deserts, rivers, cultural regions and countries in the world.
• Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.
  • SS.08.GE.04 Identify and compare physical and human characteristics of major regions and significant places in the world.
    • SS.08.GE.04.01 Locate and identify population centers and geographic reasons for their locations.
    • SS.08.GE.04.02 Identify, locate, and compare the cultural characteristics of places and regions.
    • SS.08.GE.04.03 Recognize relationships between the physical and cultural characteristics of a place or region.
• Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and it effects (e.g., impact on physical and human systems).
  • SS.08.GE.05 Identify and understand worldwide patterns of population distribution, migration, and cultural diffusion and interactions.
    • SS.08.GE.05.01 Identify patterns of population distribution and infer causes.
    • SS.08.GE.05.02 Recognize and identify patterns of migration streams in U.S. history.
    • SS.08.GE.05.03 Understand how migration streams affect the spread of cultural traits.
• Understand economic, cultural, and environmental factors that influence changes in population, and evaluate the consequences of the resulting increases or decreases in population.
  • SS.08.GE.06 Identify economic, cultural, and environmental factors that affect population, and predict how the population would change as a result.
    • SS.08.GE.06.01 Identify and give examples of economic, cultural, and environmental factors that influence population.
    • SS.08.GE.06.02 Predict the effect of a given economic, cultural, or environmental change on a population.
• Understand how people and the environment are interrelated.
  • SS.08.GE.07 Understand how human modification of the physical environment in a place affects both that place and other places.
    • SS.08.GE.07.01 Understand how the process of urbanization affects the physical environment of a place, the cultural characteristics of a place, and the physical and human characteristics of the surrounding region.
    • SS.08.GE.07.02 Understand how clearing vegetation affects the physical environment of a place and other places.
  • SS.08.GE.08 Understand how changes in a physical environment affect human activity.
    • SS.08.GE.08.01 Understand how changes in the physical environment can increase or diminish capacity to support human activity.
    • SS.08.GE.08.02 Understand how climatic events or climate change affect human activity.
    • SS.08.GE.08.03 Predict how changes in an ecosystem (not caused by human activity) might influence human activity.

History

• Historical Skills: Interpret and reconstruct chronological relationships.
  • SS.08.HS.01 Represent and interpret data and chronological relationships from history, using timelines and narratives.
    • SS.08.HS.01.01 Identify and create chronologies of events.
    • SS.08.HS.01.02 Compare and contrast historical interpretations.
• Historical Skills: Analyze cause and effect relationships, including multiple causalities.
  • SS.08.HS.02 Distinguish between cause and effect relationships and events that happen or occur concurrently or sequentially.
• Historical Skills: Understand, recognize, and interpret change and continuity over time.
  • SS.08.HS.03 Identify and give examples of chronological patterns and recognize them in related events over time.
• Historical Skills: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events.
  • SS.08.HS.04 Evaluate data within the context in which it was created, testing its reliability, credibility, and bias.
• World History: Understand and interpret events, issues, and developments within and across eras of world history.
  • SS.08.HS.05 Understand the political, economic, and cultural impact, and lasting influence of early civilizations on world development.
    • SS.08.HS.05.01 Understand the major characteristics and historical influence of the early civilizations of Mesopotamia, Indus River Valley, Egypt, the Americas, Greece.
    • SS.08.HS.05.02 Identify and give examples of the political, economic, and social characteristics of the Roman Republic and Empire, and how they are reflected in the law, government, economy and society of the United States.
    • SS.08.HS.05.03 Understand the importance of the rise of Islam and its interaction with Europe.
    • SS.08.HS.05.04 Understand the development of the empires and kingdoms of sub-Saharan Africa, Imperial China, and feudal Japan.
    • SS.08.HS.05.05 Understand the major developments and societal impact of feudalism, the church, and the rise of cities in the European Middle Ages.
    • SS.08.HS.05.06 Understand the characteristics and impact of Renaissance thinking, art, and learning.
• U.S. History: Understand and interpret events, issues, and developments within and across eras of U.S. history.
  • SS.08.HS.06 Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history post-American Revolution through 1900.
    • SS.08.HS.06.01 Identify and understand the issues and events that were addressed at the Constitutional Convention.
    • SS.08.HS.06.02 Trace the route and understand the significance of the Lewis and Clark Expedition.
    • SS.08.HS.06.03 Understand the effects of 19th century westward migration, the idea of Manifest Destiny, European immigration, and rural to urban migration on indigenous populations and newcomers in the United States.
    • SS.08.HS.06.04 Understand the effects of Jacksonian Democracy on political practices.
    • SS.08.HS.06.05 Recognize and understand conditions of the African slave trade and experiences of enslaved African-Americans and "free Blacks" in the United States.
    • SS.08.HS.06.06 Understand how the abolitionists advocated for the end of slavery and the impact of their activities.
    • SS.08.HS.06.07 Understand how African-Americans dealt with the conditions of their enslavement and used religion and family to create a viable culture to cope with the effects of slavery.
    • SS.08.HS.06.08 Identify and understand the events that led to the Civil War.
    • SS.08.HS.06.09 Understand the political, economic, and social causes, course, and impact of the Civil War.
    • SS.08.HS.06.10 Understand how Reconstruction affected the country.
    • SS.08.HS.06.11 Identify and understand constitutional changes that resulted from the Civil War and Reconstruction.
    • SS.08.HS.06.12 Understand the effects of Indian Wars and the opening of the West on Native American tribes.
    • SS.08.HS.06.13 Understand the effects of the Irish potato famine in the mid-1800s on the U.S. society.
    • SS.08.HS.06.14 Understand the motivations for territorial expansion to the Pacific Ocean/Hawaii ("Manifest Destiny").
    • SS.08.HS.06.15 Understand the effect of territorial expansion on other nations and their people.
• State & Local History: Understand and interpret the history of the state of Oregon.
  • SS.08.HS.07 Understand how various groups of people were affected by events and developments in Oregon state history.
    • SS.08.HS.07.01 Identify and understand significant events, developments, groups, and people in the history of Oregon from post-American Revolution until 1900.
    • SS.08.HS.07.02 Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon from post-American Revolution until 1900.
• State & Local History: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture.
  • SS.08.HS.08 Understand the lasting influence of events and developments in local history.

Social Science Analysis

• Define and clarify an issue so that its dimensions are well understood.
  • SS.08.SA.01 Clarify key aspects of an event, issue, or problem through inquiry and research.
• Acquire and organize materials from primary and secondary sources.
  • SS.08.SA.02 Gather, interpret, use, and document information from multiple sources, distinguishing facts from opinions and recognizing points of view.
• Explain various perspectives on an event or issue and the reasoning behind them.
  • SS.08.SA.03 Examine a controversial event, issue, or problem from more than one perspective.
• Identify and analyze an issue.
  • SS.08.SA.04 Examine the various characteristics, causes, and effects of an event, issue, or problem.
• Select a course of action to resolve an issue.
  • SS.08.SA.05 Consider two or more outcomes, responses, or solutions; identify their strengths and weaknesses; then conclude and justify which is the best.

• Strand: History

  Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. Students will:

  • Grade 8 Benchmark I-A—New Mexico:

    Explore and explain how people and events have influenced the development of New Mexico up to the present day.

    Performance Standards

    1. Compare and contrast the settlement patterns of the American southwest with other regions of the United States.
    2. Analyze New Mexicoís role and impact on the outcome of the civil war (e.g., strategic geographic location, significance of the battle of Glorieta Pass, trade routes to California, native allegiances).
    3. Explain the role New Mexico played in the United States participation in the Spanish American war.

  • Grade 8 Benchmark I-B—United States:

    Analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history.

    Performance Standards

    1. Describe, evaluate and interpret the economic and political reasons for the American revolution, to include:
       • a. attempts to regulate colonial trade through passage of Tea Act, Stamp Act and Intolerable Acts; colonistsí reaction to British policy (e.g., boycotts, the sons of liberty, petitions, appeals to parliament);
       • b. the ideas expressed in the declaration of independence, including the preamble.
    2. Describe the aspirations, ideals and events that served as the foundation for the creation of a new national government, to include:
       • a. articles of confederation, the constitution and the success of each in implementing the ideals of the declaration of independence;
       • b. major debates of the constitutional convention and their resolution (e.g., the federalist papers), contributions and roles of major individuals in the writing and ratification of the constitution (e.g., George Washington, James Madison, Alexander Hamilton, Thomas Jefferson, James Monroe, John Jay);
       • c. struggles over ratification of the constitution and the creation of the bill of rights.
    3. Describe and explain the actions taken to build one nation from thirteen states, to include:
       • a. precedents established by George Washington (e.g., cabinet, two-term presidency); Alexander Hamiltonís financial plan (e.g., the national bank, payment of debts);
       • b. creation of political parties (democratic republicans and the federalists).
    4. Describe the successes and failures of the reforms during the age of Jackson, to include:
       • a. extension of franchise to all white men;
       • b. Indian removal, the trail of tears, the long walk;
       • c. abolition movement (e.g., Quakers, Harriet Tubman, underground railroad).
    5. Describe, explain and analyze the aims and impact of western expansion and the settlement of the United States, to include:
       • a. American belief in manifest destiny and how it led to the Mexican war and its consequences;
       • b. comparison of African American and Native American slavery; westward migration of peoples (e.g., Oregon, California, Mormons and southwest);
       • c. origins and early history of the womenís movement.
    6. Explain how sectionalism led to the civil war, to include:
       • a. different economies that developed in the north, south and west; addition of new states to the union and the balance of power in the United States senate (Missouri and 1850 compromises);
       • b. extension of slavery into the territories (e.g., Dred Scott decision, Kansas-Nebraska Act, Frederick Douglass, John Brown);
       • c. presidential election of 1860, Lincolnís victory and the southís secession.
    7. Explain the course and consequences of the civil war and how it divided people in the United States, to include:
       • a. contributions and significance of key figures (e.g., Abraham Lincoln, Jefferson Davis, Robert E. Lee, William Tecumseh Sherman, Ulysses S. Grant);
       • b. major turning points in the civil war, including Gettysburg; unique nature of the civil war (e.g., impact of Americans fighting Americans, high casualties caused by disease and type of warfare, widespread destruction of American property);
       • c. role of African Americans; purpose and effect of the emancipation proclamation.
    8. Analyze the character and lasting consequences of reconstruction, to include:
       • a. reconstruction plans; impact of Lincolnís assassination and the impeachment of Andrew Johnson;
       • b. attempts to protect the rights and enhance the opportunities for freedmen by the 13th, 14th and 15th amendments to the United States constitution;
       • c. post-civil war segregation policies and their resulting impact on racial issues in the United States.

  • Grade 8 Benchmark I-C—World:

    Compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration.

    Performance Standards

    1. Describe and explain the significance of the line of demarcation on the colonization of the new world.
    2. Compare and contrast the influence of European countries (e.g., England, France, Holland) on the development of colonies in the new world.
    3. Describe and explain the impact of the American revolution on France and the French revolution.

  • Grade 8 Benchmark I-D—Skills:

    Research historical events and people from a variety of perspectives.

    Performance Standards

    1. Demonstrate understanding and apply problem-solving skills for historical research, to include: use of primary and secondary sources; sequencing, posing questions to be answered by historical inquiry; collecting, interpreting and applying information; gathering and validating materials that present a variety of perspectives.

• Strand: Geography

  Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

  • Grade 8 Benchmark II-A:

    Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present and future in terms of patterns, events and issues.

    Performance Standards

    1. Describe patterns and processes of migration and diffusion.
    2. Provide a historic overview of patterns of population expansion into the west by the many diverse groups of people (e.g., Native Americans, European Americans and others) to include movement into the southwest along established settlement, trade and rail routes.

  • Grade 8 Benchmark II-B:

    Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change.

    Performance Standards

    1. Describe how individual and cultural characteristics affect perceptions of locales and regions.
    2. Describe political, population and economic regions that result from patterns of human activity, using New Mexico as an example.

  • Grade 8 Benchmark II-C:

    Understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes.

    Performance Standards

    1. Explain and evaluate how changing perceptions of place and the natural environment have affected human behavior.

  • Grade 8 Benchmark II-D:

    Explain how physical processes shape the earthís surface patterns and biosystems.

    Performance Standards

    1. Explain how human activities and physical processes influence change in ecosystems.

  • Grade 8 Benchmark II-E:

    Explain how economic, political, cultural and social processes interact to shape patterns of human populations and their interdependence, cooperation and conflict.

    Performance Standards

    1. Explain and describe how movement of people impacted and shaped western settlement.

  • Grade 8 Benchmark II-F:

    Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources.

    Performance Standards

    1. Describe the differing viewpoints that individuals and groups have with respect to the use of resources.

• Strand: Civics and Government

  Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

  • Grade 8 Benchmark III-A:

    Demonstrate understanding of the structure, functions and powers of government (local, state, tribal and national).

    Performance Standards

    1. Explain the structure and functions of the national government as expressed in the United States constitution, and explain the powers granted to the three branches of government and those reserved to the people, states and tribes, to include:
       • a. the federal system (dividing sovereignty between the states and the federal government and their supporting bureaucracies);
       • b. the sovereignty of Native American tribes in relation to state and federal governments (and government to government relationships); bill of rights, amendments to constitution;
       • c. the primacy of individual liberty;
       • d. constitution designed to secure our liberty by both empowering and limiting central government;
       • e. struggles over the creation of the bill of rights and its ratification;
       • f. separation of powers through the development of differing branches;
       • g. John Marshallís role in judicial review, including Marbury v. Madison.
    2. Identify and describe a citizen's fundamental constitutional rights, to include:
       • a. freedom of religion, expression, assembly and press;
       • b. right to a fair trial;
       • c. equal protection and due process.
    3. Describe the contributions of Native Americans in providing a model that was utilized in forming the United States government (Iroquois league).
    4. Explain and describe how water rights and energy issues cross state and national boundaries.

  • Grade 8 Benchmark III-B:

    Explain the significance of symbols, icons, songs, traditions and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity.

    Performance Standards

    1. Explain how the development of symbols, songs, traditions and concepts of leadership reflect American beliefs and principles.
    2. Explain the importance of point of view and its relationship to freedom of speech and press.

  • Grade 8 Benchmark III-C:

    Compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government.

    Performance Standards

    1. Describe political philosophies and concepts of government that became the foundation for the American revolution and the United States government, to include:
       • a. ideas of the nature of government and rights of the individuals expressed in the declaration of independence with its roots in English philosophers (e.g., John Locke);
       • b. concept of limited government and the rule of law established in the Magna Carta and the English bill of rights;
       • c. social covenant established in the Mayflower compact;
       • d. characteristics of representative governments;
       • e. anti-federalist and federalist arguments towards the new constitution, including those expressed in the federalist papers;
       • f. concepts of federalism, democracy, bicameralism, separation of powers, and checks and balances.
    2. Explain the concept and practice of separation of powers among the U.S. congress, the president and the supreme court.
    3. Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people.

  • Grade 8 Benchmark III- D:

    Explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes and countries.

    Performance Standards

    1. Explain basic law-making processes and how the design of the United States constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., elections, political parties, interest groups).
    2. Understand the multiplicity and complexity of human rights issues.

• Strand: Economics

  Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

  • Grade 8 Benchmark IV-A:

    Explain and describe how individuals, households, businesses, governments and societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating.

    Performance Standards

    1. Explain and provide examples of economic goals.
    2. Analyze the full costs and benefits of alternative uses of resources that will lead to productive use of resources today and in the future.
    3. Explain that tension between individuals, groups and countries is often based upon differential access to resources.

  • Grade 8 Benchmark IV-B:

    Explain how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services.

    Performance Standards

    1. Describe the relationships among supply, demand and price and their roles in the United States market system.
    2. Identify how fundamental characteristics of the United Statesí economic system influence economic decision making (e.g., private property, profits, competition) at local, state, tribal and national levels.
    3. Explain changing economic activities in the United States and New Mexico and the role of technology in those changes.
    4. Identify situations in which price and value diverge.
    5. Describe the use of money over time (e.g., college funds beginning in elementary years, saving accounts, 401K accounts).

  • Grade 8 Benchmark IV-C:

    Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in todayís world.

    Performance Standards

    1. Explain how specialization leads to interdependence and describe ways most Americans depend on people in other households, communities and nations for some of the goods they consume.
    2. Understand the interdependencies between the economies of New Mexico, the United States and the world.
    3. Understand the factors that currently limit New Mexico from becoming an urban state, including: the availability and allocation of water, and the extent to which New Mexico relies upon traditional economic forms (e.g., the acequia systems, localized agricultural markets).
    4. Describe the relationship between New Mexico, tribal and United States economic systems.
    5. Compare and contrast New Mexico commerce with that of other statesí commerce.

AL.8 Standard: World History—Early Man to 1500

The study of world history in Grade 8 addresses the time period from prehistoric man to the 1500s.

8.1

• 8.1.1 Students will:

  Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people. (Geography, History)

  • Grade Level Example:

    cave paintings, Ice Man, Lucy, fossils, pottery

• 8.1.2 Students will practice:

  • Identifying the founding of Rome as the basis of the calendar established by Julius Caesar, which was used in early Western civilization for over a thousand years
  • Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.
  • Using vocabulary terms other than B.C. and A.D. to describe time

  • Grade Level Example:

    B.C.E., C.E.

  • Identifying terms used to describe characteristics of early societies and family structures

  • Grade Level Example:

    monogamous, polygamous, nomadic

8.2

• 8.2.1 Students will:

  Analyze characteristics of early civilizations in respect to technology, division of labor, government, calendar, and writings. (Economy, Geography, History, Civics and Government)

• 8.2.2 Students will practice:

  • Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River valleys

  • Grade Level Example:

    natural environment, urban development, social hierarchy, written language, ethical and religious belief system, government and military institutions, economic systems

  • Identifying on a map locations of cultural hearths of early civilizations

  • Grade Level Example:

    Mesopotamia, Nile Valley

8.3

• 8.3.1 Students will:

  Compare the development of early world religions, philosophies, and their key tenets. (History)

  • Grade Level Example:

    Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods

• 8.3.2 Students will practice:

  • Identifying cultural contributions of early world religions and philosophies

  • Grade Level Example:

    Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians

8.4

• 8.3.1 Students will:

  Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science. (History, Civics and Government)

8.5

• 8.5.1 Students will:

  Describe the role of Alexander the Great in the Hellenistic world. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    serving as political and military leader, encouraging cultural interaction, allowing religious diversity

• 8.5.2 Students will practice:

  • Defining boundaries of Alexander the Great’s empire and its economic impact
  • Identifying reasons for the separation of Alexander the Great’s empire into successor kingdoms
  • Evaluating major contributions of Hellenistic art, philosophy, science, and political thought

8.6

• 8.6.1 Students will:

  Trace the expansion of the Roman Republic and its transformation into an empire, including key geographic, political, and economic elements. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    expansion—illustrating the spread of Roman influence with charts, graphs, timelines, or maps
    transformation—noting reforms of Augustus, listing effects of Pax Romana

• 8.6.2 Students will practice:

  • Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

8.7

• 8.7.1 Students will:

  Describe the widespread impact of the Roman Empire. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    spread of Roman law and political theory, citizenship and slavery, architecture and engineering, religions, sculpture and paintings, literature, and the Latin language

• 8.7.2 Students will practice:

  • Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine
  • Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall

8.8

• 8.8.1 Students will:

  Describe the development of a classical civilization in India and China. (Geography, History)

  • Grade Level Example:

    India—religions, arts and literature, philosophies, empires, caste system
    China—religions, politics, centrality of the family, Zhou and Han Dynasties, inventions, economic impact of the Silk Road and European trade, dynastic transitions

• 8.8.2 Students will practice:

  • Identifying the effect of the monsoons on India
  • Identifying landforms and climate regions of China

  • Grade Level Example:

    marking landforms and climate regions of China on a map

8.9

• 8.9. Students will:

  Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian, and the effect of the Byzantine Empire upon art, religion, architecture, and law. (History, Civics and Government)

  • Grade Level Example:

    Identifying factors leading to the establishment of the Eastern Orthodox Church

8.10

• 8.10. Students will:

  Trace the development of the early Russian state and the expansion of its trade systems. (Economics, Geography, History, Civics and Government)

  • Grade Level Example:

    rise of Kiev and Muscovy, conversion to Orthodox Christianity, movement of peoples of Central Asia, Mongol conquest, rise of czars

8.11

• 8.11. Students will:

  Describe early Islamic civilizations, including the development of religious, social, and political systems. (Geography, History, Civics and Government)

  • Grade Level Example:

    Tracing the spread of Islamic ideas through invasion and conquest throughout the Middle East, northern Africa, and western Europe

8.12

• 8.12. Students will:

  Describe China’s influence on culture, politics, and economics in Japan, Korea, and Southeast Asia. (Economics, History, Civics and Government)

  • Grade Level Example:

    culture—describing the influence on art, architecture, language, and religion
    politics—describing changes in civil service economics—introducing patterns of trade

8.13

• 8.13.1. Students will:

  Compare the African civilizations of Ghana, Mali, and Songhai to include their geography, religions, slave trade, economic systems, empires, and cultures. (Economics, Geography, History, Civics and Government)

• 8.13.2 Students will practice:

  • Tracing the spread of language, religion, and customs from one African civilization to another
  • Illustrating the impact of trade among Ghana, Mali, and Songhai

  • Grade Level Example:

    using map symbols, interpreting distribution maps, creating a timeline

8.14

• 8.14.1. Students will:

  Describe key aspects of pre-Columbian cultures in the Americas including the Olmecs, Mayans, Aztecs, Incas, and North American tribes. (Economics, Civics and Government)

  • Grade Level Example:

    pyramids, wars among pre-Columbian people, religious rituals, irrigation, Iroquois Confederacy

• 8.14.2 Students will practice:

  • Locating on a map sites of pre-Columbian cultures

  • Grade Level Example:

    Mayan, Inca, Inuit, Creek, Cherokee

8.15

• 8.15.1. Students will:

  Describe military and governmental events that shaped Europe in the early Middle Ages (600-1000). (Economics, History, Civics and Government)

  • Grade Level Example:

    invasions, military leaders

• 8.15.2 Students will practice:

  • Describing the role of the early medieval church
  • Describing the impact of new agricultural methods on manorialism and feudalism

8.16

• 8.16.1. Students will:

  Describe major cultural changes in Western Europe in the High Middle Ages (1000-1350). (Economics, Civics and Government)

  • Grade Level Example:

    the Church, scholasticism, Crusades

• 8.16.2 Students will practice:

  • Describing changing roles of church and governmental leadership
  • Comparing political developments in France, England, and the Holy Roman Empire, including the signing of the Magna Carta
  • Describing the growth of trade and towns resulting in the rise of the middle class

8.17

• 8.17.1. Students will:

  Explain how events and conditions fostered political and economic changes in the late Middle Ages and led to the origins of the Renaissance. (Economics, Civics and Government)

  • Grade Level Example:

    Crusades, Hundred Years’ War, Black Death, rise of middle class, commercial prosperity

• 8.17.2 Students will practice:

  • Identifying changes in the arts, architecture, literature, and science in the late Middle Ages