RI.2. Domain / Statement Of Enduring Knowledge: History

Historical Comprehension.

• 2.a. Assessment Target:

  The student reconstructs the literal meaning of a historical passage.

• 2.b. Assessment Target:

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

• 2.c. Assessment Target:

  The student reads historical narratives imaginatively.

• 2.d. Assessment Target:

  The student evidences historical perspectives.

• 2.e. Assessment Target:

  The student draws upon data in historical maps.

• 2.f. Assessment Target:

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

• 2.g. Assessment Target:

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

RI.3. Domain / Statement Of Enduring Knowledge: History

Historical Analysis and Interpretation.

• 3.a. Assessment Target:

  The student identifies the author or source of the historical document or narrative.

• 3.b. Assessment Target:

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

• 3.c. Assessment Target:

  The student differentiates between historical facts and historical interpretations.

• 3.d. Assessment Target:

  The student considers multiple perspectives.

• 3.e. Assessment Target:

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

• 3.f. Assessment Target:

  The student challenges arguments of historical inevitability.

• 3.g. Assessment Target:

  The student compares competing historical narratives.

• 3.h. Assessment Target:

  The student holds interpretations of history as tentative.

• 3.i. Assessment Target:

  The student evaluates major debates among historians.

• 3.j. Assessment Target:

  The student hypothesizes the influence of the past.

RI.4. Domain / Statement Of Enduring Knowledge: History

Historical Research Capabilities.

• 4.a. Assessment Target:

  The student formulates historical questions.

• 4.b. Assessment Target:

  The student obtains historical data.

• 4.c. Assessment Target:

  The student interrogates historical data.

• 4.d. Assessment Target:

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

RI.5. Domain / Statement Of Enduring Knowledge: History

Historical Issues: Analysis and Decision Making.

• 5.a. Assessment Target:

  The student identifies the issues and problems in the past.

• 5.b. Assessment Target:

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

• 5.c. Assessment Target:

  The student identifies relevant historical antecedents.

• 5.d. Assessment Target:

  The student evaluates alternative courses of action.

• 5.e. Assessment Target:

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

• 5.f. Assessment Target:

  The student evaluates the implementation of a decision.

RI.1. Domain / Statement Of Enduring Knowledge: United States History

Era 1: Three Worlds Meet (Beginning 1620).

• 1.a. Assessment Target:

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

• 1.b. Assessment Target:

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

RI.2. Domain / Statement Of Enduring Knowledge: United States History

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

• 2.a. Assessment Target:

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

• 2.b. Assessment Target:

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

• 2.c. Assessment Target:

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

RI.3. Domain / Statement Of Enduring Knowledge: United States History

Era 3: Revolution and the New Nation (1754-1820s).

• 3.a. Assessment Target:

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

• 3.b. Assessment Target:

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

• 3.c. Assessment Target:

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

RI.4. Domain / Statement Of Enduring Knowledge: United States History

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

• 4.a. Assessment Target:

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

• 4.b. Assessment Target:

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

• 4.c. Assessment Target:

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

• 4.d. Assessment Target:

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

RI.5. Domain / Statement Of Enduring Knowledge: United States History

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

• 5.a. Assessment Target:

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

• 5.b. Assessment Target:

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

• 5.c. Assessment Target:

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

RI.6. Domain / Statement Of Enduring Knowledge: United States History

Era 6: The Development of the Industrial United States (1870-1900).

• 6.a. Assessment Target:

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

• 6.b. Assessment Target:

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

• 6.c. Assessment Target:

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

• 6.d. Assessment Target:

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

RI.7. Domain / Statement Of Enduring Knowledge: United States History

Era 7: The Emergency of Modern America (1890-1930).

• 7.a. Assessment Target:

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

• 7.b. Assessment Target:

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

• 7.c. Assessment Target:

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

RI.8. Domain / Statement Of Enduring Knowledge: United States History

Era 8: The Great Depression and World War II (1929-1945).

• 8.a. Assessment Target:

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

• 8.b. Assessment Target:

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

• 8.c. Assessment Target:

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

RI.9. Domain / Statement Of Enduring Knowledge: United States History

Era 9: Postwar United States (1945 to early 1970s).

• 9.a. Assessment Target:

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

• 9.b. Assessment Target:

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

• 9.c. Assessment Target:

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

• 9.d. Assessment Target:

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

RI.10. Domain / Statement Of Enduring Knowledge: United States History

Era 10: Contemporary United States (1968 to the Present).

• 10.a. Assessment Target:

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

• 10.b. Assessment Target:

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

RI.1. Domain / Statement Of Enduring Knowledge: World History

Era 1: The Beginnings of Human Society.

• 1.a. Assessment Target:

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

• 1.b. Assessment Target:

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

RI.2. Domain / Statement Of Enduring Knowledge: World History

Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE.

• 2.a. Assessment Target:

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

• 2.b. Assessment Target:

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

• 2.c. Assessment Target:

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

• 2.d. Assessment Target:

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

RI.3. Domain / Statement Of Enduring Knowledge: World History

Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE.

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

  horses, ships, iron, and monotheistic faith.

• 3.b. Assessment Target:

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

• 3.c. Assessment Target:

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

• 3.d. Assessment Target:

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

• 3.e. Assessment Target:

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

RI.4. Domain / Statement Of Enduring Knowledge: World History

Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE.

• 4.a. Assessment Target:

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

• 4.b. Assessment Target:

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

• 4.c. Assessment Target:

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

• 4.d. Assessment Target:

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

• 4.e. Assessment Target:

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

• 4.f. Assessment Target:

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

• 4.g. Assessment Target:

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

RI.5. Domain / Statement Of Enduring Knowledge: World History

Era 5: Intensified Hemispheric Interactions, 1000-1500 CE.

• 5.a. Assessment Target:

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

• 5.b. Assessment Target:

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

• 5.c. Assessment Target:

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

• 5.d. Assessment Target:

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

• 5.e. Assessment Target:

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

• 5.f. Assessment Target:

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

• 5.g. Assessment Target:

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

RI.6. Domain / Statement Of Enduring Knowledge: World History

Era 6: The Emergency of the First Global Age, 1450-1770.

• 6.a. Assessment Target:

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

• 6.b. Assessment Target:

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

• 6.c. Assessment Target:

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

• 6.d. Assessment Target:

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

• 6.e. Assessment Target:

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

• 6.f. Assessment Target:

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

RI.7. Domain / Statement Of Enduring Knowledge: World History

Era 7: An Age of Revolutions 1750-1914.

• 7.a. Assessment Target:

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

• 7.b. Assessment Target:

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

• 7.c. Assessment Target:

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

• 7.d. Assessment Target:

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

• 7.e. Assessment Target:

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

• 7.f. Assessment Target:

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

RI.8. Domain / Statement Of Enduring Knowledge: World History

Era 8: A Half-Century of Crisis and Achievement, 1900-1945.

• 8.a. Assessment Target:

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

• 8.b. Assessment Target:

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

• 8.c. Assessment Target:

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

• 8.d. Assessment Target:

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

• 8.e. Assessment Target:

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

RI.9. Domain / Statement Of Enduring Knowledge: World History

Era 9: The 20th Century Since 1945: Promises and Paradoxes.

• 9.a. Assessment Target:

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

• 9.b. Assessment Target:

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

• 9.c. Assessment Target:

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

RI.10. Domain / Statement Of Enduring Knowledge: World History

World History Across the Eras.

• 10.a. Assessment Target:

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

RI.1. Domain / Statement Of Enduring Knowledge: Civics and Government

Civic Life, Politics, and Government.

• 1.a. Assessment Target:

  Student should be able to explain the meaning of the terms civic life, politics, and government.

• 1.b. Assessment Target:

  Student should be able to explain the major arguments advanced for the necessity of politics and government.

• 1.c. Assessment Target:

  Student should be able to explain the essential characteristics of limited and unlimited government.

• 1.d. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the importance of the rule of law and on the sources, purposes, and functions of law.

• 1.e. Assessment Target:

  Student should be able to explain and evaluate the argument that civil society is a prerequisite of limited government.

• 1.f. Assessment Target:

  Student should be able to explain and evaluate competing ideas regarding the relationship between political and economic freedoms.

• 1.g. Assessment Target:

  Student should be able to explain different uses of the term constitution and to distinguish between governments with a constitution and a constitutional government.

• 1.h. Assessment Target:

  Student should be able to explain the various purposes served by constitutions.

• 1.i. Assessment Target:

  Student should be able to evaluate, take, and defend positions on what conditions contribute to the establishment and maintenance of constitutional government.

• 1.j. Assessment Target:

  Student should be able to describe the major characteristics of systems of shared powers and of parliamentary systems.

• 1.k. Assessment Target:

  Student should be able to explain the advantages and disadvantages of confederal, federal, and unitary systems of government.

• 1.l. Assessment Target:

  Student should be able to evaluate, take, and defend positions on how well alternative forms of representation serve the purposes of constitutional government.

RI.2. Domain / Statement Of Enduring Knowledge: Civics and Government

Foundations of the American Political System.

• 2.a. Assessment Target:

  Student should be able to explain the central ideas of American constitutional government and their history.

• 2.b. Assessment Target:

  Student should be able to explain the extent to which Americans have internalized the values and principles of the Constitution and attempted to make its ideals realities.

• 2.c. Assessment Target:

  Student should be able to explain how the following characteristics tend to distinguish American society from most other societies.

• 2.d. Assessment Target:

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

• 2.e. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the contemporary role of organized groups in American social and political life.

• 2.f. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding diversity in American life.

• 2.g. Assessment Target:

  Student should be able to explain the importance of shared political and civic beliefs and values to the maintenance of constitutional democracy in an increasingly diverse American society.

• 2.h. Assessment Target:

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

• 2.i. Assessment Target:

  Student should be able to explain the meaning of the terms liberal and democracy in the phrase liberal democracy.

• 2.j. Assessment Target:

  Student should be able to explain how and why ideas of classical republicanism are reflected in the values and principles of American constitutional democracy.

• 2.k. Assessment Target:

  Student should be able to evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy.

• 2.l. Assessment Target:

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

• 2.m. Assessment Target:

  Student should be able to evaluate, take, and defend positions about issues concerning the disparities between American ideals and realities.

RI.3. Domain / Statement Of Enduring Knowledge: Civics and Government

Purposes, Values, and Principles of American Democracy.

• 3.a. Assessment Target:

  Student should be able to explain how the United States Constitution grants and distributes power to national and state government and how it seeks to prevent the abuse of power.

• 3.b. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding the distribution of powers and responsibilities within the federal system.

• 3.c. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding the purposes, organization, and functions of the institutions of the national government.

• 3.d. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding the major responsibilities of the national government for domestic and foreign policy.

• 3.e. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding how government should raise money to pay for its operations and services.

• 3.f. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding the proper relationship between the national government and the state and local governments.

• 3.g. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding the relationships between state and local governments and citizen access to those governments.

• 3.h. Assessment Target:

  Student should be able to identify the major responsibilities of their state and local governments and evaluate how well they are being fulfilled.

• 3.i. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the role and importance of law in the American political system.

• 3.j. Assessment Target:

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

• 3.k. Assessment Target:

  Student should be able to evaluate, take, and defend positions about how the public agenda is set.

• 3.l. Assessment Target:

  Student should be able to evaluate, take, and defend positions about the role of public opinion in American politics.

• 3.m. Assessment Target:

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

• 3.n. Assessment Target:

  Student should be able to evaluate, take, and defend positions about the roles of political parties, campaigns, and elections in American politics.

• 3.o. Assessment Target:

  Student should be able to evaluate, take, and defend positions about the contemporary roles of associations and groups in American politics.

• 3.p. Assessment Target:

  Student should be able to evaluate, take, and defend positions about the formation and implementation of public policy.

RI.4. Domain / Statement Of Enduring Knowledge: Civics and Government

World Affairs.

• 4.a. Assessment Target:

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

• 4.b. Assessment Target:

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

• 4.c. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the purposes and functions of international organizations in the world today.

• 4.d. Assessment Target:

  Student should be able to explain the principal foreign policy positions of the United States and evaluate their consequences.

• 4.e. Assessment Target:

  Student should be able to evaluate, take, and defend positions about how United States foreign policy is made and the means by which it is carried out.

• 4.f. Assessment Target:

  Student should be able to evaluate, take, and defend positions on foreign policy issues in light of American national interests, values, and principles.

• 4.g. Assessment Target:

  Student should be able to evaluate, take, and defend positions about the impact of American political ideas on the world.

• 4.h. Assessment Target:

  Student should be evaluate, take, and defend positions about the effects of significant international political developments on the United States and other nations.

• 4.i. Assessment Target:

  Student should be able to evaluate, take, and defend positions about the effects of significant economic, technological, and cultural developments in the United States and other nations.

• 4.j. Assessment Target:

  Student should be able to evaluate, take, and defend positions about what the response of American government at all levels should be to world demographic and environmental developments.

• 4.k. Assessment Target:

  Student should be able to evaluate, take, and defend positions about what the relationship of the United States should be to international organizations.

RI.5. Domain / Statement Of Enduring Knowledge: Civics and Government

Roles of the Citizen in American Democracy.

• 5.a. Assessment Target:

  Student should be able to explain the meaning of Citizenship in the United States.

• 5.b. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding the criteria used for naturalization.

• 5.c. Assessment Target:

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

• 5.d. Assessment Target:

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

• 5.e. Assessment Target:

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

• 5.f. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the relationship among personal, political, and economic rights.

• 5.g. Assessment Target:

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

• 5.h. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding the personal responsibilities of citizens in American constitutional democracy.

• 5.i. Assessment Target:

  Student should be able to evaluate, take, and defend positions on issues regarding civic responsibilities of citizens in American constitutional democracy.

• 5.j. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the importance to American constitutional democracy of dispositions that lead individuals to become independent members of society.

• 5.k. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the importance to American constitutional democracy of dispositions that foster respect for individual worth and human dignity.

• 5.l. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the importance to American constitutional democracy of dispositions that incline citizens to public affairs.

• 5.m. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the importance to American constitutional democracy of dispositions that facilitate thoughtful and effective participation in public affairs.

• 5.n. Assessment Target:

  Student should be able to evaluate, take, and defend positions on the relationship between politics and the attainment of individual and public goals.

• 5.o. Assessment Target:

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

• 5.p. Assessment Target:

  Student should be able to evaluate, take, and defend positions about the means that citizens should use to monitor and influence the formation and implementation of public policy.

• 5.q. Assessment Target:

  Student should be able to evaluate, take, and defend positions about the functions of leadership in an American constitutional democracy.

• 5.r. Assessment Target:

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

RI.1. Domain / Statement Of Enduring Knowledge: Economics.

• 1.a. Assessment Target:

  Student understands that productive resources are limited.

• 1.b. Assessment Target:

  Student understands that effective decision making requires comparing the additional costs of alternatives with the additional benefits.

• 1.c. Assessment Target:

  Student understands that different methods can be used to allocate goods and services.

• 1.d. Assessment Target:

  Student understands that people respond predictably to positive and negative incentives.

• 1.e. Assessment Target:

  Student understands that voluntary exchange occurs only when all participating parties expect to gain.

• 1.f. Assessment Target:

  Student understands that when individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase.

• 1.g. Assessment Target:

  Student understands that markets exist when buyers and sellers interact.

• 1.h. Assessment Target:

  Student understands that prices send signals and provide incentives to buyers and sellers.

• 1.i. Assessment Target:

  Student understands that competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy.

• 1.j. Assessment Target:

  Student understands that institutions evolve in market economies to help individuals and groups accomplish their goals.

• 1.k. Assessment Target:

  Student understands that money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

• 1.l. Assessment Target:

  Student understands that interest rates, adjusted for inflation, rise and fall to balance the amount saved with the amount borrowed, which affects the allocation of scarce resources between present and future uses.

• 1.m. Assessment Target:

  Student understands that income for most people is determined by the market value of the productive resources they sell.

• 1.n. Assessment Target:

  Student understands that entrepreneurs are people who take the risks of organizing productive resources to make goods and services.

• 1.o. Assessment Target:

  Student understands that investment in factories, machinery, new technology, and in the health, education, and training of people can raise future standards of living.

• 1.p. Assessment Target:

  Student understands that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs.

• 1.q. Assessment Target:

  Student understands that costs of government policies sometimes exceed benefits.

• 1.r. Assessment Target:

  Student understands that a nation's overall levels of income, employment, and prices are determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy.

• 1.s. Assessment Target:

  Student understands that unemployment imposes costs on individuals and nations.

• 1.t. Assessment Target:

  Student understands that federal government budgetary policy and the Federal Reserve System's monetary policy influence the overall levels of employment, output, and prices.

RI.1. Domain / Statement Of Enduring Knowledge: Geography

The World in Spatial Terms.

• 1.a. Assessment Target:

  Student knows and understands how to use maps and other graphic representations to depict geographic problems.

• 1.b. Assessment Target:

  Student knows and understands how to use technologies to represent and interpret Earth's physical and human systems.

• 1.c. Assessment Target:

  Student knows and understands how to use geographic representations and tools to analyze, explain, and solve geographic problems.

• 1.d. Assessment Target:

  Student knows and understands how to use mental maps of physical and human features of the world to answer complex geographic questions.

• 1.e. Assessment Target:

  Student knows and understands how mental maps reflect the human perception of places.

• 1.f. Assessment Target:

  Student knows and understands how mental maps influence spatial and environmental decision-making.

• 1.g. Assessment Target:

  Student knows and understands the generalizations that describe and explain spatial interaction.

• 1.h. Assessment Target:

  Student knows and understands the models that describe patterns of spatial organization.

• 1.i. Assessment Target:

  Student knows and understands the spatial behavior of people.

• 1.j. Assessment Target:

  Student knows and understands how to apply concepts and models of spatial organization to make decisions.

RI.2. Domain / Statement Of Enduring Knowledge: Geography

Places and Regions.

• 2.a. Assessment Target:

  Student knows and understands the meaning and significance of places.

• 2.b. Assessment Target:

  Student knows and understands the changing physical and human characteristics of places.

• 2.c. Assessment Target:

  Student knows and understands how relationships between humans and the physical environment lead to the formation of places and to a sense of personal and community identity.

• 2.d. Assessment Target:

  Student knows and understands how multiple criteria can be used to define a region.

• 2.e. Assessment Target:

  Student knows and understands the structure of regional systems.

• 2.f. Assessment Target:

  Student knows and understands the ways in which physical and human regional systems are interconnected.

• 2.g. Assessment Target:

  Student knows and understands how to use regions to analyze geographic issues.

• 2.h. Assessment Target:

  Student knows and understands why places and regions serve as symbols for individuals and society.

• 2.i. Assessment Target:

  Student knows and understands why different groups of people within a society view places and regions differently.

• 2.j. Assessment Target:

  Student knows and understands how changing perceptions of places and regions reflect cultural change.

RI.3. Domain / Statement Of Enduring Knowledge: Geography

Physical Systems.

• 3.a. Assessment Target:

  Student knows and understands the dynamics of the four basic components of Earth's physical systems; the atmosphere, biosphere, lithosphere, and hydrosphere.

• 3.b. Assessment Target:

  Student knows and understands the interaction of Earth's physical systems.

• 3.c. Assessment Target:

  Student knows and understands the spatial variation in the consequences of physical processes across Earth's surface.

• 3.d. Assessment Target:

  Student knows and understands the distribution and characteristics of ecosystems.

• 3.e. Assessment Target:

  Student knows and understands the biodiversity and productivity of ecosystems.

• 3.f. Assessment Target:

  Student knows and understands the importance of ecosystems in peoples understanding of environmental issues.

RI.4. Domain / Statement Of Enduring Knowledge: Geography

Human Systems.

• 4.a. Assessment Target:

  Student knows and understands trends in world population numbers and patterns.

• 4.b. Assessment Target:

  Student knows and understands the impact of human migration on physical human systems.

• 4.c. Assessment Target:

  Student knows and understands the impact of culture on ways of life in different regions.

• 4.d. Assessment Target:

  Student knows and understands how cultures shape the character of a region.

• 4.e. Assessment Target:

  Student knows and understands the spatial characteristics of the processes of cultural convergence and divergence.

• 4.f. Assessment Target:

  Student knows and understands the classification, characteristics, and spatial distribution of economic systems.

• 4.g. Assessment Target:

  Student knows and understands how places of various size function as centers of economic activity.

• 4.h. Assessment Target:

  Student knows and understands the increasing economic interdependence of the world's countries.

• 4.i. Assessment Target:

  Student knows and understands the functions, sizes, and spatial arrangements of urban area.

• 4.j. Assessment Target:

  Student knows and understands the differing characteristics of settlement in developing and developed countries.

• 4.k. Assessment Target:

  Student knows and understands the processes that change the internal structure of urban areas.

• 4.l. Assessment Target:

  Student knows and understands the evolving forms of present-day urban area.

• 4.m. Assessment Target:

  Student knows and understands why and how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scale .

• 4.n. Assessment Target:

  Student knows and understands the impact of multiple spatial divisions on people's daily lives.

• 4.o. Assessment Target:

  Student knows and understands how differing points of view and self-interests play a role in conflict over territory and resources.

RI.5. Domain / Statement Of Enduring Knowledge: Geography

Environment and Society.

• 5.a. Assessment Target:

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

• 5.b. Assessment Target:

  Student knows and understands the significance of the global impacts of human modification of the physical environment.

• 5.c. Assessment Target:

  Student knows and understands how to apply appropriate models and information to understand environmental problems.

• 5.d. Assessment Target:

  Student knows and understands how changes in the physical environment can diminish its capacity to support human activity.

• 5.e. Assessment Target:

  Student knows and understands strategies to respond to constraints placed on human systems by the physical environment.

• 5.f. Assessment Target:

  Student knows and understands how humans perceive and react to natural hazards.

• 5.g. Assessment Target:

  Student knows and understands how the spatial distribution of resources affects patterns of human settlement.

• 5.h. Assessment Target:

  Student knows and understands how resource development and use change over time.

• 5.i. Assessment Target:

  Student knows and understands the geographic results of policies and programs for resource use and management.

RI.6. Domain / Statement Of Enduring Knowledge: Geography

Uses of Geography.

• 6.a. Assessment Target:

  Student knows and understands how processes of spatial change affect events and conditions.

• 6.b. Assessment Target:

  Student knows and understands how changing perceptions of places and environments affect the spatial behavior of people.

• 6.c. Assessment Target:

  Student knows and understands the fundamental role that geographical context has played in affecting events in history.

• 6.d. Assessment Target:

  Student knows and understands how different points of view influence the development of policies designed to use and manage Earth's resources.

• 6.e. Assessment Target:

  Student knows and understands contemporary issues in the context of spatial and environmental perspectives.

• 6.f. Assessment Target:

  Student knows and understands how to use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

RI.1. Domain / Statement Of Enduring Knowledge: Psychology

Introduction and Research Methods.

• 1.a. Assessment Target:

  Student understands contemporary perspectives used by psychologists to understand behavior and mental processes in context.

• 1.b. Assessment Target:

  Student understands major subfields and career opportunities that comprise psychology.

• 1.c. Assessment Target:

  Student understands research strategies used by psychologists to explore behavior and mental processes.

• 1.d. Assessment Target:

  Student understands purpose and basic concepts of statistics.

• 1.e. Assessment Target:

  Student understands ethical issues in research with human and other animals that are important to psychologists.

• 1.f. Assessment Target:

  Student understands development of psychology as an empirical science.

RI.2. Domain / Statement Of Enduring Knowledge: Psychology

Biological Bases of Behavior.

• 2.a. Assessment Target:

  Student understands structure and function of the neuron.

• 2.b. Assessment Target:

  Student understands organization of the nervous system.

• 2.c. Assessment Target:

  Student understands hierarchical organization of the structure and function of the brain.

• 2.d. Assessment Target:

  Student understands technologies and clinical methods for studying the brain.

• 2.e. Assessment Target:

  Student understands specialized functions of the brain's hemispheres.

• 2.f. Assessment Target:

  Student understands structure and function of the endocrine system.

• 2.g. Assessment Target:

  Student understands how heredity interacts with environment to influence behavior.

• 2.h. Assessment Target:

  Student understands how psychological mechanisms are influenced by evolution.

RI.3. Domain / Statement Of Enduring Knowledge: Psychology

Sensation and Perception.

• 3.a. Assessment Target:

  Student understands basic concepts explaining the capabilities and limitations of sensory processes.

• 3.b. Assessment Target:

  Student understands interaction of the person and the environment in determining perception.

• 3.c. Assessment Target:

  Student understands nature of attention.

RI.4. Domain / Statement Of Enduring Knowledge: Psychology

Motivation and Emotion.

• 4.a. Assessment Target:

  Student understands motivational concepts.

• 4.b. Assessment Target:

  Student understands biological and environmental cues instigating basic drives or motives.

• 4.c. Assessment Target:

  Student understands major theories of motivation.

• 4.d. Assessment Target:

  Student understands interaction of biological and cultural factors in the development of motives.

• 4.e. Assessment Target:

  Student understands role of values and expectancies in determining choice and strength of motivation.

• 4.f. Assessment Target:

  Student understands physiological, affective, cognitive, and behavioral aspects of emotions and the interactions among these aspects.

• 4.g. Assessment Target:

  Student understands effects of motivation and emotion on perception, cognition, and behavior.

RI.5. Domain / Statement Of Enduring Knowledge: Psychology

Stress, Coping, and Health.

• 5.a. Assessment Target:

  Student understands sources of stress.

• 5.b. Assessment Target:

  Student understands physiological reactions to stress.

• 5.c. Assessment Target:

  Student understands psychological reactions to stress.

• 5.d. Assessment Target:

  Student understands cognitive and behavioral strategies for dealing with stress and promoting health.

RI.6. Domain / Statement Of Enduring Knowledge: Psychology

Lifespan development.

• 6.a. Assessment Target:

  Student understands development as a lifelong process.

• 6.b. Assessment Target:

  Student understands research techniques used to gather data on the developmental process.

• 6.c. Assessment Target:

  Student understands stage theories of development.

• 6.d. Assessment Target:

  Student understands issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, critical periods).

• 6.e. Assessment Target:

  Student understands impact of technology on aspects of the lifespan.

RI.7. Domain / Statement Of Enduring Knowledge: Psychology

Learning.

• 7.a. Assessment Target:

  Student understands characteristics of learning.

• 7.b. Assessment Target:

  Student understands principles of classical conditioning.

• 7.c. Assessment Target:

  Student understands principles of operant conditioning.

• 7.d. Assessment Target:

  Student understands components of cognitive learning.

• 7.e. Assessment Target:

  Student understands roles of biology and culture in determining learning.

RI.8. Domain / Statement Of Enduring Knowledge: Psychology

Memory.

• 8.a. Assessment Target:

  Student understands encoding, or getting information into memory.

• 8.b. Assessment Target:

  Student understands short-term and long-term memory systems.

• 8.c. Assessment Target:

  Student understands retrieval, or getting information out of memory.

• 8.d. Assessment Target:

  Student understands biological bases of memory.

• 8.e. Assessment Target:

  Student understands methods for improving memory.

RI.9. Domain / Statement Of Enduring Knowledge: Psychology

Thinking and Language.

• 9.a. Assessment Target:

  Student understands basic elements comprising thought.

• 9.b. Assessment Target:

  Student understands strategies and obstacles involved in problem solving and decision making.

• 9.c. Assessment Target:

  Student understands structural features of language.

• 9.d. Assessment Target:

  Student understands theories and developmental stages of language acquisition.

• 9.e. Assessment Target:

  Student understands links between thinking and language.

RI.10. Domain / Statement Of Enduring Knowledge: Psychology

States of Consciousness.

• 10.a. Assessment Target:

  Student understands characteristics of sleep and theories that explain why we sleep.

• 10.b. Assessment Target:

  Student understands theories used to explain and interpret dreams.

• 10.c. Assessment Target:

  Student understands basic phenomena and uses of hypnosis.

• 10.d. Assessment Target:

  Student understands categories of psychoactive drugs and their effects.

RI.11. Domain / Statement Of Enduring Knowledge: Psychology

Individual Differences.

• 11.a. Assessment Target:

  Student understands concepts related to measurement of individual differences.

• 11.b. Assessment Target:

  Student understands influence and interaction of heredity and environment on individual differences.

• 11.c. Assessment Target:

  Student understands nature of intelligence.

• 11.d. Assessment Target:

  Student understands nature of intelligence testing.

RI.12. Domain / Statement Of Enduring Knowledge: Psychology

Personality and Assessment.

• 12.a. Assessment Target:

  Student understands what is meant by personality and personality constructs.

• 12.b. Assessment Target:

  Student understands personality approaches and theories.

• 12.c. Assessment Target:

  Student understands assessment tools used in personality.

RI.13. Domain / Statement Of Enduring Knowledge: Psychology

Psychological Disorders.

• 13.a. Assessment Target:

  Student understands characteristics and origins of abnormal behavior.

• 13.b. Assessment Target:

  Student understands methods used in exploring abnormal behavior.

• 13.c. Assessment Target:

  Student understands major categories of abnormal behavior.

• 13.d. Assessment Target:

  Student understands impact of mental disorders.

RI.14. Domain / Statement Of Enduring Knowledge: Psychology

Treatment of Psychological Disorders.

• 14.a. Assessment Target:

  Student understands prominent methods used to treat people with disorders.

• 14.b. Assessment Target:

  Student understands types of practitioners who implement treatment.

• 14.c. Assessment Target:

  Student understands legal and ethical challenges involved in delivery of treatment.

RI.15. Domain / Statement Of Enduring Knowledge: Psychology

Social and Cultural Dimensions of Behavior.

• 15.a. Assessment Target:

  Student understands social judgment and attitudes.

• 15.b. Assessment Target:

  Student understands social and cultural categories.

• 15.c. Assessment Target:

  Student understands group processes.

• 15.d. Assessment Target:

  Student understands social influence.

PA.5.2.9. Academic Standard: Civics and Government

Rights and Responsibilities of Citizenship: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 5.2.9.A. Standard Statement:

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

• 5.2.9.B. Standard Statement:

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

• 5.2.9.C. Standard Statement:

  Analyze skills used to resolve conflicts in society and government.

• 5.2.9.D. Standard Statement:

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

• 5.2.9.E. Standard Statement:

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

• 5.2.9.F. Standard Statement:

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

• 5.2.9.G. Standard Statement:

  Analyze political and civic participation in government and society.

PA.5.3.9. Academic Standard: Civics and Government

How Government Works: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 5.3.9.A. Standard Statement:

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

• 5.3.9.B. Standard Statement:

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

• 5.3.9.C. Standard Statement:

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

• 5.3.9.D. Standard Statement:

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

• 5.3.9.E. Standard Statement:

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

• 5.3.9.F. Standard Statement:

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

• 5.3.9.G. Standard Statement:

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

• 5.3.9.H. Standard Statement:

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

• 5.3.9.I. Standard Statement:

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

• 5.3.9.J. Standard Statement:

  Analyze the importance of freedom of the press.

• 5.3.9.K. Standard Statement:

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

PA.5.4.9. Academic Standard: Civics and Government

How International Relationships Function: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 5.4.9.A. Standard Statement:

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

• 5.4.9.B. Standard Statement:

  Explain the role of the United States in world affairs.

• 5.4.9.C. Standard Statement:

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

• 5.4.9.D. Standard Statement:

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

• 5.4.9.E. Standard Statement:

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

PA.6.1.9. Academic Standard: Economics

Economic Systems: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 6.1.9.A. Standard Statement:

  Analyze the similarities and differences in economic systems.

• 6.1.9.B. Standard Statement:

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

• 6.1.9.C. Standard Statement:

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

• 6.1.9.D. Standard Statement:

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

PA.6.2.9. Academic Standard: Economics

Markets and the Functions of Governments: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 6.2.9.A. Standard Statement:

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

• 6.2.9.B. Standard Statement:

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

• 6.2.9.C. Standard Statement:

  Explain the structure and purpose of the Federal Reserve System.

• 6.2.9.D. Standard Statement:

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

• 6.2.9.E. Standard Statement:

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

• 6.2.9.F. Standard Statement:

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

• 6.2.9.G. Standard Statement:

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

• 6.2.9.H. Standard Statement:

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

• 6.2.9.I. Standard Statement:

  Explain how government provides public goods.

• 6.2.9.J. Standard Statement:

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

• 6.2.9.K. Standard Statement:

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

• 6.2.9.L. Standard Statement:

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

PA.6.3.9. Academic Standard: Economics

Scarcity and Choice: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 6.3.9.A. Standard Statement:

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

• 6.3.9.B. Standard Statement:

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

• 6.3.9.C. Standard Statement:

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

• 6.3.9.D. Standard Statement:

  Explain marginal analysis and decision-making.

• 6.3.9.E. Standard Statement:

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

• 6.3.9.F. Standard Statement:

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

PA.6.4.9. Academic Standard: Economics

Economic Interdependence: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 6.4.9.A. Standard Statement:

  Explain why specialization may lead to increased production and consumption.

• 6.4.9.B. Standard Statement:

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

• 6.4.9.C. Standard Statement:

  Explain why governments sometimes restrict or subsidize trade.

• 6.4.9.D. Standard Statement:

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

• 6.4.9.E. Standard Statement:

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

• 6.4.9.F. Standard Statement:

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

• 6.4.9.G. Standard Statement:

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

PA.6.5.9. Academic Standard: Economics

Work and Earnings: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 6.5.9.A. Standard Statement:

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

• 6.5.9.B. Standard Statement:

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

• 6.5.9.C. Standard Statement:

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

• 6.5.9.D. Standard Statement:

  Analyze how risks influence business decision-making.

• 6.5.9.E. Standard Statement:

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

• 6.5.9.F. Standard Statement:

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

• 6.5.9.G. Standard Statement:

  Explain the differences among stocks, bonds and mutual funds.

• 6.5.9.H. Standard Statement:

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

PA.7.1.9. Academic Standard: Geography

Basic Geographic Literacy: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 7.1.9.A. Standard Statement:

  Explain geographic tools and their uses.

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

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

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

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

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

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

  • 7.1.9.A.4. Standard Descriptor:

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

• 7.1.9.B. Standard Statement:

  Explain and locate places and regions.

  • 7.1.9.B.1. Standard Descriptor:

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

  • 7.1.9.B.2. Standard Descriptor:

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

  • 7.1.9.B.3. Standard Descriptor:

    How culture and experience influence perceptions of places and regions.

  • 7.1.9.B.4. Standard Descriptor:

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

  • 7.1.9.B.5. Standard Descriptor:

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

PA.7.2.9. Academic Standard: Geography

The Physical Characteristics of Places and Regions: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

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

  Climate regions; Landform regions.

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

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

PA.7.3.9. Academic Standard: Geography

The Human Characteristics of Places and Regions: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 7.3.9.A. Standard Statement:

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

  • 7.3.9.A.1. Standard Descriptor:

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

  • 7.3.9.A.2. Standard Descriptor:

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

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

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

• 7.3.9.B. Standard Statement:

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

  • 7.3.9.B.1. Standard Descriptor:

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

  • 7.3.9.B.2. Standard Descriptor:

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

  • 7.3.9.B.3. Standard Descriptor:

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

• 7.3.9.C. Standard Statement:

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

  • 7.3.9.C.1. Standard Descriptor:

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

  • 7.3.9.C.2. Standard Descriptor:

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

  • 7.3.9.C.3. Standard Descriptor:

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

• 7.3.9.D. Standard Statement:

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

  • 7.3.9.D.1. Standard Descriptor:

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

  • 7.3.9.D.2. Standard Descriptor:

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

  • 7.3.9.D.3. Standard Descriptor:

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

PA.7.4.9. Academic Standard: Geography

The Interactions Between People and Places: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

• 7.4.9.A. Standard Statement:

  Explain the impacts of physical systems on people.

  • 7.4.9.A.1. Standard Descriptor:

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

  • 7.4.9.A.2. Standard Descriptor:

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

• 7.4.9.B. Standard Statement:

  Explain the impacts of people on physical systems.

  • 7.4.9.B.1. Standard Descriptor:

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

  • 7.4.9.B.2. Standard Descriptor:

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

PA.8.1.9. Academic Standard: History

Historical Analysis and Skills Development: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to:

• 8.1.9.A. Standard Statement: Analyze chronological thinking

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

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

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

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

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

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

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

PA.8.2.9. Academic Standard: History

Pennsylvania History: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to:

• 8.2.9.A. Standard Statement:

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

  • 8.2.9.A.1. Standard Descriptor:

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

  • 8.2.9.A.2. Standard Descriptor:

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

  • 8.2.9.A.3. Standard Descriptor:

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

  • 8.2.9.A.4. Standard Descriptor:

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

• 8.2.9.B. Standard Statement:

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

  • 8.2.9.B.1. Standard Descriptor:

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

  • 8.2.9.B.2. Standard Descriptor:

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

• 8.2.9.C. Standard Statement:

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

  • 8.2.9.C.1. Standard Descriptor:

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

  • 8.2.9.C.2. Standard Descriptor:

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

  • 8.2.9.C.3. Standard Descriptor:

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

  • 8.2.9.C.4. Standard Descriptor:

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

  • 8.2.9.C.5. Standard Descriptor:

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

  • 8.2.9.C.6. Standard Descriptor:

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

  • 8.2.9.C.7. Standard Descriptor:

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

  • 8.2.9.C.8. Standard Descriptor:

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

• 8.2.9.D. Standard Statement:

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

  • 8.2.9.D.1. Standard Descriptor:

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

  • 8.2.9.D.2. Standard Descriptor:

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

  • 8.2.9.D.3. Standard Descriptor:

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

  • 8.2.9.D.4. Standard Descriptor:

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

  • 8.2.9.D.5. Standard Descriptor:

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

PA.8.3.9. Academic Standard: History

United States History: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to:

• 8.3.9.A. Standard Statement:

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

  • 8.3.9.A.1. Standard Descriptor:

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

  • 8.3.9.A.2. Standard Descriptor:

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

  • 8.3.9.A.3. Standard Descriptor:

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

  • 8.3.9.A.4. Standard Descriptor:

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

• 8.3.9.B. Standard Statement:

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

  • 8.3.9.B.1. Standard Descriptor:

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

  • 8.3.9.B.2. Standard Descriptor:

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

  • 8.3.9.B.3. Standard Descriptor:

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

• 8.3.9.C. Standard Statement:

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

  • 8.3.9.C.1. Standard Descriptor:

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

  • 8.3.9.C.2. Standard Descriptor:

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

  • 8.3.9.C.3. Standard Descriptor:

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

  • 8.3.9.C.4. Standard Descriptor:

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

  • 8.3.9.C.5. Standard Descriptor:

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

  • 8.3.9.C.6. Standard Descriptor:

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

  • 8.3.9.C.7. Standard Descriptor:

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

  • 8.3.9.C.8. Standard Descriptor:

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

• 8.3.9.D. Standard Statement:

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

  • 8.3.9.D.1. Standard Descriptor:

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

  • 8.3.9.D.2. Standard Descriptor:

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

  • 8.3.9.D.3. Standard Descriptor:

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

  • 8.3.9.D.4. Standard Descriptor:

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

  • 8.3.9.D.5. Standard Descriptor:

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

PA.8.4.9. Academic Standard: History

World History: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to:

• 8.4.9.A. Standard Statement:

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

  • 8.4.9.A.1. Standard Descriptor:

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

  • 8.4.9.A.2. Standard Descriptor:

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

  • 8.4.9.A.3. Standard Descriptor:

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

• 8.4.9.B. Standard Statement:

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

  • 8.4.9.B.1. Standard Descriptor:

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

  • 8.4.9.B.2. Standard Descriptor:

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

  • 8.4.9.B.3. Standard Descriptor:

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

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

  Africa; Americas; Asia; Europe.

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

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

OK.2. Content Standard / Course: Economics

The student will explain how prices are set in a market economy by using supply and demand graphs, and determine how prices provide incentives to buyers and sellers.

• 2.1. Strand / Standard:

  Determine how price and non-price factors affect the demand and supply of goods and services available in the marketplace.

• 2.2. Strand / Standard:

  Explain what causes shortages and surpluses, including government imposed price floors and price ceilings; and determine the impact they have on prices and people's decisions to buy or sell.

OK.3. Content Standard / Course: Economics

The student will evaluate how changes in the level of competition in different markets affect prices.

• 3.1. Strand / Standard:

  Explain how competition among sellers lowers costs and prices while encouraging producers to produce more, and competition among buyers increases prices and allocates goods and services to those persons willing and able to pay higher prices.

• 3.2. Strand / Standard:

  Explain how people's own self-interest helps markets make decisions.

OK.4. Content Standard / Course: Economics

The student will describe the role of economic institutions (e.g., banks, labor unions, corporations, legal systems, and not-for-profits) in a market economy.

• 4.1. Strand / Standard:

  Evaluate the impact of different institutions in a market economy (e.g., the legal system ensuring private property rights, banks matching savers with borrowers, and corporations allowing people to pool their incomes and provide future income through investing in stocks).

• 4.2. Strand / Standard:

  Describe how some institutions (e.g., labor unions, religious organizations, and not for-profits) work to promote the goals of certain interest groups.

OK.5. Content Standard / Course: Economics

The student will analyze how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

• 5.1. Strand / Standard:

  Explain how individuals, businesses and the overall economy benefit from using money.

• 5.2. Strand / Standard:

  Determine the components of the money supply in the United States (e.g., currency, coins, and checking account deposits).

• 5.3. Strand / Standard:

  Identify the different functions of money and give examples of each.

• 5.4. Strand / Standard:

  Explain how the value of money is determined by the goods and services it can buy.

OK.6. Content Standard / Course: Economics

The student will evaluate the role of interest rates in a market economy.

• 6.1. Strand / Standard:

  Identify current interest rates on different kinds of savings instruments and loans, and compare those rates with current interest rates on credit cards.

• 6.2. Strand / Standard:

  Discuss the relationship between interest rates and inflation rates, and determine how changes in real interest rates impact people's decisions to borrow money and purchase goods.

• 6.3. Strand / Standard:

  Determine the factors affecting the differences in interest rates (e.g., new versus used car loans, home mortgages, and good versus bad credit ratings).

OK.7. Content Standard / Course: Economics

The student will explain the role of entrepreneurs, risks, and profits in a market economy.

• 7.1. Strand / Standard:

  Identify an entrepreneur and describe how his/her decisions affect job opportunities for others.

• 7.2. Strand / Standard:

  Analyze the potential risks and potential gains of entrepreneurs opening new businesses or inventing a new product, and determine the non-financial incentives that motivate them, and the risks or disincentives they face.

OK.8. Content Standard / Course: Economics

The student will evaluate the economic role of government in a market economy.

• 8.1. Strand / Standard:

  Explain the role that government has in dealing with issues, such as poverty, pollution, and medical research.

• 8.2. Strand / Standard:

  Describe the costs and benefits of government assistance programs, education and other government-funded projects.

• 8.3. Strand / Standard:

  Identify projects or programs where the cost of government policies may have exceeded the economic benefits received, and explain why government would continue supporting such projects.

OK.9. Content Standard / Course: Economics

The student will determine current economic conditions in the United States, and explain how these conditions have an impact on consumers, producers, and government policymakers.

• 9.1. Strand / Standard:

  Explain what gross domestic product (GDP) is and how it can be used to describe economic output over time.

• 9.2. Strand / Standard:

  Compare the GDP per capita in the United States with the same data for other countries.

• 9.3. Strand / Standard:

  Describe the impact on the economy when GDP is growing or declining.

OK.10. Content Standard / Course: Economics

The student will explain the role of inflation and unemployment in an economic system.

• 10.1. Strand / Standard:

  Define inflation and unemployment, and explain the impact they have on an economy.

• 10.2. Strand / Standard:

  Determine when the United States historically has faced high unemployment, high inflation, low unemployment, and low inflation; and identify the economic conditions that existed during those times.

• 10.3. Strand / Standard:

  Give examples of the types of unemployment and analyze the differences among them.

• 10.4. Strand / Standard:

  Determine how inflation is measured and the impact it has on different sectors of the economy.

OK.11. Content Standard / Course: Economics

The student will identify the potential economic impact of policy changes by the Federal Reserve and the federal government.

• 11.1. Strand / Standard:

  Identify historical examples of fiscal policies, and explain why they were adopted.

• 11.2. Strand / Standard:

  Determine the differences between federal deficits and surpluses, and their impact on the economy.

• 11.3. Strand / Standard:

  Examine the tools of monetary policy and its impact on the economy.

• 11.4. Strand / Standard:

  Determine when the federal government and the Federal Reserve should use expansionary or contractionary policies.

OK.1. Content Standard / Course: Oklahoma History

The student will demonstrate process skills in social studies.

• 1.1. Strand / Standard:

  Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters, art, music, literature, photographs, documents, newspapers, and contemporary media).

• 1.2. Strand / Standard:

  Identify, evaluate, and explain the relationships between the geography of Oklahoma and its historical development by using different kinds of maps, graphs, charts, diagrams, and other representations such as photographs, satellite-produced images, and computer-based technologies.

• 1.3. Strand / Standard:

  Interpret information from a broad selection of research materials (e.g., encyclopedias, almanacs, dictionaries, atlases, and cartoons).

• 1.4. Strand / Standard:

  Construct and examine timelines of Oklahoma history (e.g., removal and relocation of Native American groups, economic cycles, immigration patterns, and the results of redistricting and statewide elections).

OK.2. Content Standard / Course: Oklahoma History

The student will describe both European and American exploration and claims to the territory that would become Oklahoma.

• 2.1. Strand / Standard:

  Explain the significance of early Spanish and French expeditions (e.g., Coronado, Onate, and LaHarpe).

• 2.2. Strand / Standard:

  Evaluate the lasting impact of American exploration, including the Pike, Wilkinson, and Long expeditions.

• 2.3. Strand / Standard:

  Analyze the impact of territorial claims on the development of the state of Oklahoma, including the Louisiana Purchase and Adams-Onis Treaty.

OK.3. Content Standard / Course: Oklahoma History

The student will evaluate the social, economic, and political development and contributions of Native Americans from prehistoric settlement through modern times.

• 3.1. Strand / Standard:

  Identify and describe significant phases of prehistoric cultures, including the Paleo Indians (Clovis points), Archaic Indians (Folsom points), the Mound Builders, and the Plains Tribes.

• 3.2. Strand / Standard:

  Trace the movement of other North American peoples into present-day Oklahoma, including the Five Tribes, Plains Tribes, and Eastern Tribes.

• 3.3. Strand / Standard:

  Compare and contrast cultural perspectives (e.g., land ownership and use, agricultural methods, production and distribution of commodities, and trading practices) of Native Americans and European Americans.

• 3.4. Strand / Standard:

  Identify significant historical and contemporary Native Americans (e.g., John Ross, Sequoyah, Quanah Parker, Jim Thorpe, Will Rogers, the Five Indian Ballerinas, the Kiowa Five, and Wilma Mankiller).

OK.4. Content Standard / Course: Oklahoma History

The student will evaluate the major political and economic events prior to statehood.

• 4.1. Strand / Standard:

  Analyze tribal alliances, river transportation, and the fur trade, and their relationship to early mercantile settlements (e.g., Fort Towson, Fort Gibson, Fort Coffee, Fort Washita, and Chouteau's Trading Post).

• 4.2. Strand / Standard:

  Explain the significance of the Civil War in Indian Territory and the prominent figures and groups that fought in its battles (e.g., Stand Watie, General James Blunt, General Douglas Cooper, and the 1st Kansas Colored Regiment).

• 4.3. Strand / Standard:

  Assess the impact of the cattle industry (e.g., cattle trails, railheads and cow towns in Kansas, and the location of railroad lines).

• 4.4. Strand / Standard:

  Evaluate the impact and importance of the various means of distributing land in Oklahoma (e.g., allotments, land runs, lottery, and Supreme Court settlement).

OK.5. Content Standard / Course: Oklahoma History

The student will describe the development of constitutional government in Oklahoma.

• 5.1. Strand / Standard:

  Examine the work of the Dawes Commission and the distribution of lands to non Native American settlers.

• 5.2. Strand / Standard:

  Analyze the development of governments among the Native American tribes; the movement towards the all-Indian state of Sequoyah; the movement for single statehood; and the impact and influence of the Enabling Act and the Constitutional Convention.

OK.6. Content Standard / Course: Oklahoma History

The student will investigate the geography and economic assets of Oklahoma and trace their effects on the history of the state.

• 6.1. Strand / Standard:

  Locate the significant physical and human features of the state on a map (e.g., major waterways, cities, natural resources, military installations, major highways, and major landform regions).

• 6.2. Strand / Standard:

  Examine how economic cycles (e.g., the Great Depression and the Dust Bowl, and oil boom and bust) have affected and continue to affect major sectors of state employment (e.g., fossil fuels, timber, mining, tourism, the military, and agriculture).

OK.7. Content Standard / Course: Oklahoma History

The student will examine major cultural and ethnic groups represented in Oklahoma.

• 7.1. Strand / Standard:

  Identify cultural and ethnic groups in Oklahoma (e.g., African Americans, Eastern Europeans, Italians, Germans, and Vietnamese) and explore the causes and effects of their immigration and settlement patterns.

• 7.2. Strand / Standard:

  Trace the cultural, political, and economic contributions of these groups.

OK.8. Content Standard / Course: Oklahoma History

The student will examine factors that contributed to the political, economic, and social history of Oklahoma during the twentieth century.

• 8.1. Strand / Standard:

  Identify significant individuals and their contributions (e.g., Jerome Tiger, Frank Phillips, Kate Barnard, Angie Debo, Ada Lois Sipuel, Clara Luper, George Lynn Cross, Ralph Ellison, Robert S. Kerr, Henry Bellmon, and Reba McEntire).

• 8.2. Strand / Standard:

  Analyze the impact of the Populist Movement, the Temperance Movement, the Dust Bowl, and political corruption (e.g., Ku Klux Klan activities; the prosecutions and convictions of Governor David Hall and the county commissioners) on Oklahoma history.

• 8.3. Strand / Standard:

  Examine the historical evolution of race relations in Oklahoma (e.g., the significance of Jim Crow laws, the Tulsa Race Riot, and the contributions of Governor Raymond Gary to the peaceful integration of public facilities).

OK.1. Content Standard / Course: United States Government

The student will demonstrate process skills in social studies.

• 1.1. Strand / Standard:

  Identify, analyze, and interpret primary and secondary sources, such as artifacts, letters, photographs, art, documents, newspapers, and contemporary media (e.g., television, motion pictures, and computer-based technologies) that reflect events in United States government and politics.

• 1.2. Strand / Standard:

  Interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and economic graphs.

• 1.3. Strand / Standard:

  Make distinctions among propaganda, fact and opinion; evaluate cause and effect relationships; and draw conclusions in examining documentary sources.

• 1.4. Strand / Standard:

  Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues (e.g., individual rights vs. the common good, and problems of intolerance toward cultural, ethnic, and religious groups).

OK.2. Content Standard / Course: United States Government

The student will define government as the formal institution with the authority to make and implement binding decisions about such matters as distribution of resources, allocation of benefits and burdens, and management of conflicts.

OK.3. Content Standard / Course: United States Government

The student will analyze the philosophical and historical development of government as an institution.

• 3.1. Strand / Standard:

  Discuss the development of democracy in ancient Greece and Rome, the United Kingdom, and the American colonies.

• 3.2. Strand / Standard:

  Examine and interpret the contributions of Locke, Hobbes, Rousseau, Montesquieu, and Blackstone to contemporary political theory and governmental structure.

OK.4. Content Standard / Course: United States Government

The student will describe the purpose of government and analyze how its powers are acquired, used, and justified.

• 4.1. Strand / Standard:

  Distinguish between civic life (i.e., the public life of the citizen concerned with community and national affairs) and private life (i.e., the personal life of the individual devoted to the pursuit of private interests).

• 4.2. Strand / Standard:

  Examine political authority, its sources and functions, and the difference between authority and power without authority.

• 4.3. Strand / Standard:

  Distinguish between and explain the essential characteristics of limited and unlimited governments, and identify historical and contemporary examples of each.

• 4.4. Strand / Standard:

  Research examples of formal institutions with the authority to control and direct the behavior of those in a society (e.g., tribal councils, courts, monarchies, and democratic legislatures).

OK.5. Content Standard / Course: United States Government

The student will compare and contrast how governments are organized in terms of the number of people who have access to power (i.e., despotism, oligarchy, republic, and democracy), where power is located (i.e., unitary, federal, and confederal), and the relationship between the legislative and executive branches (i.e., presidential and parliamentary).

OK.6. Content Standard / Course: United States Government

The student will analyze and describe examples of fundamental United States constitutional principles contained in the Magna Carta, English Bill of Rights, Declaration of Independence, Articles of Confederation, Constitution, Federalist Papers, and the Bill of Rights and subsequent amendments.

OK.7. Content Standard / Course: United States Government

The student will identify and explain the fundamental concepts of the system of government of the United States.

• 7.1. Strand / Standard:

  This includes the equality of all citizens under the law; majority rule and minority rights; the fundamental worth and dignity of the individual; the necessity of compromise; individual freedom; the rule of law; constitutionalism and limited government; democracy and republicanism; consent of the governed; and liberties, privileges, rights, and responsibilities.

OK.8. Content Standard / Course: United States Government

The student will analyze the United States Constitution.

• 8.1. Strand / Standard:

  This includes purposes expressed in the Preamble; branches of government; powers and limitations; and the amendment process.

OK.9. Content Standard / Course: United States Government

The student will compare and contrast the roles of the legislative, executive, and judicial branches of government at the national, state, and local levels.

• 9.1. Strand / Standard:

  This includes structures, functions, and authority; federalism; separation of powers; checks and balances; the extent to which power is shared rather than divided or separated (i.e., concurrent powers); and procedures for constitutional and charter amendment.

OK.10. Content Standard / Course: United States Government

The student will analyze how the Constitution has evolved since 1789.

• 10.1. Strand / Standard:

  Examine the constitutional amendments, the conflicts or issues they addressed, and the reasons for their adoption.

• 10.2. Strand / Standard:

  Identify and explain the basic rulings in landmark Supreme Court cases, including Marbury v. Madison (1803), McCulloch v. Maryland (1819), Plessy v. Ferguson (1896), Brown v. Board of Education of Topeka, Kansas (1954), Mapp v. Ohio (1961), Miranda v. Arizona (1966), Furman v. Georgia (1972), United States v. Nixon (1974), and Gregg v. Georgia (1976).

OK.11. Content Standard / Course: United States Government

The student will explain and give contemporary examples of how political parties, interest groups, the media, and individuals influence the policy agenda and decision-making of government institutions.

OK.12. Content Standard / Course: United States Government

The student will describe the components of campaigns for national, state and local elective office, including the nominative process; campaign funding and spending, the influence of the media, advertising, and polling; reapportionment and redistricting; the role of the electoral college; and the term-limitation movement.

OK.13. Content Standard / Course: United States Government

The student will explain the rights, responsibilities, and benefits of citizenship in the United States, such as voting, jury duty, obedience to lawful authority, and private ownership of property.

OK.14. Content Standard / Course: United States Government

The student will compare and contrast the political and economic systems of the United States with those of major democratic and authoritarian nations.

OK.15. Content Standard / Course: United States Government

The student will identify and distinguish among the units of local government in Oklahoma (i.e., counties, cities, towns, and regional authorities) by analyzing local public issues.

OK.16. Content Standard / Course: United States Government

The student will develop and practice the skills needed for informed participation in public affairs, including analyzing public issues, examining candidates for public office, evaluating the performance of public officials, and communicating with public officials.

OK.1. Content Standard / Course: United States History (1850 to the Present)

The student will demonstrate process skills in social studies.

• 1.1. Strand / Standard:

  Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters, photographs, documents, newspapers, media, and computer-based technologies).

• 1.2. Strand / Standard:

  Recognize and explain how different points of view have been influenced by nationalism, racism, religion, culture and ethnicity.

• 1.3. Strand / Standard:

  Distinguish between fact and opinion in examining documentary sources.

• 1.4. Strand / Standard:

  Construct timelines of United States history (e.g., landmark dates of economic changes, social movements, military conflicts, constitutional amendments, and presidential elections).

• 1.5. Strand / Standard:

  Explain the relationships between geography and the historical development of the United States by using maps, graphs, charts, visual images, and computer-based technologies.

• 1.6. Strand / Standard:

  Develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues (e.g., individual rights vs. the common good, and problems of intolerance toward cultural, ethnic, and religious groups), and demonstrating how divergent viewpoints have been and continue to be addressed and reconciled.

OK.2. Content Standard / Course: United States History (1850 to the Present)

The student will analyze causes, key events, and effects of the Civil War era.

• 2.1. Strand / Standard:

  Examine the economic and philosophical differences between the North and South, as exemplified by such persons as Daniel Webster and John C. Calhoun.

• 2.2. Strand / Standard:

  Trace the events leading to secession and war (e.g., the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott case).

• 2.3. Strand / Standard:

  Identify leaders on both sides of the war (e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and William Lloyd Garrison).

• 2.4. Strand / Standard:

  Interpret the importance of critical developments in the war, such as major battles (e.g., Fort Sumter, Gettysburg, and Vicksburg), the Emancipation Proclamation, and Lee's surrender at Appomattox.

• 2.5. Strand / Standard:

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

• 2.6. Strand / Standard:

  Evaluate the continuing impact of Reconstruction policies on the South, including southern reaction (e.g., sharecropping, Black Codes, Ku Klux Klan, Plessy v. Ferguson, and Jim Crow laws).

OK.3. Content Standard / Course: United States History (1850 to the Present)

The student will analyze the impact of immigration and the Westward Movement on American society.

• 3.1. Strand / Standard:

  Detail the contributions of various immigrant, cultural, and ethnic groups (e.g. Irish, Chinese, Italians, and Germans).

• 3.2. Strand / Standard:

  Examine ethnic conflict and discrimination.

• 3.3. Strand / Standard:

  Investigate changes in the domestic policies of the United States relating to immigration.

• 3.4. Strand / Standard:

  Compare and contrast the attitudes toward Native American groups as exhibited by federal Indian policy (e.g., establishment of reservations, assimilation, and the Dawes Act) and actions of the United States Army, missionaries, and settlers.

OK.4. Content Standard / Course: United States History (1850 to the Present)

The student will examine the effects of the Industrial Revolution on the economy of the United States.

• 4.1. Strand / Standard:

  Identify the impact of new inventions and industrial production methods, including new technologies in transportation and communication.

• 4.2. Strand / Standard:

  Evaluate the significance of immigration on the labor supply and the movement to organize workers.

• 4.3. Strand / Standard:

  Describe the effects of the muckrakers and reform movements (e.g., women's suffrage and temperance) that resulted in government policies affecting child labor, wages, working conditions, trade, monopolies, taxation and the money supply.

• 4.4. Strand / Standard:

  Assess the impact of industrialization, the expansion of international markets, urbanization, and immigration on the economy.

• 4.5. Strand / Standard:

  Evaluate the rise of the Progressive Movement in relation to political changes at the national and state levels (e.g., workers' compensation, the direct primary, initiative petition, referendum, and recall).

• 4.6. Strand / Standard:

  Examine the causes of the money panics of 1873, 1893, and 1907, explaining how the establishment of the Federal Reserve System addressed the problems

OK.5. Content Standard / Course: United States History (1850 to the Present)

The student will analyze the changing role of the United States in world affairs at the turn of the twentieth century.

• 5.1. Strand / Standard:

  Identify the goals of imperialism, explaining its impact on developed and developing nations.

• 5.2. Strand / Standard:

  Identify the role of the Spanish-American War in the development of the United States as a world power.

• 5.3. Strand / Standard:

  Evaluate the role of United States foreign policy and presidential leadership in the construction of a canal in Panama.

• 5.4. Strand / Standard:

  Describe the strengths and weaknesses of Theodore Roosevelt's 'Big Stick Diplomacy.'

• 5.5. Strand / Standard:

  Analyze the causes and effects of United States involvement in World War I.

• 5.6. Strand / Standard:

  Examine the rationale for the failure of the United States to join the League of Nations and the nation's return to isolationism.

OK.6. Content Standard / Course: United States History (1850 to the Present)

The student will describe the social, cultural, economic, and technological ideas and events in the United States in the era between the World Wars.

• 6.1. Strand / Standard:

  Evaluate literature, music, dance, and forms of entertainment, including the Harlem Renaissance, the Jazz Age, and talkies.

• 6.2. Strand / Standard:

  Investigate the longterm effects of reform movements, such as women's suffrage and prohibition (e.g., the 18th , 19th , and 21st Amendments to the Constitution).

• 6.3. Strand / Standard:

  Analyze the impact of the automobile, and urban and rural electrification on society.

• 6.4. Strand / Standard:

  Describe rising racial tensions and labor unrest common in the era (e.g., the Tulsa Race Riots and the sit-down strikes).

• 6.5. Strand / Standard:

  Examine the growing disparity between the wealth of corporate leaders and the incomes of small business owners, industrial workers, and farmers.

• 6.6. Strand / Standard:

  Identify causes contributing to an unstable economy, (e.g., the increased reliance on installment buying, a greater willingness to speculate and buy on margin in the stock market, and government reluctance to interfere in the economy).

OK.7. Content Standard / Course: United States History (1850 to the Present)

The student will investigate and analyze the causes and legacy of the Great Depression.

• 7.1. Strand / Standard:

  Examine changes in business cycles, weaknesses in key sectors of the economy, and government economic policies in the late 1920s.

• 7.2. Strand / Standard:

  Analyze the effects of the Stock Market Crash.

• 7.3. Strand / Standard:

  Evaluate the impact of the Great Depression, the Dust Bowl, and the New Deal economic policies on business and agriculture, and on the American people, their culture and political behavior.

• 7.4. Strand / Standard:

  Identify the contributions of key individuals of the period (e.g., Will Rogers, Eleanor and Franklin Roosevelt, Charles Lindbergh, and Woody Guthrie).

• 7.5. Strand / Standard:

  Assess the impact of the expanded role of government in the economy since the 1930s.

OK.8. Content Standard / Course: United States History (1850 to the Present)

The student will analyze the major causes, events, and effects of United States involvement in World War II.

• 8.1. Strand / Standard:

  Relate the rise of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan to the rise of communism, Nazism, and fascism in the 1930s and 1940s, and the response of the United States.

• 8.2. Strand / Standard:

  Investigate appeasement, isolationism, and the war debates in the United States prior to the outbreak of war.

• 8.3. Strand / Standard:

  Evaluate the impact of preparation and mobilization for war, including the internment policies and their effects (e.g., Korematsu v. United States).

• 8.4. Strand / Standard:

  Detail major battles, military turning points, and key strategic decisions in both European and Pacific theaters.

• 8.5. Strand / Standard:

  Analyze public and political reactions in the United States to the events of the Holocaust.

OK.9. Content Standard / Course: United States History (1850 to the Present)

The student will assess the successes and shortcomings of United States foreign policy since World War II.

• 9.1. Strand / Standard:

  Identify the origins of the Cold War, and its foreign and domestic consequences, including confrontations with the Soviet Union in Berlin and Cuba.

• 9.2. Strand / Standard:

  Examine the proliferation of nuclear weapons and the arms race.

• 9.3. Strand / Standard:

  Describe the role of the United States in the formation of the United Nations, NATO, and other alliances.

• 9.4. Strand / Standard:

  Evaluate the role of the United States in attempts at the containment of communism in Europe, Asia, and Latin America, including the Truman Doctrine and the involvement of the United Nations in Korea.

• 9.5. Strand / Standard:

  Describe the fear of communist influence within the United States, including the McCarthy hearings.

• 9.6. Strand / Standard:

  Evaluate the causes and longterm foreign and domestic consequences of United States military commitments in southeast Asia, especially Vietnam.

• 9.7. Strand / Standard:

  Examine the strategic and economic factors in the development of Middle East policy, and relations with African nations, such as South Africa.

• 9.8. Strand / Standard:

  Assess the reasons for the collapse of communism in eastern Europe and the Soviet Union, and relate the end of the Cold War to new challenges to the United States leadership role in the world.

OK.10. Content Standard / Course: United States History (1850 to the Present)

The student will analyze the economic, social, and political transformation of the United States since World War II.

• 10.1. Strand / Standard:

  Describe de jure and de facto segregation policies, attempts at desegregation and integration, and the impact of the Civil Rights Movement on society (e.g., Brown v. Board of Education of Topeka, Kansas).

• 10.2. Strand / Standard:

  Evaluate the success of the women's liberation movement and the changing roles of women in society.

• 10.3. Strand / Standard:

  Examine the technology revolution and its impact on communication, transportation, and industry.

• 10.4. Strand / Standard:

  Assess the impact of violent crime, and illegal drug use and trafficking.

• 10.5. Strand / Standard:

  Explain the effects of increased immigration, the influx of political refugees, and the increasing number of undocumented aliens on society and the economy.

• 10.6. Strand / Standard:

  Identify the contributions of political leaders, political activists, and civil rights leaders, and the major issues and trends in national elections (e.g., differences between the two major political parties, and the rise of third party candidates).

• 10.7. Strand / Standard:

  Examine the post-war rise in the standard of living, the oil embargo and the inflation of the 1970s, and the federal budget deficit problems of the 1980s and early 1990s.

• 10.8. Strand / Standard:

  Evaluate the impact of political scandals (e.g., Watergate, Iran-Contra, and the Clinton impeachment) on federal law, national policies, and political behavior.

• 10.9. Strand / Standard:

  Analyze how the principles and structures of the United States Constitution have changed through amendment and judicial interpretation (e.g., the 22nd and 25th Amendments, and Gideon v. Wainwright and Miranda v. Arizona).

• 10.10. Strand / Standard:

  Compare and contrast conservative and liberal economic strategies, including the positions of political parties and interest groups on major issues in the post-World War II era.

OK.1. Content Standard / Course: World Geography

The student will use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective.

• 1.1. Strand / Standard:

  Apply geographic representations and technologies to depict, analyze, explain and solve geographic problems.

• 1.2. Strand / Standard:

  Demonstrate the use of mental maps to organize information about people, places, and environments in a spatial context.

• 1.3. Strand / Standard:

  Analyze the spatial organization of people, places, and environments on earth's surface.

• 1.4. Strand / Standard: Design appropriate forms of maps incorporating elements of geographic information such as

  relative/absolute location, direction, size, shape, elevation, and scale.

• 1.5. Strand / Standard:

  Recognize the different map projections and explain the concept of distortion.

OK.2. Content Standard / Course: World Geography

The student will use the concepts of places and regions as the basic units of geographic inquiry.

• 2.1. Strand / Standard:

  Identify the human and physical characteristics of particular places and regions.

• 2.2. Strand / Standard:

  Conduct regional analysis of geographic issues and questions.

• 2.3. Strand / Standard:

  Explain how culture and experience influence people's perceptions of places and regions and how these perceptions change over time.

OK.3. Content Standard / Course: World Geography

The student will examine earth's physical processes (e.g., climate and landforms) and organize them into ecosystems.

• 3.1. Strand / Standard:

  Identify and describe the components of the earth's physical system (e.g., atmosphere, lithosphere, biosphere, and hydrosphere).

• 3.2. Strand / Standard:

  Explain how earth's physical systems and processes shape the patterns found on earth's surface.

• 3.3. Strand / Standard:

  Describe the characteristics and spatial distribution of ecosystems on earth's surface.

• 3.4. Strand / Standard:

  Analyze patterns of natural phenomena such as earthquakes, volcanic eruptions, tornadoes, and hurricanes.

OK.4. Content Standard / Course: World Geography

The student will examine human cultures, populations and activities such as settlement, migration, commerce, conflict, and cooperation.

• 4.1. Strand / Standard:

  Identify the characteristics, distribution, and migration of human populations on earth's surface.

• 4.2. Strand / Standard:

  Describe the characteristic, distribution, and migration of human populations on earth's cultures.

• 4.3. Strand / Standard:

  Interpret the patterns and networks of economic interdependence on earth's surface.

• 4.4. Strand / Standard:

  Explain how the processes, patterns, and functions of human settlement have changed over time.

• 4.5. Strand / Standard:

  Explain how the forces of cooperation and conflict among people influence the division and control of earth's surface.

OK.5. Content Standard / Course: World Geography

The student will evaluate the interactions between humans and their environment.

• 5.1. Strand / Standard:

  Explain how human actions modify the physical environment.

• 5.2. Strand / Standard:

  Describe how physical systems affect human systems such as the impact of major natural hazards/disasters on humans.

• 5.3. Strand / Standard:

  Explain the changes that occur in the meaning, use, distribution, and importance of resources.

• 5.4. Strand / Standard:

  Observe and predict the possible economic effects and environmental changes resulting from natural phenomena (e.g., tornadoes, hurricanes, droughts, insect infestations, earthquakes, El Nino, and volcanoes).

OK.6. Content Standard / Course: World Geography

The student will analyze problems and issues from a geographic perspective using the tools and skills of geography.

• 6.1. Strand / Standard:

  Explain the fundamental role that geographical context has played in affecting events in history.

• 6.2. Strand / Standard:

  Apply geography to examine contemporary issues in the context of spatial and environmental perspectives.

• 6.3. Strand / Standard:

  Use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

OK.1. Content Standard / Course: World History

The student will demonstrate social studies research skills.

• 1.1. Strand / Standard:

  Identify, analyze, and interpret primary and secondary sources and artifacts.

• 1.2. Strand / Standard:

  Validate sources as to their authenticity, authority, credibility, and possible bias.

• 1.3. Strand / Standard:

  Construct timelines of key events, periods, and historically significant individuals.

• 1.4. Strand / Standard:

  Identify and analyze the reasons for major shifts in national political boundaries.

OK.2. Content Standard / Course: World History

The student will describe early physical and cultural development of humankind from the Paleolithic Era to the emergence of agriculture.

• 2.1. Strand / Standard:

  Describe the characteristics of hunter-gatherer societies, their use of fire and tools, and the impact of geography on these societies.

• 2.2. Strand / Standard:

  Identify the technological and social advancements that gave rise to stable communities.

OK.3. Content Standard / Course: World History

The student will compare selected ancient river civilizations (e.g., Egypt, Mesopotamia, the Indus Valley, and Shang China), and other ancient civilizations (e.g., the Hebrew and Phoenician kingdoms, and the Persian Empire).

• 3.1. Strand / Standard:

  Describe their location in time and place.

• 3.2. Strand / Standard:

  Trace their development of cultural, political, and economic patterns.

OK.4. Content Standard / Course: World History

The student will describe and analyze ancient Greece (circa 2000 to 300 B.C.E.) and its impact on contemporary and future civilizations.

• 4.1. Strand / Standard:

  Explain the influence of geography on Greek culture including the contributions of Greek playwrights, poets, historians, sculptors, architects, scientists, mathematicians, and philosophers, (e.g., Socrates, Plato, Aristotle, Sophocles, Pythagoras, Hippocrates, Herodotus, and Archimedes).

• 4.2. Strand / Standard:

  Analyze the impact of Greek commerce and colonies on the Mediterranean region.

• 4.3. Strand / Standard:

  Describe the social structure, significance of citizenship, and development of democracy in the city-state of Athens.

• 4.4. Strand / Standard:

  Describe life in Athens during the Golden Age of Pericles.

• 4.5. Strand / Standard:

  Evaluate the conquest of Greece by Macedonia, and the spread of Hellenistic culture by Alexander the Great.

OK.5. Content Standard / Course: World History

The student will describe and analyze ancient Rome (700 B.C.E. to 500 C.E.) and its impact on contemporary and future civilizations.

• 5.1. Strand / Standard:

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

• 5.2. Strand / Standard:

  Describe the social structure, the significance of citizenship, and the development of democratic features in the government of the Roman Republic.

• 5.3. Strand / Standard:

  Analyze the Roman military domination of the Mediterranean basin and western Europe, and the spread of Roman culture in these areas.

• 5.4. Strand / Standard:

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

• 5.5. Strand / Standard:

  Evaluate the economic, social, and political impact of the Pax Romana.

• 5.6. Strand / Standard:

  Examine the origin, traditions, customs, beliefs, and spread of Judaism and Christianity.

• 5.7. Strand / Standard:

  Describe the contributions in art, architecture, technology, science, literature, history, language, religion, and law.

• 5.8. Strand / Standard:

  Explain the reasons for the decline and fall of the Roman Empire, (e.g., the invasions of the Visigoths and Vandals).

OK.6. Content Standard / Course: World History

The student will analyze the interactions and relationships between the Muslim world and Christendom from the seventh to the eleventh century C.E.

• 6.1. Strand / Standard:

  Describe the origin, theological foundations, traditions, customs, beliefs, and spread of Islam.

• 6.2. Strand / Standard:

  Identify religious, political, and economic influences in the Mediterranean region.

OK.7. Content Standard / Course: World History

The student will describe, compare and contrast selected civilizations in Asia, Africa, and the Americas.

• 7.1. Strand / Standard:

  Analyze India's caste system, the traditions, customs, beliefs, and significance of Hinduism, and the conquest by Muslim Turks and Mongols.

• 7.2. Strand / Standard:

  Describe China under the Qin, Han, T'ang, and Sung dynasties; the traditions, customs, beliefs, and significance of Buddhism; the impact of Confucianism and Taoism; and the construction of the Great Wall.

• 7.3. Strand / Standard:

  Describe Japan's development, and the significance of Shintoism and Buddhism, and the influence of Chinese culture.

• 7.4. Strand / Standard:

  Describe the kingdoms of Kush in eastern Africa and Ghana in western Africa.

• 7.5. Strand / Standard:

  Describe the Olmec, Mayan, Aztec, and Inca civilizations.

OK.8. Content Standard / Course: World History

The student will describe and analyze the Byzantine Empire and Russia (circa 300 to 1400 C.E.) and their impact on contemporary and later civilizations.

• 8.1. Strand / Standard:

  Explain the expansion of the Byzantine Empire and economy with the establishment of Constantinople.

• 8.2. Strand / Standard:

  Describe the conflicts that led to the split between the Roman Catholic and Eastern Orthodox churches.

• 8.3. Strand / Standard:

  Evaluate Byzantine influence on Kievan Russia and Eastern Europe.

OK.9. Content Standard / Course: World History

The student will describe and analyze the patterns of social, economic, and political change, and cultural achievement during the Middle Ages , circa 500 to 1500 C.E.

• 9.1. Strand / Standard:

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

• 9.2. Strand / Standard:

  Examine the Age of Charlemagne and the revival of the idea of the Roman Empire.

• 9.3. Strand / Standard:

  Trace the invasions and settlements of the Magyars in Eastern Europe, and the Vikings, Angles, and Saxons in Great Britain.

• 9.4. Strand / Standard:

  Analyze the spread and influence of Christianity throughout Europe, and the secular roles of the Roman Catholic Church.

• 9.5. Strand / Standard:

  Describe conflicts among Eurasian powers, such as the Crusades, the Mongol conquests, and the expansion of the Ottoman Turks.

• 9.6. Strand / Standard:

  Compare and contrast the federal system in Asia (e.g., the society in Japan) with European federalism.

OK.10. Content Standard / Course: World History

The student will analyze the historical sources and developments of the Renaissance.

• 10.1. Strand / Standard:

  Examine the economic foundations of the Renaissance, increased trade, role of the Medicis, and new economic practices, including the rise of Italian city-states.

• 10.2. Strand / Standard:

  Describe artistic, literary, scientific, political, and intellectual creativity, (e.g., as reflected in the works of Leonardo da Vinci, Michelangelo, Machiavelli, Cervantes, and Shakespeare) as contrasted with the Middle Ages.

OK.11. Content Standard / Course: World History

The student will analyze the historical sources and developments of the Reformation.

• 11.1. Strand / Standard:

  Evaluate the effects of the theological, political, and economic differences that emerged during the Reformation (e.g., the views and actions of Martin Luther, John Calvin, the Council of Trent and Henry VIII).

• 11.2. Strand / Standard:

  Describe the influence of religious conflicts on government actions, (e.g., the Edict of Nantes in France, and the reign of Elizabeth I in England).

OK.12. Content Standard / Course: World History

The student will analyze the impact of European expansion into the Americas, Africa, and Asia.

• 12.1. Strand / Standard:

  Describe the roles of explorers and conquistadors (e.g., Prince Henry the Navigator, Columbus, Magellan, and Cortes).

• 12.2. Strand / Standard:

  Analyze migration, settlement patterns, and cultural diffusion, including the exchange of technology, ideas, and agricultural practices, the introduction of new diseases, and trade in slaves, gold, furs, and tobacco.

• 12.3. Strand / Standard:

  Evaluate the economic and cultural transformations created by the emergence of plants (e.g., tobacco and corn) in new places and the arrival of the horse in the Americas.

• 12.4. Strand / Standard:

  Describe the competition for resources and the rise of mercantilism, including the commercial and maritime growth of European nations, and the emergence of money and banking, global economics, and market systems.

OK.13. Content Standard / Course: World History

The student will analyze the scientific, political, and economic changes in Europe and North America in the sixteenth, seventeenth, and eighteenth centuries.

• 13.1. Strand / Standard:

  Describe the establishment and authority of absolute monarchies (e.g., Louis XIV, Frederick the Great, and Peter the Great).

• 13.2. Strand / Standard:

  Examine the Glorious Revolution in England and the French Revolution, including the ideas of significant individuals, (e.g., Hobbes, Locke, Montesquieu, Rousseau, Adam Smith, and Jefferson).

• 13.3. Strand / Standard:

  Explain how the political and religious ideas of the Enlightenment affected the founders of the United States.

• 13.4. Strand / Standard:

  Explain how new scientific theories (e.g., those of Newton, Kepler, Copernicus, Galileo, Harvey, and Franklin) and technological changes brought about social, political, and cultural changes.

• 13.5. Strand / Standard:

  Describe how the arts, philosophy, and literature were influenced by significant individuals (e.g., Voltaire, Diderot, Rembrandt, Gainsborough, Bach, and Mozart).

OK.14. Content Standard / Course: World History

The student will describe nineteenth century political developments.

• 14.1. Strand / Standard:

  Analyze the impact of the Congress of Vienna.

• 14.2. Strand / Standard:

  Describe the expansion of democracy in Europe, the effects of urbanization, the revolutions of 1848, and British reform laws.

• 14.3. Strand / Standard:

  Analyze the unification of Germany and of Italy.

• 14.4. Strand / Standard:

  Evaluate the impact of the Meiji Restoration in Japan.

OK.15. Content Standard / Course: World History

The student will analyze and explain the effects of the Industrial Revolution.

• 15.1. Strand / Standard:

  Describe the rise and impact of industrial economies.

• 15.2. Strand / Standard:

  Describe the scientific and technological changes (e.g., the inventions of Watt, Bessemer, and Whitney) which brought about massive social and cultural change.

• 15.3. Strand / Standard:

  Analyze the emergence of capitalism and free enterprise as a dominant economic pattern.

• 15.4. Strand / Standard:

  Evaluate the responses to capitalism (e.g., utopianism, socialism, and communism), including the trade union movement.

• 15.5. Strand / Standard:

  Explain how Asia, Africa, and South America were transformed by European commercial power.

OK.16. Content Standard / Course: World History

The student will analyze major twentieth century historical events through World War II.

• 16.1. Strand / Standard:

  Evaluate the causes and effects of World War I (e.g., assassination of Archduke Ferdinand; Woodrow Wilson and the Fourteen Points; and the League of Nations).

• 16.2. Strand / Standard:

  Describe the Bolshevik Revolution in Russia, and the creation of the Soviet Union.

• 16.3. Strand / Standard:

  Examine the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan.

• 16.4. Strand / Standard:

  Examine the rise of nationalism, and the causes and effects of World War II (e.g., the Holocaust, economic and military power shifts since 1945, the founding of the United Nations, and the political partitioning of Europe, Africa, and Asia).

• 16.5. Strand / Standard:

  Describe the revolutionary movements in Asia and their leaders (e.g., Mao Zedong and Ho Chi Minh).

• 16.6. Strand / Standard:

  Examine African and Asian countries which achieved independence from European colonial rule (e.g., India under Mohandas Gandhi and Ghana under Kwame Nkrumah).

OK.17. Content Standard / Course: World History

The student will evaluate post-World War II global and contemporary events.

• 17.1. Strand / Standard:

  Describe regional military and political conflicts, such as Korea and Vietnam.

• 17.2. Strand / Standard:

  Evaluate the creation of the modern state of Israel, and the recurring conflicts between and among Israel and the Arab neighbors.

• 17.3. Strand / Standard:

  Examine the beginning and end of the Cold War and the collapse of the Soviet Union.

• 17.4. Strand / Standard:

  Describe the Chinese Cultural Revolution and the pro-democracy student demonstrations at Tiananmen Square in Beijing.

ND.2. Content Standard: Important Historical Events

Students understand important historical events.

• 9-12.2.1. Benchmark: Tribal Governance

  Analyze Federal policy and action regarding American Indians (e.g. Dawes Act, changes in federal and state Indian policies, civil rights movement; current issues surrounding gaming, housing, distribution of wealth, and healthcare, India

• 9-12.2.2 Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Evaluate the impact of various factors that led to the transformation of the nation (e.g., imperialism, industrialization, immigration, political/social r

• 9-12.2.3. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Trace the causes, course, and legacy of the United States' involvement in World War I at home and abroad (e.g., neutrality, military technologies, isolati

• 9-12.2.4. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Analyze the major political, economic, and social developments that occurred between World War I and World War II (e.g. Red Scare, Roaring 20's, Great Dep

• 9-12.2.5. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Trace the causes, course, and legacy of World War II (e.g., totalitarian regimes; Pacific theater, European theater, home front)

• 9-12.2.6. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Analyze the economic boom and social transformation of post WWII America (e.g., popular culture, changing women's roles, technological developments)

• 9-12.2.7. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Analyze the origins, foreign policy, events, and domestic consequences of the Cold War (e.g., containment policy, arms race, fear of communism)

• 9-12.2.8. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Analyze the struggle for equal opportunity (e.g., Civil Rights Movement, Martin Luther King, Jr., Malcolm X, civil rights legislation and court cases, civ

• 9-12.2.9. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Analyze the key events and political/social effects of the Vietnam conflict (e.g., Gulf of Tonkin Resolution and the Tet Offensive; protests and oppositio

• 9-12.2.10. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Analyze the key events, and foreign and domestic policies of contemporary presidential administrations (e.g., Great Society, Watergate, relations with the

• 9-12.2.11. Benchmark: U.S. Periods, Events, Figures, Movements to include but not limited to Industrialization to Present

  Analyze the major social issues and popular culture of contemporary US (e.g. ,immigration, environment, poverty, terrorism, and discrimination)

• 9-12.2.12. Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Analyze the ideas, events and global impacts of the Renaissance, Reformation, Scientific Revolution, and the Enlightenment

• 9-12.2.13. Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Explain the growth and expansion of global economies and their impact on world regions (e.g., mercantilism, slavery, colonialism, Silk Road, salt trade)

• 9-12.2.14. Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Compare the political, social, and industrial revolutions from the late 18th to the early 20th century (e.g., revolutions in the Americas and France; signi

• 9-12.2.15 Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Analyze the global causes, course, and consequences of World War I (e.g. imperialism, militarism, nationalism, alliance system; ethnic conflicts and assass

• 9-12.2.16. Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Analyze the global causes, course, and consequences of World War II and the post-war events (e.g., worldwide depression, totalitarian and militaristic regi

• 9-12.2.17. Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Explain nationalist and revolutionary movements and attempts by colonial countries to achieve independence after World War II (e.g., revolutionary movement

• 9-12.2.18. Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Explain events in the development of the Cold War (e.g., Berlin Blockade; nuclear arms and space race; Cuban Missile Crisis; political and economic transfo

• 9-12.2.19. Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Analyze political and social change in the Middle East and Asia from 1948 - present (e.g., Camp David Accords, Tiananmen Square, conflicts in Middle East,

• 9-12.2.20. Benchmark: Global Periods, Events, Figures, and Movements including but not limited to Renaissance to Present

  Explain contemporary issues and events in an interdependent world (e.g., trends in science, technology, and communication; religious conflicts; environment

ND.3. Content Standard: Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

• 9-12.3.1. Benchmark: Concepts

  Analyze basic micro and macro economic concepts (e.g., scarcity, opportunity cost, trade offs, markets, business organizations, factors of production, supply and demand, and personal finance)

• 9-12.3.2. Benchmark: Structure and Function

  Explain the role of money and the role of financial institutions in a market economy (e.g., basic functions of money, composition of money supply, role of banks and other financial institutions, federal reserve, credit savings)

• 9-12.3.3. Benchmark: Structure and Function

  Describe the difference between the structure and operation of market economies and centrally planned or command economies (e.g., security, freedom, equity, efficiency, stability, growth)

• 9-12.3.4. Benchmark: Structure and Function

  Analyze the role government plays in an economy (e.g., provision of public goods and services, taxes, protection of property rights, resolution of market failures)

• 9-12.3.5. Benchmark: Impact

  Interpret the concepts of exchange and trade and the impacts and implications of a global economy for individuals and nations

ND.4. Content Standard: Government and Citizenship

Students understand the development, functions, and forms of various political systems and the role of the citizen in government and society.

• 9-12.4.1. Benchmark: Tribal Sovereignty

  Explain how political and economic forces have affected the sovereignty of tribal nations (e.g., constitutional provisions; Supreme Court cases; laws used in forming the basis of the federal-tribal relationship; political and economic

• 9-12.4.2. Benchmark: Historical and Philosophical Foundations

  Compare the nature and source of various types of political entities past and present throughout the world (e.g., ancient Greek and Roman political thought; classical republicans; philosophy of natural rights; lim

• 9-12.4.3. Benchmark: Historical and Philosophical Foundations

  Analyze the content and context of documents, events, and organizations that influenced and established the United States (e.g., Magna Carta; English common law; Petition of Right; English Bill of Rights; 1st and

• 9-12.4.4. Benchmark: Historical and Contemporary Political Processes

  Evaluate the effectiveness of structures, operations, and influences of political systems and constitutional governments (e.g., federalism; separation of powers; checks and balances; media and special inter

• 9-12.4.5. Benchmark: Historical and Contemporary Political Processes

  Analyze historical and contemporary examples of civil liberties and civil rights in the U.S. (e.g., incorporation of the Bill of Rights, amendments, key legislation, and landmark Supreme Court cases)

• 9-12.4.6. Benchmark: Right and Responsibilities of Citizens

  Evaluate the rights and responsibilities of citizenship and civic participation (e.g., election system and process; naturalization; political activism)

ND.5. Content Standard: Concepts of Geography

Students understand and apply concepts of geography.

• 9-12.5.1. Benchmark: Human Geography

  Analyze the Earth's human systems (e.g., population, culture, settlement, economic interdependence)

• 9-12.5.2. Benchmark: Human Geography

  Interpret the relationships between physical environments and society (e.g., humans modify environment, environment modifies society, and use, distribution, and importance of resources)

ND.6. Content Standard: Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

• 9-12.6.1. Benchmark: Group Interaction

  Explain how group and cultural influences contribute to human development, identity, and behavior (e.g., religion, education, media, government, and economy)

• 9-12.6.2. Benchmark: Group Interaction

  Explain the various purposes of social groups, general implications of group membership, and different ways that groups function (e.g., minority groups, cliques, counterculture, family relations and political groups)

• 9-12.6.3. Benchmark: Group Interaction

  Relate elements of socio-cultural development with other factors (e.g., individual differences, personality and assessment, psychological disorders and treatments)

• 9-12.6.4. Benchmark: Group Interaction

  Analyze conflict, cooperation, and interdependence among individuals, groups, and institutions (e.g., gender roles, social stratification, racial/ethnic bias)

• 9-12.6.5. Benchmark: Individual Development and Behavior

  Describe how genetic, cognitive and physical development affect human behavior (e.g., inherited traits, development of self, deviant behavior and personality disorders)

NC.2. Course / Competency Goal: World History

Emerging Civilizations - The learner will analyze the development of early civilizations in Africa, Asia, Europe, and the Americas.

• 2.01. Competency Goal / Objective:

  Trace the development and assess the achievements of early river civilizations, including but not limited to those around the Huang-He, Nile, Indus, and Tigris-Euphrates rivers.

• 2.02. Competency Goal / Objective:

  Identify the roots of Greek civilization and recognize its achievements from the Minoan era through the Hellenistic period.

• 2.03. Competency Goal / Objective:

  Describe the developments and achievements of Roman civilization and analyze the significance of the fall of Rome.

• 2.04. Competency Goal / Objective:

  Examine the importance of India as a hub of world trade and as a cultural and religious center during its Golden Age.

• 2.05. Competency Goal / Objective:

  Assess the distinctive achievements of Chinese and Japanese civilizations.

• 2.06. Competency Goal / Objective:

  Describe the rise and achievements of the Byzantine and Islamic civilizations.

• 2.07. Competency Goal / Objective:

  Describe the rise and achievements of African civilizations, including but not limited to Axum, Ghana, Kush, Mali, Nubia, and Songhai.

• 2.08. Competency Goal / Objective:

  Evaluate the achievements of the major civilizations of the Americas during the pre-Columbian epoch including, but not limited to, the Aztecs, Incas, and Mayas.

NC.3. Course / Competency Goal: World History

Monarchies and Empires - The learner will investigate significant events, people, and conditions in the growth of monarchical and imperial systems of government.

• 3.01. Competency Goal / Objective:

  Trace the political and social development of monarchies and empires including, but not limited to, the Ming and Manchu dynasties, the Mongol Empire, the Ottoman Empire, the Moghul Empire, and the British Empire.

• 3.02. Competency Goal / Objective:

  Describe events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of these events on economic, political, and social life in medieval Europe.

• 3.03. Competency Goal / Objective:

  Trace social, political, economic, and cultural changes associated with the Renaissance, Reformation, the rise of nation-states, and absolutism.

• 3.04. Competency Goal / Objective:

  Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions and trading privileges in Africa, Asia, and the Americas.

• 3.05. Competency Goal / Objective:

  Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans.

• 3.06. Competency Goal / Objective:

  Compare the influence of religion, social structure, and colonial export economies on North and South American societies.

• 3.07. Competency Goal / Objective:

  Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe.

NC.4. Course / Competency Goal: World History

Revolution and Nationalism - The learner will assess the causes and effects of movements seeking change, and will evaluate the sources and consequences of nationalism.

• 4.01. Competency Goal / Objective:

  Analyze the causes and assess the influence of seventeenth to nineteenth century political revolutions in England, North America, and France on individuals, governing bodies, church-state relations, and diplomacy.

• 4.02. Competency Goal / Objective:

  Describe the changes in economies and political control in nineteenth century Africa, Asia, Europe, and the Americas.

• 4.03. Competency Goal / Objective:

  Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions in areas such as the Balkans, France, Germany, and Italy.

• 4.04. Competency Goal / Objective:

  Examine the causes and effects of the Russian Revolution and its effect on Russia and the world.

• 4.05. Competency Goal / Objective:

  Evaluate the causes and effectiveness of nineteenth and twentieth century nationalistic movements that challenged European domination in Africa, Asia, and Latin America.

NC.5. Course / Competency Goal: World History

Global Wars - The learner will analyze the causes and results of twentieth century conflicts among nations.

• 5.01. Competency Goal / Objective:

  Analyze the causes and course of World War I and assess its consequences.

• 5.02. Competency Goal / Objective:

  Assess the significance of the war experience on global foreign and domestic policies of the 1920s and 1930s.

• 5.03. Competency Goal / Objective:

  Analyze the causes and course of World War II and evaluate it as the end of one era and the beginning of another.

• 5.04. Competency Goal / Objective:

  Trace the course of the Cold War and assess its impact on the global community including but not limited to the Korean War, the satellite nations of Eastern Europe, and the Vietnam War.

• 5.05. Competency Goal / Objective:

  Examine governmental policies, such as the Kellogg-Briand Pact, which were established and the role of organizations including the League of Nations, and the United Nations to maintain peace, and evaluate their continuing effectiveness.

NC.6. Course / Competency Goal: World History

Patterns of Social Order - The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred.

• 6.01. Competency Goal / Objective:

  Compare the conditions, racial composition, and status of social classes, castes, and slaves in world societies and analyze changes in those elements.

• 6.02. Competency Goal / Objective:

  Analyze causes and results of ideas regarding superiority and inferiority in society and how those ideas have changed over time.

• 6.03. Competency Goal / Objective:

  Trace the changing definitions of citizenship and the expansion of suffrage.

• 6.04. Competency Goal / Objective:

  Relate the dynamics of state economies to the well being of their members and to changes in the role of government.

• 6.05. Competency Goal / Objective:

  Analyze issues such as ecological/environmental concerns, political instability, and nationalism as challenges to which societies must respond.

• 6.06. Competency Goal / Objective:

  Trace the development of internal conflicts due to differences in religion, race, culture, and group loyalties in various areas of the world.

NC.7. Course / Competency Goal: World History

Technology and Changing Global Connections - The learner will consider the short- and long-term consequences of the development of new technology.

• 7.01. Competency Goal / Objective:

  Assess the degree to which discoveries, innovations, and technologies have accelerated change.

• 7.02. Competency Goal / Objective:

  Examine the causes and effects of scientific revolutions and cite their major costs and benefits.

• 7.03. Competency Goal / Objective:

  Examine the causes and effects of industrialization and cite its major costs and benefits.

• 7.04. Competency Goal / Objective:

  Describe significant characteristics of global connections created by technological change, and assess the degree to which cultures participate in that change.

NC.8. Course / Competency Goal: World History

Patterns of History - The learner will assess the influence of ideals, values, beliefs, and traditions on current global events and issues.

• 8.01. Competency Goal / Objective:

  Trace developments in literary, artistic, and religious traditions over time as legacies of past societies or as cultural innovations.

• 8.02. Competency Goal / Objective:

  Compare major Eastern and Western beliefs and practices, including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, and locate their regions of predominance.

• 8.03. Competency Goal / Objective:

  Classify within the broad patterns of history those events that may be viewed as turning points.

• 8.04. Competency Goal / Objective:

  Characterize over time and place the interactions of world cultures.

• 8.05. Competency Goal / Objective:

  Analyze how the changing and competing components of cultures have led to current global issues and conflicts, and hypothesize solutions to persistent problems.

• 8.06. Competency Goal / Objective:

  Analyze the meanings of 'civilization' in different times and places and demonstrate how such meanings reflect the societies of which they are a part.

NC.1. Course / Competency Goal: Core Skill

The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary.

• 1.01. Competency Goal / Objective:

  Read for literal meaning.

• 1.02. Competency Goal / Objective:

  Summarize to select main ideas.

• 1.03. Competency Goal / Objective:

  Draw inferences.

• 1.04. Competency Goal / Objective:

  Detect cause and effect.

• 1.05. Competency Goal / Objective:

  Recognize bias and propaganda.

• 1.06. Competency Goal / Objective:

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

• 1.07. Competency Goal / Objective:

  Distinguish fact and fiction.

• 1.08. Competency Goal / Objective:

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

NC.2. Course / Competency Goal: Core Skill

The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired.

• 2.01. Competency Goal / Objective:

  Use appropriate sources of information.

• 2.02. Competency Goal / Objective:

  Explore print and non-print materials.

• 2.03. Competency Goal / Objective:

  Utilize different types of technology.

• 2.04. Competency Goal / Objective:

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

• 2.05. Competency Goal / Objective:

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

• 2.06. Competency Goal / Objective:

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

NC.3. Course / Competency Goal: Core Skill

The learner will acquire strategies to analyze, interpret, create, and use resources and materials.

• 3.01. Competency Goal / Objective:

  Use map and globe reading skills.

• 3.02. Competency Goal / Objective:

  Interpret graphs and charts.

• 3.03. Competency Goal / Objective:

  Detect bias.

• 3.04. Competency Goal / Objective:

  Interpret social and political messages of cartoons.

• 3.05. Competency Goal / Objective:

  Interpret history through artifacts, arts, and media.

NC.4. Course / Competency Goal: Core Skill

The learner will acquire strategies needed for applying decision-making and problem-solving techniques both orally and in writing to historic, contemporary, and controversial world issues.

• 4.01. Competency Goal / Objective:

  Use hypothetical reasoning processes.

• 4.02. Competency Goal / Objective:

  Examine, understand, and evaluate conflicting viewpoints.

• 4.03. Competency Goal / Objective:

  Recognize and analyze values upon which judgments are made.

• 4.04. Competency Goal / Objective:

  Apply conflict resolutions.

• 4.05. Competency Goal / Objective:

  Predict possible outcomes.

• 4.06. Competency Goal / Objective:

  Draw conclusions.

• 4.07. Competency Goal / Objective:

  Offer solutions.

• 4.08. Competency Goal / Objective:

  Develop hypotheses.

NC.5. Course / Competency Goal: Core Skill

The learner will acquire strategies needed for effective incorporation of computer technology in the learning process.

• 5.01. Competency Goal / Objective:

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

• 5.02. Competency Goal / Objective:

  Create and modify a database for class assignments.

• 5.03. Competency Goal / Objective:

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

• 5.04. Competency Goal / Objective:

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

NY.2. Strand / Standard: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

• 2.1. Strand / Performance Indicator:

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

  • 2.1.1. Performance Indicator:

    Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

  • 2.1.2. Performance Indicator:

    Students understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time.

  • 2.1.3. Performance Indicator:

    Students analyze historic events from around the world by examining accounts written from different perspectives.

  • 2.1.4. Performance Indicator:

    Students understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras.

  • 2.1.5. Performance Indicator:

    Students analyze changing and competing interpretations of issues, events, and developments throughout world history.

• 2.2. Strand / Performance Indicator:

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

  • 2.2.1. Performance Indicator:

    Students distinguish between the past, present, and future by creating multiple-tier timelines that display important events and developments from world history across time and place.

  • 2.2.2. Performance Indicator:

    Students evaluate the effectiveness of different models for the periodization of important historic events, identifying the reasons why a particular sequence for these events was chosen.

  • 2.2.3. Performance Indicator:

    Students analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective.

  • 2.2.4. Performance Indicator:

    Students explain the importance of analyzing narratives drawn from different times and places to understand historical events.

  • 2.2.5. Performance Indicator:

    Students investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.

• 2.3. Strand / Performance Indicator:

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

  • 2.3.1. Performance Indicator:

    Students analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.

  • 2.3.2. Performance Indicator:

    Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

  • 2.3.3. Performance Indicator:

    Students examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.

• 2.4. Strand / Performance Indicator:

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

  • 2.4.1. Performance Indicator:

    Students identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation.

  • 2.4.2. Performance Indicator:

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

  • 2.4.3. Performance Indicator:

    Students plan and organize historical research projects related to regional or global interdependence.

  • 2.4.4. Performance Indicator:

    Students analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts. (Taken from National Standards for World History).

NY.3. Strand / Standard: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface.

• 3.2. Strand / Performance Indicator:

  Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994 Geography for Life).

  • 3.2.2. Performance Indicator:

    Students locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography Standards, 1994).

  • 3.2.1. Performance Indicator:

    Students plan, organize, and present geographic research projects.

  • 3.2.3. Performance Indicator:

    Students select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information.

  • 3.2.4. Performance Indicator:

    Students analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994).

  • 3.2.5. Performance Indicator:

    Students develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry.

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

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

  • 3.1.1. Performance Indicator:

    Students understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions.

  • 3.1.2. Performance Indicator:

    Students describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities.

  • 3.1.3. Performance Indicator:

    Students investigate the characteristics, distribution, and migration of human populations on the Earth's surface (Taken from National Geography Standards, 1994).

  • 3.1.4. Performance Indicator:

    Students understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.

  • 3.1.5. Performance Indicator:

    Students analyze how the forces of cooperation and conflict among people influence the division and control of the Earth's surface (Taken from National Geography Standards, 1994).

  • 3.1.6. Performance Indicator:

    Students explain how technological change affects people, places, and regions.

NY.4. Strand / Standard: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

• 4.1. Strand / Performance Indicator:

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

  • 4.1.1. Performance Indicator:

    Students analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources.

  • 4.1.2. Performance Indicator:

    Students define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems.

  • 4.1.3. Performance Indicator:

    Students understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits.

  • 4.1.4. Performance Indicator:

    Students describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic system.

  • 4.1.5. Performance Indicator:

    Students compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions.

  • 4.1.6. Performance Indicator:

    Students explain how economic decision making has become global as a result of an interdependent world economy.

  • 4.1.7. Performance Indicator:

    Students understand the roles in the economic system of consumers, producers, workers, investors, and voters.

• 4.2. Strand / Performance Indicator:

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

  • 4.2.1. Performance Indicator:

    Students identify, locate, and evaluate economic information from standard reference works, newspapers, periodicals, computer databases, monographs, textbooks, government publications, and other primary and secondary sources.

  • 4.2.2. Performance Indicator: Students use economic information by identifying similarities and differences in trends; inferring relationships between various elements of an economy

    organizing and arranging information in charts, tables, and graphs; extrapolating and making conclusions about economic questions, issues, and problems.

  • 4.2.3. Performance Indicator:

    Students apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position.

  • 4.2.4. Performance Indicator:

    Students present economic information and conclusions in different formats, including graphic representations, computer models, research reports, and oral presentations.

NY.5. Strand / Standard: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

• 5.1. Strand / Performance Indicator:

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

  • 5.1.1. Performance Indicator:

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

  • 5.1.2. Performance Indicator:

    Students consider the nature and evolution of constitutional democracies throughout the world.

  • 5.1.3. Performance Indicator:

    Students compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, and political culture.

  • 5.1.4. Performance Indicator:

    Students identify and analyze advantages and disadvantages of various governmental systems.

• 5.2. Strand / Performance Indicator:

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

  • 5.2.1. Performance Indicator:

    Students trace the evolution of American values, beliefs, and institutions.

  • 5.2.2. Performance Indicator:

    Students analyze the disparities between civic values expressed in the United States Constitution and the United Nation Universal Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the United States and throughout the world.

  • 5.2.3. Performance Indicator:

    Students identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity in American society.

  • 5.2.4. Performance Indicator:

    Students compare and contrast the Constitutions of the United States and New York State.

  • 5.2.5. Performance Indicator:

    Students understand the dynamic relationship between federalism and state's rights.

• 5.3. Strand / Performance Indicator:

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

  • 5.3.1. Performance Indicator:

    Students understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one's actions (Adapted from The National Standards for Civics and Government, 1994).

  • 5.3.2. Performance Indicator:

    Students analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign.

  • 5.3.3. Performance Indicator:

    Students describe how citizenship is defined by the Constitution and important laws.

  • 5.3.4. Performance Indicator:

    Students explore how citizens influence public policy in a representative democracy.

• 5.4. Strand / Performance Indicator:

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

  • 5.4.1. Performance Indicator:

    Students participate as informed citizens in the political justice system and processes of the United States, including voting.

  • 5.4.2. Performance Indicator:

    Students evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994).

  • 5.4.3. Performance Indicator:

    Students take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs.

  • 5.4.4. Performance Indicator:

    Students consider the need to respect the rights of others, to respect others' points of view (Adapted from The National Standards for Civics and Government, 1996).

  • 5.4.5. Performance Indicator:

    Students participate in school/classroom/community activities that focus on an issue or problem.

  • 5.4.6. Performance Indicator:

    Students prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem.

  • 5.4.7. Performance Indicator:

    Students explain how democratic principles have been used in resolving an issue or problem.

NH.4. Strand / Standard: Economics

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

• 4.1. Standard / Gle: Economics and the Individual

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

  • 4.1.12.1. Grade Level Expectation:

    Examine the roles of workers and consumers in factor and product markets, e.g., how labor or private property can be used as a productive resource.

  • 4.1.12.2. Grade Level Expectation:

    Conceptualize how events in the business cycle impact individual lives, e.g., career or consumer choices.

• 4.2. Standard / Gle: Basic Economic Concepts

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

  • 4.2.12.1. Grade Level Expectation:

    Explain how the allocation of resources impact productivity and ultimately economic growth, e.g., worker migrations.

  • 4.2.12.2. Grade Level Expectation:

    Use a circular flow model to explain the interdependence of business, government and households in the factor and product markets.

  • 4.2.12.3. Grade Level Expectation:

    Interpret demand and supply schedules/graphs including the influences on price elasticity, e.g., the impact of downloading music from the internet.

  • 4.2.12.4. Grade Level Expectation:

    Describe the similarities and differences among monopoly, oligopoly, monopolistic and pure competition, e.g., ease of entry and degree of price control.

  • 4.2.12.5. Grade Level Expectation:

    Analyze the similarities and differences among sole proprietorships, partnerships, and corporations, e.g., number of owners and financing options.

• 4.3. Standard / Gle: Cycles in the Economy

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

  • 4.3.12.1. Grade Level Expectation:

    Recognize the economic indicators that create or reflect changes in the business cycle, e.g., new home construction or number of unemployment claims.

  • 4.3.12.2. Grade Level Expectation:

    Explain the different types of inflation, e.g., cost-push or structural.

  • 4.3.12.3. Grade Level Expectation:

    Apply the consumer price index to demonstrate comparative values over time, e.g., the purchasing power of the dollar.

  • 4.3.12.4. Grade Level Expectation:

    Explain the different types of unemployment, e.g., frictional or cyclical.

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

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

  • 4.4.12.1. Grade Level Expectation:

    Analyze the effect of government actions on financial institutions, e.g., securities and exchange regulations or the New Hampshire Banking Commission

  • 4.4.12.2. Grade Level Expectation:

    Explain the components of the money supply, e.g., currency or money market accounts.

  • 4.4.12.3. Grade Level Expectation:

    Distinguish between monetary policy and fiscal policy and how they influence the economy, e.g., the reserve ratio or taxation.

• 4.5. Standard / Gle: International Economics and Trade

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

  • 4.5.12.1. Grade Level Expectation:

    Explain how comparative advantage affects trade decisions, e.g., importing steel or exporting capital equipment.

  • 4.5.12.2. Grade Level Expectation:

    Analyze the reasons for changes in international currency values, e.g., interest rates or the balance of trade.

  • 4.5.12.3. Grade Level Expectation:

    Examine how various national economic policies have led to changes in the international economy, e.g., mercantilism or privatization.

• 4.6. Standard / Gle: Personal Finance

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

  • 4.6.12.1. Grade Level Expectation:

    Compare the risk, rate of return, and liquidity of investment.

  • 4.6.12.2. Grade Level Expectation:

    Identify and analyze sources of consumer credit.

  • 4.6.12.3. Grade Level Expectation:

    Explain factors that affect creditworthiness and identify ways to avoid and correct credit problems.

  • 4.6.12.4. Grade Level Expectation:

    Describe how insurance and other risk management strategies protect against financial loss.

NH.5. Strand / Standard: Geography

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

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

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

  • 5.1.12.1. Grade Level Expectation:

    Use graphic tools to depict geographic issues, e.g., ice production in the Philippines or voting patterns in the United States.

  • 5.1.12.2. Grade Level Expectation:

    Demonstrate how mental maps reflect the human perception of places, e.g., people's decisions to migrate or attitudes towards other cultures.

  • 5.1.12.3. Grade Level Expectation:

    Analyze spatial interactions and models of spatial organization, e.g., trade flows between countries or location of industry in areas of low production costs.

• 5.2. Standard / Gle: Places and Regions

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

  • 5.2.12.1. Grade Level Expectation:

    Discuss the changing meaning and significance of place, e.g., London as a Roman outpost in Britain or as the center of a global empire in the 1800s.

  • 5.2.12.2. Grade Level Expectation:

    Investigate how relationships between humans and the physical environment lead to the formation of 'place,' e.g., terracing of hillsides or oasis agriculture.

  • 5.2.12.3. Grade Level Expectation:

    Describe the structure of regional systems, e.g., how small cities are linked to larger cities.

  • 5.2.12.4. Grade Level Expectation:

    Utilize regions to analyze geographic issues, e.g., the cotton South v. the industrial North prior to the Civil War or tensions within the European Union.

  • 5.2.12.5. Grade Level Expectation:

    Recognize that places and regions serve as symbols for individuals and societies, e.g., Mecca or Salt Lake City.

• 5.3. Standard / Gle: Physical Systems

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

  • 5.3.12.1. Grade Level Expectation:

    Explain the interaction of Earth's physical systems, e.g., tectonic forces that shape continents and ocean basins.

  • 5.3.12.2. Grade Level Expectation:

    Demonstrate the spatial variation in physical processes across Earth's surface, e.g., monsoon patterns or desertification.

  • 5.3.12.3. Grade Level Expectation:

    Illustrate the characteristics of different ecosystems, e.g., the location of temperate rain forests or the factors and processes involved in the formation of soils.

  • 5.3.12.4. Grade Level Expectation:

    Compare the carrying capacity of different ecosystems in relation to land use, e.g., steppe or savanna.

  • 5.3.12.5. Grade Level Expectation:

    Recognize the importance of ecosystems in people's understanding of environmental issues, e.g., the long-term effects of acid rain on water bodies or forest fires and management.

• 5.4. Standard / Gle: Human Systems

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

  • 5.4.12.1. Grade Level Expectation:

    Identify world population trends in both numbers and patterns, e.g., urban development or the availability of water.

  • 5.4.12.2. Grade Level Expectation:

    Distinguish how culture traits shape the character of a region, e.g., Buddhism in Southeast Asia or the French language in Quebec.

  • 5.4.12.3. Grade Level Expectation:

    Recognize the increasing economic interdependence of the world's countries, e.g., the geographic consequences of an international debt crisis or the location of oil reserves.

  • 5.4.12.4. Grade Level Expectation:

    Classify the functions, sizes, and spatial arrangements of urban areas, e.g., how cities differ from towns and villages.

  • 5.4.12.5. Grade Level Expectation:

    Demonstrate how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scales, e.g., the reunification of Germany or the Hutus and Tutsis in Rwanda.

  • 5.4.12.6. Grade Level Expectation:

    Identify economic activities in more developed or less developed countries and their evolution, e.g., primary, secondary, tertiary, and quaternary economic activities.

• 5.5. Standard / Gle: Environment and Society

  Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems.

  • 5.5.12.1. Grade Level Expectation:

    Appraise the significance of the global impact of human modification of the physical environment, e.g., the dispersal of animal and plant species worldwide or soil degradation.

  • 5.5.12.2. Grade Level Expectation:

    Explain how changes in the physical environment can diminish its capacity to support human activity, e.g., the rainforests in central Africa or the Great Plains Dust Bowl.

  • 5.5.12.3. Grade Level Expectation:

    Consider how humans perceive and react to natural hazards, e.g., flood plains in New Hampshire or earthquake zones.

  • 5.5.12.4. Grade Level Expectation:

    Examine how the spatial distribution of resources affects patterns of human settlement, e.g., the creation of ghost towns in mining areas of Colorado or the growth of Johannesburg, South Africa.

  • 5.5.12.5. Grade Level Expectation:

    Explore how the use and development of natural resources use change over time, e.g., energy sources in Siberia or the changes in the use of petroleum.

  • 5.5.12.6. Grade Level Expectation:

    Evaluate the management and use of renewable, non-renewable, flow and potential resources, e.g., overfishing or recycling.

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

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

• 6.1. Standard / Gle: Political Foundations and Development

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

  • 6.1.12.1. Grade Level Expectation:

    Account for the rise and fall of political parties and movements and their impact, e.g., the Whig Party or the Progressive Movement.

  • 6.1.12.2. Grade Level Expectation:

    Analyze how religion has influenced the political life of the nation, e.g., the separation of church and state in early New Hampshire or the rise of the Moral Majority.

  • 6.1.12.3. Grade Level Expectation:

    Analyze the roots and application of the federal system of government by examining key documents and events, e.g., the Articles of Confederation or the New Deal.

  • 6.1.12.4. Grade Level Expectation:

    Examine the impact of sectionalism on national crises and United States government policies, e.g., Hartford Convention or Brown v. Board of Education.

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

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

  • 6.2.12.1. Grade Level Expectation:

    Examine the role of New Hampshire in international diplomacy, e.g., the Webster-Ashburton Treaty or the Bretton Woods Economic Conference.

  • 6.2.12.2. Grade Level Expectation:

    Analyze how United States foreign policy has varied from periods of international involvement, to isolationism, to exerting power and dominance at different time periods, e.g., the Era of the French Revolution and Napoleonic Wars or the two World Wars.

  • 6.2.12.3. Grade Level Expectation:

    Decide to what extent democratic ideals, economic motives and empire building have influenced U.S. foreign policy in events and policies, e.g., Jefferson's Embargo Act or the Spanish American War.

  • 6.2.12.4. Grade Level Expectation:

    Determine the extent to which Manifest Destiny has been a driving force behind American ideology, e.g., Roger Williams and the founding of Rhode Island and the Providence Plantations or the Roosevelt Corollary to the Monroe Doctrine.

  • 6.2.12.5. Grade Level Expectation:

    Investigate United States involvement in and/or conflict with regional and international organizations, e.g., the League of Nations or the North Atlantic Treaty Organization (NATO).

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

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

  • 6.3.12.1. Grade Level Expectation:

    Evaluate how individuals have developed ideas that have profoundly affected American life, e.g., transcendentalism or relativism.

  • 6.3.12.2. Grade Level Expectation:

    Analyze how the arts and science often reflect and/or influence major ideas, values and conflicts of particular time periods, e.g., the impact of the Enlightenment on the founding of our nation or the Harlem Renaissance.

  • 6.3.12.3. Grade Level Expectation:

    Critique how the art, music and literature of our nation have been influenced by groups, e.g., the Spanish colonists in the Southwest or the 60s counter culture movement.

  • 6.3.12.4. Grade Level Expectation:

    Analyze the spread of American ideas and culture around the world using examples, e.g., the Bill of Rights or popular music.

• 6.4. Standard / Gle: Economic Systems & Technology

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

  • 6.4.12.1. Grade Level Expectation:

    Analyze how westward movement led to increased personal opportunities and a more diverse economy as seen in events, e.g., the Northwest Ordinance or Alaskan statehood.

  • 6.4.12.2. Grade Level Expectation:

    Evaluate the impact of major developments and changes in American economic productivity, e.g., the factory system or the emergence of a service-based economy.

  • 6.4.12.3. Grade Level Expectation:

    Explain how the development of technology has both simplified and complicated work, e.g., the development of interchangeable parts or the 'paperless' office.

  • 6.4.12.4. Grade Level Expectation:

    Examine how economic interactions have occurred on an increasingly global scale, e.g., mercantilism or North American Free Trade Agreement (NAFTA).

  • 6.4.12.5. Grade Level Expectation:

    Explain how the economy over time has shaped the distribution of wealth, e.g., the development of the middle class or the recent outsourcing of United States' jobs.

• 6.5. Standard / Gle: Social/Cultural

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

  • 6.5.12.1. Grade Level Expectation:

    Explore the tensions between the values of unity and pluralism in defining our national identity, e.g., the Puritans v Anne Hutchinson or the counter-culture vs. the silent majority.

  • 6.5.12.2. Grade Level Expectation:

    Evaluate the changing roles of gender in society, e.g., the ideal of 'Republican Motherhood' or Title IX.

  • 6.5.12.3. Grade Level Expectation:

    Explore attitudes toward diversity held by and groups and individuals, e.g., antebellum Southerners or Eleanor Roosevelt.

  • 6.5.12.4. Grade Level Expectation:

    Examine the impact of social class on life in the United States, e.g., democracy in the Age of Jackson or public education.

  • 6.5.12.5. Grade Level Expectation:

    Analyze how religious ideas of morality have impacted social change, e.g., the Abolitionist Movement or the debate over legalized abortion.

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

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

• 7.1. Standard / Gle: Political Foundations and Developments

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

  • 7.1.12.1. Grade Level Expectation:

    Describe the development of different political systems, e.g., the city-state, nation-state or the European Union.

  • 7.1.12.2. Grade Level Expectation:

    Evaluate the strengths and weaknesses of international and regional political organizations, e.g., the Delian League, the United Nations or the Warsaw Pact.

  • 7.1.12.3. Grade Level Expectation:

    Analyze the impact of modern weapons of mass destruction on world relations during eras, e.g., the World Wars, the Cold War or contemporary times.

  • 7.1.12.4. Grade Level Expectation:

    Analyze the impact on political institutions of mass movements, e.g., the French Revolution, Taiping Rebellion, or anti-apartheid protest in South Africa

  • 7.1.12.5. Grade Level Expectation:

    Evaluate the influence of religion on political systems, e.g., priestesses in Sumeria, Hinduism in Southeast Asia, or Islam in Africa.

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

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

  • 7.2.12.1. Grade Level Expectation:

    Describe how traders and merchants have been instrumental in spreading ideas and beliefs to new areas, e.g., Arab traders in Africa, Europeans to Australia and Micronesia, or Western business representatives in East Asia.

  • 7.2.12.2. Grade Level Expectation:

    Evaluate how military encounters have often led to cultural exchanges, e.g., T'ang expansion, Mongol conquests, or World War II.

  • 7.2.12.3. Grade Level Expectation:

    Assess the impact of migrations of peoples on the receiving societies, e.g., Chinese to Southeast Asia, Europeans to Latin America, or formerly colonized peoples to Europe.

  • 7.2.12.4. Grade Level Expectation:

    Evaluate the effectiveness of attempts to regulate warfare and sustain peaceful contacts, e.g., arranged marriages between ruling families, the League of Nations, or nuclear non-proliferation treaties.

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

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

  • 7.3.12.1. Grade Level Expectation:

    Describe how people's differences in religion have often led to conflict in regions of the world, e.g., the Roman Empire, the Holy Land, or the Indian subcontinent.

  • 7.3.12.2. Grade Level Expectation:

    Analyze how philosophic systems and social theories are powerful forces throughout history, e.g., Stoicism, neo-Confucianism, or liberation theology.

  • 7.3.12.3. Grade Level Expectation:

    Examine how gender and ethnicity have been conceptualized in the arts, e.g., epic literature, African wood carvings, or film.

  • 7.3.12.4. Grade Level Expectation:

    Consider how art, music, and literature often reflect or influence major ideas, values and conflicts of particular time periods, e.g., pre-Columbian America, the Renaissance, or eras of intense nationalism.

• 7.4. Standard / Gle: Economic Systems & Technology

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

  • 7.4.12.1. Grade Level Expectation:

    Analyze various systems of distributing wealth, e.g., feudalism, free market economies, or the welfare state.

  • 7.4.12.2. Grade Level Expectation:

    Analyze the impact of the Industrial Revolution around the world, e.g., the emergence of the factory system or the search for markets in Asia and Africa.

  • 7.4.12.3. Grade Level Expectation:

    Analyze the development and impact of various labor systems, e.g., slavery, the medieval guilds, or wage labor.

  • 7.4.12.4. Grade Level Expectation:

    Examine the development and impact of medical innovations, e.g., Buddhist hospitals, the discovery of germs, or stem cell research.

  • 7.4.12.5. Grade Level Expectation:

    Consider the relationship between weapons development and political or economic power, e.g., the horse-drawn chariot, gunpowder, or nuclear weapons.

• 7.5. Standard / Gle: Social/Cultural

  Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.

  • 7.5.12.1. Grade Level Expectation:

    Assess the impact of urbanization on the world environment, e.g., Rome or Sao Paulo.

  • 7.5.12.2. Grade Level Expectation:

    Examine the role and impact of religious ideas on daily life and social norms, e.g., rites of passage, personal morality, or dietary practices.

  • 7.5.12.3. Grade Level Expectation:

    Analyze struggles for cultural continuity by Diaspora communities, e.g., ethnic Chinese, Jews, or Roma (gypsies).

  • 7.5.12.4. Grade Level Expectation:

    Examine gender roles in societies, e.g., ancient Athens, the Mali Empire, or contemporary Latin America.

  • 7.5.12.5. Grade Level Expectation:

    Determine the basis for ranking social groups within a given culture, e.g., religious knowledge, wealth, or military power.

NV.2.0. Content Standard: Economics

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

• 2.12.1 Strand / Indicator: Measuring Economic Growth

  Explain the difference between nominal GDP and real GDP.

• 2.12.2 Strand / Indicator: Measuring Economic Growth

  Using real GDP per capita as a measure of the standard of living, describe how living standards have changed over time. (H 1.12.2; H 2.12.3)

• 2.12.3 Strand / Indicator: Measuring Economic Growth

  Using the change in real GDP, examine the U.S. economy over time, identifying recessions and high and low rates of growth. (H 1.12.2; H 2.12.3; H 8.8.6; H 8.12.6)

• 2.12.4 Strand / Indicator: Measuring Inflation

  Using a price index to measure inflation, identify when the U.S. economy has experienced high and low rates of inflation and discuss their effects. (H 1.12.2; H 2.12.3)

• 2.12.5 Strand / Indicator: Measuring Inflation

  Use various price indexes to determine how the prices of different types of goods and services have changed.

• 2.12.6 Strand / Indicator: Measuring Unemployment

  Explain and give examples of the costs of unemployment to the economy as a whole (such as lost income, lost tax revenue, and additional welfare burdens). (H 8.12.6)

• 2.12.7 Strand / Indicator: Measuring Unemployment

  Compare the unemployment rates for groups of people who differ by age, gender, ethnic origin, occupation, and educational attainment.

• 2.12.8 Strand / Indicator: Measuring Interest

  Explain why a real interest rate accurately measures the benefit of saving or the cost of borrowing.

• 2.12.9 Strand / Indicator: Measuring Interest

  Demonstrate knowledge of when interest rate levels have experienced relative highs and relative lows throughout U.S. history and discuss their effects. (H 1.12.2; H 8.12.6)

• 2.12.10 Strand / Indicator: Personal Economics

  Characterize different career paths according to the rates of job growth and employment opportunities.

• 2.12.11 Strand / Indicator: Personal Economics

  Explain ways a high interest rate could be detrimental or beneficial.

• 2.12.12 Strand / Indicator: Personal Economics

  Evaluate saving and borrowing options in terms of interest and compare long- and short-term costs and benefits.

NV.3.0. Content Standard: Economics

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

• 3.12.1 Strand / Indicator: Trade Is Beneficial

  Demonstrate an understanding that all voluntary trade, by definition, benefits both parties.

• 3.12.2 Strand / Indicator: Markets Determine Prices

  Use the concepts of supply and demand to analyze and predict the price changes occurring in markets for goods and services. (H 2.12.3)

• 3.12.3 Strand / Indicator: Prices as Signals

  Use the concept of price elasticity to analyze how buyers and sellers might adjust their purchase and sales decisions in response to price changes.

• 3.12.4 Strand / Indicator: Prices as Signals

  Discuss the effects of price controls (price ceilings and price floors) (such as minimum wage, rent control). (E 10.12.4)

• 3.12.5 Strand / Indicator: Determining Interest Rates

  Use supply and demand to explain how interest rates are determined.

• 3.12.6 Strand / Indicator: Personal Economics

  Analyze and predict instances in which people pay high and low interest rates (such as car loans and credit cards).

• 3.12.7 Strand / Indicator: Personal Economics

  Analyze family spending decisions, drawing conclusions about the desirability of making substitutions, given the relative prices of various substitutes.

NV.4.0. Content Standard: Economics

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

• 4.12.1 Strand / Indicator: Financial Institutions

  Analyze the roles of financial institutions in creating credit.

• 4.12.2 Strand / Indicator: Labor Unions

  Discuss how labor unions affect employees and employers. (C 5.12.6; E 10.12.4)

• 4.12.3 Strand / Indicator: For-profit Business Organizations

  Identify current or historical mergers, buyouts, and acquisitions. (H 7.12.8)

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

  Explain how the services of not-for-profit organizations impact other economic institutions.

• 4.12.5 Strand / Indicator: Personal Economics

  Compare and contrast the services offered by financial institutions, evaluating their usefulness to borrowers and lenders.

• 4.12.6 Strand / Indicator: Personal Economics

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

NV.5.0. Content Standard: Economics

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

• 5.12.1 Strand / Indicator: Functions of Money

  Explain the three functions of money: medium of exchange, store of value, unit of account.

• 5.12.2 Strand / Indicator: The Federal Reserve and the Banking System

  Explain why the money supply increases when banks make loans.

• 5.12.3 Strand / Indicator: The Federal Reserve and the Banking System

  Explain how the Federal Reserve influences bank loan activity using the reserve requirement, discount rate, and open market operations.

• 5.12.4 Strand / Indicator: History of Money

  Describe the nation's current money supply measures, including M1 and M2.

• 5.12.5 Strand / Indicator: Personal Economics

  Explain what a credit rating is and how it affects access to money.

NV.6.0. Content Standard: Economics

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

• 6.12.1 Strand / Indicator: Resource Allocation

  Compare the benefits and costs of allocating resources through markets or government. (C 7.12.2; H 6.8.12; H 6.12.12)

• 6.12.2 Strand / Indicator: Resource Allocation

  Discuss how an economy determines what goods and services will be produced, how they will be produced, and who will receive them. (H 6.12.12)

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

  Analyze the potential production of goods and services for a nation as determined by its resources and technology. (H 6.12.1; H 7.12.7; H 9.12.5)

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

  Explain how the multiplier can affect the nation's income.

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

  Make connections between the nation's unemployment rate and changes in seasons, changes in an industry, and changes in demographics. (E 11.12.2)

• 6.12.6 Strand / Indicator: Differences in Individual Incomes

  Explain how and why changes in product demand can affect the price of the product, which, in turn, can affect the wages paid to a worker.

• 6.12.7 Strand / Indicator: Personal Economics

  Assess the attractiveness of career paths of interest and how they might be affected by changes in the national economy.

NV.7.0. Content Standard: Economics

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

• 7.12.1 Strand / Indicator: Investment

  Describe the past, present, and future role of investment in enhancing economic growth and raising living standards. (H 7.12.7)

• 7.12.2 Strand / Indicator: Investment

  Identify the benefits and the costs of investing in new physical capital and new human capital.

• 7.12.3 Strand / Indicator: Investment

  Examine government's impact on investment through taxes, fees, government regulation, enterprise zones, and subsidies. (C 3.8.1)

• 7.12.4 Strand / Indicator: Entrepreneurship

  Discuss how entrepreneurs affect the economy by solving problems, taking risks, and taking advantage of opportunities to earn profits.

• 7.12.5 Strand / Indicator: Competition

  Explain how individual self-interest, channeled through the marketplace, can increase the overall standard of living. (H 6.12.12)

• 7.12.6 Strand / Indicator: Specialization

  Discuss the pros and cons of specialization and interdependence. (E 10.12.14)

• 7.12.7 Strand / Indicator: Personal Economics

  Explain why top performers in any field are specialists.

NV.8.0. Content Standard: Economics

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

• 8.12.1 Strand / Indicator: Public Goods

  Explain why government provides public goods rather than allowing the market to provide them.

• 8.12.2 Strand / Indicator: Externalities

  Explain why government intervenes in markets in response to externalities.

• 8.12.3 Strand / Indicator: Redistributing Income

  Discuss whether redistributing income is an appropriate role of government. (C 2.12.3; E 10.12.1; E 10.12.4; H 8.12.6)

• 8.12.4 Strand / Indicator: Property Rights

  Demonstrate an under-standing that government must define, establish, and enforce property rights in order for markets to function. (C 1.12.1)

• 8.12.5 Strand / Indicator: Political Decisions

  Explain why it is possible that a government decision may impose costs on many, but only benefit a few. (C 4.12.2; C 4.12.3)

• 8.12.6 Strand / Indicator: Fiscal Policy

  Explain how fiscal policy affects production, employment, and price levels. (C 4.12.6; H 8.12.6; H 8.12.9)

• 8.12.7 Strand / Indicator: Personal Economics

  Give examples of mandates that increase prices of goods and services in Nevada.

NV.9.0. Content Standard: Economics

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

• 9.12.1 Strand / Indicator: International Trade

  Analyze the pros and cons of foreign trade, comparing free trade with restricted trade. (E10.12.4; G 4.12.6; H 10.12.2)

• 9.12.2 Strand / Indicator: Interdependence

  Describe how foreign economic events can impact the U.S. economy. (C 8.12.2; G 4.12.7; H 7.12.17; H 10.12.3)

• 9.12.3 Strand / Indicator: Characteristics of Non-U.S. Economic Systems

  Describe some characteristics of non-U.S. economies that affect international trade. (C 7.12.2; G 4.12.7; G 6.12.1)

• 9.12.4 Strand / Indicator: Exchange Rates

  Determine how a change in exchange rates affects the ability of residents of one country to consume products from other countries.

• 9.12.5 Strand / Indicator: Personal Economics

  Draw conclusions about how the prices of goods you purchase would change if imports were restricted.

• 9.12.6 Strand / Indicator: Personal Economics

  Discuss how potential career paths could be affected by changes in foreign demand for U.S. products.

NV.1.0. Content Standard: Geography

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

• 1.12.1 Strand / Indicator: Map Use

  Use a variety of complex maps to acquire geographic information such as topographic, demographic, and land use. (H 2.12.3)

• 1.12.2 Strand / Indicator: Map Section

  Select appropriate maps, map projections, and other representations to analyze and interpret geographic information. (H 2.12.3)

• 1.12.3 Strand / Indicator: Geographic Tools and Technologies

  Use appropriate geo- graphic tools and technologies to analyze and interpret Earth's physical and human features. (H 2.12.3)

• 1.12.4 Strand / Indicator: Map Construction

  Construct complex, accurate maps and models from memory to answer questions about the location of human and physical features. (H 2.12.3)

• 1.12.5 Strand / Indicator: Map Applications

  Analyze maps for similarities and differences in purpose, accuracy, content, and design. (H 2.12.5)

• 1.12.6 Strand / Indicator: Map Analysis

  Apply concepts and models of spatial organization to make decisions about geographic information.

NV.2.0. Content Standard: Geography

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

• 2.12.1 Strand / Indicator: Characteristics of Places and Regions

  Determine how relationships between humans and the physical environment lead to the development of and connections among places and regions. (H 3.12.3; H 4.12.1; H 4.12.2; H 4.12.5)

• 2.12.2 Strand / Indicator: Cultural Identity

  Explain why places and regions are important to cultural identity and can serve as forces for both unification and fragmentation. (E 3.12.1;E 3.12.2; E 3.12.3; H 4.12.2)

• 2.12.3 Strand / Indicator: Cultural Perspectives

  Compare and contrast the characteristics of places and regions from different points of view. (E 3.12.1; E 3.12.2; E 3.12.3)

• 2.12.4 Strand / Indicator: Impact of Technology

  Determine how technology affects the way cultural groups perceive and use places and regions. (H 3.12.3; H 3.12.4)

• 2.12.5 Strand / Indicator: History and Region

  Analyze selected historical issues and questions using the geographic concept of regions. (H 3.12.3;H 3.12.4; H 4.12.1; H 4.12.2; H 6.12.17)

• 2.12.6 Strand / Indicator: Patterns of Change

  Analyze why places and regions once characterized by one set of criteria may be defined by a different set of criteria today, and evaluate these changes. (H 3.12.3;H 3.12.4; H 4.12.1)

• 2.12.7 Strand / Indicator: Applying Concepts of Regions

  Apply the concept of region to organize and study a geographic issue.

NV.3.0. Content Standard: Geography

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

• 3.12.1 Strand / Indicator: Physical Systems

  Describe and analyze how interactions of the four basic physical systems affect different regions of the United States and the world.

• 3.12.2 Strand / Indicator: Natural Hazards

  Describe the causes and consequences of natural hazards that shape features and patterns on the Earth.

• 3.12.3 Strand / Indicator: Characteristics of Ecosystems

  Analyze the effects of physical and human forces on interdependence within different ecosystems.

• 3.12.4 Strand / Indicator: Distribution of Ecosystems

  Analyze the biodiversity, distribution, and productivity of ecosystems across Earth's surface.

• 3.12.5 Strand / Indicator: Analysis of Ecosystems

  Propose solutions to environmental problems using the concept of ecosystems.

NV.4.0. Content Standard: Geography

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

• 4.12.1 Strand / Indicator: Demographic Concepts

  Analyze demographic trends in world population.

• 4.12.2 Strand / Indicator: Migration and Settlement

  Evaluate the impact of migration and settlement on physical and human systems. (H 3.12.3)

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

  Analyze how history has been affected by the movement of people, goods, and ideas.

• 4.12.4 Strand / Indicator: Patterns of Human Settlement

  Compare the characteristics and patterns of migration and settlement in developing and developed countries.

• 4.12.5 Strand / Indicator: Economic Systems and Interdependence

  Analyze how location and distance connect and influence economic systems at local, national, and international levels. (C 8.12.2; H 3.12.3; H 4.12.5)

• 4.12.6 Strand / Indicator: Analysis of Economic Issues

  Analyze and evaluate international economic issues from a spatial perspective. (E 5.12.6; Ec 9.12.1; H 4.12.5)

• 4.12.7 Strand / Indicator: Patterns of Human Development

  Predict the impact of changes in the level of economic development on the quality of life in developing and developed countries. (Ec 2.12.2; M 5.12.1)

• 4.12.8 Strand / Indicator: Human Organizations

  Evaluate the changes that occur in the size and structure of cultural, political, and economic organizations. (C 4.12.2)

• 4.12.9 Strand / Indicator: Cooperation and Conflict

  Analyze how different cultures, points of view, and self-interests influence cooperation and conflict over territory and resources. (C 5.12.6; C 4.12.3)

• 4.12.10 Strand / Indicator: International Alliances and Organizations

  Describe the forces of cooperation and conflict as they affect the way the world is divided among countries.

NV.5.0. Content Standard: Geography

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

• 5.12.1 Strand / Indicator: Changes in the Physical Environment

  Compare and contrast how changes in the physical environment can increase or diminish its capacity to support human activity. (H 3.12.2; H 4.12.2)

• 5.12.2 Strand / Indicator: Constraints of the Physical Environment

  Evaluate strategies to respond to constraints placed on human systems by the physical environment.

• 5.12.3 Strand / Indicator: Technology and the Physical Environment

  Describe the ways in which technology has affected the human capacity to modify the physical environment and evaluate the possible regional or global impact. (C 4.12.6; C 5.12.6)

• 5.12.4 Strand / Indicator: Human Modification

  Develop possible responses to changes caused by human modification of the physical environment. (C 4.12.6; C 5.12.6)

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

  Analyze human perception of and response to natural hazards.

• 5.12.6 Strand / Indicator: Earth's Resources

  Analyze the patterns of use, the changing distribution, and the relative importance of Earth's resources. (C 5.12.6; H 3.12.3; H 4.12.2; H 4.12.5)

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

  Develop policies for the use and management of Earth's resources that consider the various interests involved. (C 4.12.6; C 5.12.6; E 9.12.3)

NV.6.0. Content Standard: Geography

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

• 6.12.1 Strand / Indicator: Applying Geography in History

  Analyze the ways in which physical features and human characteristics of places and regions have influenced the evolution of significant historical events. (C 5.12.6; H 3.12.3; H 4.12.1; H 4.12.2; H 4.12.5)

• 6.12.2 Strand / Indicator: Applying Geography in Current Events

  Relate current events to the physical features and human characteristics of places and regions. (C 5.12.6)

• 6.12.3 Strand / Indicator: Applying Geography to Contemporary Issues

  Analyze a contemporary issue using geographic knowledge, skills, and perspectives. (C 5.12.6; E 4.12.4)

• 6.12.4 Strand / Indicator: Applying Geography to the Future

  Predict possible outcomes and develop future policies for local or regional issues that have spatial dimensions. (C 5.12.6)

NV.7.0. Content Standard: Geography

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

• 7.12.1 Strand / Indicator: Ask Geographic Questions

  Plan and organize a geographic research project by asking appropriate geographic questions.

• 7.12.2 Strand / Indicator: Acquire Geographic Information

  Locate and acquire a variety of primary and secondary information sources and assess the value of each. (E 11.12.2)

• 7.12.3 Strand / Indicator: Organize Geographic Information

  Use a variety of tools and technologies to select and design appropriate forms of maps, graphs, diagrams, tables, or charts to organize geographic information. (E 11.12.2)

• 7.12.4 Strand / Indicator: Analyze Geographic Information

  Use quantitative methods of analysis to make inferences and draw conclusions from maps and other geographic representations.

• 7.12.5 Strand / Indicator: Present Geographic Information

  Complete a geographic inquiry by applying geographic models, generalizations, and theories to the analysis, interpretation, and presentation of information. (E 10.12.2; H 1.12.2)

NV.1.0. Content Standard: Civics

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

• 1.12.1 Strand / Indicator: Rules and Law

  Explain the concept of the rule of law in the establishment of the U.S. Constitution.

• 1.12.2 Strand / Indicator: Documents

  Explain the influence of social contract theory, natural rights philosophy and republicanism in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution. (H 6.12.4; H 6.12.8; H 6.12.3; H 6.12.7)

• 1.12.3 Strand / Indicator: Documents

  Describe the historic influences on early U.S. documents, such as: Greek law, Magna Carta, Iroquois League. (H 6.12.4; H 6.12.7)

• 1.12.4 Strand / Indicator: Democratic Participation

  Analyze the role of citizen participation in U.S. civic life.

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

  Identify and explain changes in the interpretation and application of the U.S. Constitution.

NV.2.0. Content Standard: Civics

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

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

  Examine the organization of the U.S. Constitution and describe the structure it creates, including the executive, legislative, and judicial branches. (H 6.12.4; H 6.12.7)

• 2.12.2 Strand / Indicator: The Legislative Structure and Process

  Describe the creation of laws through the legislative process.

• 2.12.3 Strand / Indicator: Legislative Powers

  Analyze and give examples of the expansion of the national government through the application of the enumerated and implied powers. (Ec 8.12.3; H 6.12.7)

• 2.12.4 Strand / Indicator: The Executive Branch

  Describe the duties of the executive branch, including: Cabinet/departments; regulatory commissions; White House staff

• 2.12.5 Strand / Indicator: The Judicial Branch

  Describe the structure and jurisdiction of the federal court system and analyze the power of judicial review. (H 6.12.13)

• 2.12.6 Strand / Indicator: The Jury System

  Explain the importance of the jury process in a democratic society. (H 6.8.8)

• 2.12.7 Strand / Indicator: Checks and Balances

  Analyze the effectiveness of checks and balances in maintaining the equal division of power. (H 6.12.7)

NV.3.0. Content Standard: Civics

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

• 3.12.1 Strand / Indicator: Division of Powers

  Explain the U.S. Constitutional provisions for division of powers between the state and national governments (delegated, reserved, concurrent powers). (H 6.12.7; H 6.12.8)

• 3.12.2 Strand / Indicator: Federalism

  Provide contemporary examples of federalism. (H 6.12.7)

• 3.12.3 Strand / Indicator: Constitutional Supremacy

  Use examples to illustrate the supremacy clause in defining the relationship between state and national governments. (H 6.12.7)

NV.4.0. Content Standard: Civics

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

• 4.12.1 Strand / Indicator: Leaders and Elections

  Assess the processes by which leaders are selected in the U.S. political system and analyze the role of the electoral college system in the election of the President.

• 4.12.2 Strand / Indicator: Political Parties

  Analyze the roles and function of factions within political parties and the role of parties in public policy and politics. (E 8.12.5; H 6.12.3)

• 4.12.3 Strand / Indicator: Interest Groups

  Evaluate the significance of interest groups in the political process of a democratic society. (Ec 8.12.5; G 4.12.2)

• 4.12.4 Strand / Indicator: Formation of Public Opinion

  Analyze the role that television and other media play in the process of political persuasion. (E 4.12.1; E 4.12.2; E 11.12.2; H 10.12.5)

• 4.12.5 Strand / Indicator: Propaganda

  Evaluate propaganda in both historic and current political communication (E 4.12.4; E 4.12.5; H 9.12.9)

• 4.12.6 Strand / Indicator: Public Policy

  Describe the process by which public policy is formed and carried out. (Ec 8.12.6; E 4.12.1; E 4.12.2; G 5.12.7)

NV.5.0. Content Standard: Civics

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

• 5.12.1 Strand / Indicator: Citizenship

  Examine the rights of citizens and how these rights may be restricted. (H 6.12.13; H 7.12.2; H 7.12.3; H 7.12.13; H 8.12.9; H 9.12. 8)

• 5.12.2 Strand / Indicator: Citizenship

  Examine the responsibilities of U.S. citizens.

• 5.12.3 Strand / Indicator: Symbols

  Explain symbols and documents of a nation and how they represent its identity.

• 5.12.4 Strand / Indicator: Individual Rights

  Describe the development of the Bill of Rights and provide a contemporary application. (H 6.12.8)

• 5.12.5 Strand / Indicator: Individual Rights

  Analyze the United States Constitution and its amendments in protecting individual rights, including the Fourteenth Amendment's provisions for due process and equal protection. (H 7.8.1)

• 5.12.6 Strand / Indicator: Conflict and Resolution

  Identify major conflicts in social, political, and economic life and analyze the role of compromise in the resolution of these issues. (G 4.12.9; G 6.12.2; H 8.12.7; H 9.12.1; H 9.12.8)

• 5.12.7 Strand / Indicator: The Supreme Court and Individual Rights Cases

  Describe the role of the United States Supreme Court as guardian of individual rights through the examination of landmark cases, including: Brown v. Board of Education of Topeka; Gideon v. Wainwright; Miranda v. Arizona; Tinker v. Des Moines Independent Community School District (H 9.12.8)

NV.6.0. Content Standard: Civics

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

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

  Explain the structure and function of state and local governments.

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

  Describe the unique role of tribal governments within the United States. (H 7.12.3)

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

  Compare and contrast the structure of the Nevada and United States Constitutions.

• 6.12.4 Strand / Indicator: Court Systems

  Describe the differences between the local, state, and federal court systems.

NV.7.0. Content Standard: Civics

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

• 7.12.1 Strand / Indicator: Comparative Political Systems

  Summarize and evaluate the significant characteristics of the world's major political systems, including: monarchy; totalitarian dictatorship; presidential system; parliamentary system ; communism (H 5.12.2; H 7.12.17; H 7.12.18; H 8.8.1)

• 7.12.2 Strand / Indicator: Comparative Economic Systems

  Define and analyze the major economic systems of the world, including: capitalism; mixed economy; socialism; command economy (Ec 9.12.3; H 6.12.12)

NV.8.0. Content Standard: Civics

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

• 8.12.1 Strand / Indicator: From Individual to the World

  Analyze the conflict between U.S. policies of isolationism versus intervention in world affairs. (H 7.12.14; H 8.12.7; H 9.12.1)

• 8.12.2 Strand / Indicator: Foreign Policy

  Identify and analyze the effectiveness of U.S. foreign policy in dealing with international problems and concerns including: diplomacy; economic policy; humanitarian aid; military intervention

• 8.12.3 Strand / Indicator: International Organizations

  Critique the role of international organizations, such as the United Nations and non-governmental organizations, in world affairs. (H 8.12.7)

NV.1.0. Content Standard: History

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

• 1.12.1 Strand / Indicator: Current Events

  Analyze and develop a position on a current event. (E 10.12.4)

• 1.12.2 Strand / Indicator: Chronology

  Explain the sequence and relationship of events on a tiered time line. (G 7.12.5)

NV.2.0. Content Standard: History

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

• 2.12.1 Strand / Indicator: Inquiry

  Frame and evaluate historical questions from multiple viewpoints. (E 4.12.3; E 11.12.1)

• 2.12.2 Strand / Indicator: Research and Analysis

  Integrate, analyze, and organize historical information from a variety of sources. (E 4.12.3; E 4.12.5; E 11.12.2; E 11.12.5)

• 2.12.3 Strand / Indicator: Informational Tools

  Analyze and interpret historical content from informational tools, including: charts; diagrams; graphs; maps; political cartoons; photographs; tables. (G 1.12.1; G 1.12.2; G 1.12.3; G 1.12.4 )

NV.3.0. Content Standard: History

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

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

  Identify and describe the characteristics of pre-agricultural societies.

• 3.12.2 Strand / Indicator: World

  Describe technological innovations of early agricultural societies, including: development of agriculture; domestication of animals; development of permanent communities.

• 3.12.3 Strand / Indicator: World

  Explain and demonstrate how geography influenced the political, social, and economic growth of ancient classical civilizations, including: Africa; China; Greece; India; Mesopotamia; Rome. (G 2.12.1; G 2.12.5; G 2.12.6; G 4.12.3; G 5.12.1; G 6.12.1)

• 3.12.4 Strand / Indicator: World

  Describe the unique political, economic, religious, social, technological, and cultural contributions of ancient and classical civilizations, including: Africa; the Americas; China; Greece; Hebrew kingdoms; India; Mesopotamia; Phoenicia; Rome. (C 1.12.3; G 2.12.4; G 2.12.5)

NV.4.0. Content Standard: History

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

• 4.12.1 Strand / Indicator: World

  Locate and describe civilizations in terms of geography, social structure, religion, political systems, and contributions, including: African; Byzantine; Chinese; Indian; Japanese; Scandinavian. (G 2.12.1; G 2.12.5; G 6.12.1)

• 4.12.2 Strand / Indicator: World

  Describe the characteristics of the Mayan, Aztec, and Incan civilizations, including: contributions; geography; political systems; religion; social structure. (G 2.12.1; G 2.12.2; G 2.12.5; G 5.12.1; G 5.12.6; G 6.12.1)

• 4.12.3 Strand / Indicator: World

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

• 4.12.4 Strand / Indicator: World

  Describe the characteristics of European feudalism.

• 4.12.5 Strand / Indicator: World

  Describe the rise of commercial trading centers and their effects on social, political, and economic institutions. (G 2.12.1; G 4.12.3; G 6.12.1)

NV.5.0. Content Standard: History

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

• 5.12.1 Strand / Indicator: World

  Examine the impact of technological, mathematical, cultural, and artistic developments of the Renaissance.

• 5.12.2 Strand / Indicator: World

  Explain the development of European hereditary monarchies and their effects on: centralized government; commerce and trade; religion. (C 7.12.1)

• 5.12.3 Strand / Indicator: World and United States

  Explain the causes of the Reformation and its effects in Europe and the Americas.

• 5.12.4 Strand / Indicator: World

  Identify the influence of the Enlightenment on the Western World, including: fine arts; government; literature; philosophy; science. (G 2.5.3; G 2.5.6; G 4.5.8)

• 5.12.6 Strand / Indicator: United States and Nevada

  Compare common elements of Native North American societies, including: Communication; economic systems; housing; political systems; social systems; traditions.

• 5.12.7 Strand / Indicator: World and United States

  Examine the roles of nationalism, economics, and religious rivalries in the Age of Exploration.

• 5.12.8 Strand / Indicator: World and United States

  Analyze interactions among Native Americans, Europeans, and Africans.

• 5.12.9 Strand / Indicator: World and United States

  Analyze how the interactions among Native Americans, Africans, Europeans, and their descendants resulted in unique American economic, social, and political institutions.

• 5.12.10 Strand / Indicator: World and United States

  Describe the similarities and differences of European colonial communities in North America in terms of politics, religion, language, economics, and social customs.

• 5.12.11 Strand / Indicator: United States

  Compare and contrast life in the New England, Middle, and Southern colonies.

• 5.12.12 Strand / Indicator: World and United States

  Explain the impact of world commerce, including the African slave trade on Europe, Africa, and the Americas.

• 5.12.13 Strand / Indicator: World

  Describe the contributions and social, political, and economic characteristics of African, Chinese, Indian, and Japanese civilizations.

• 5.12.14 Strand / Indicator: World

  Describe how Islamic empires were a link between Africa, Europe, and Asia.

NV.6.0. Content Standard: History

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

• 6.12.1 Strand / Indicator: World and United States

  Explain the causes and results of the Industrial Revolution. (Ec 6.12.3; Ec 6.12.5; Ec 7.12.1; Ec 7.12.2; Ec 7.12.4; Ec 7.12.5)

• 6.12.2 Strand / Indicator: World and United States

  Describe the causes and effects of wars with Europeans, including the French and Indian War.

• 6.12.3 Strand / Indicator: United States

  Explain the political and economic causes and effects of the American Revolution. (C 1.12.2)

• 6.12.4 Strand / Indicator: United States

  Describe the ideas of John Locke, Thomas Paine, and Thomas Jefferson and their influences on the American Revolution and the formation of the United States.

• 6.12.5 Strand / Indicator: United States

  Describe the events, course, and results of the American Revolutionary War, including the contributions of African Americans and Native Americans.

• 6.12.6 Strand / Indicator: United States

  Explain the issues of the Confederation period, including: war debts and finance; western land; trade; taxation. (Ec 6.12.1)

• 6.12.7 Strand / Indicator: United States

  Describe the Constitution's underlying principles, including: checks and balances; federalism; limited government; popular sovereignty; separation of powers. (C 1.12.1; C 1.12.2; C 1.12.3; C 2.12.1; C 2.12.3; C 3.12.1; C 3.12.2; C 3.12 3)

• 6.12.8 Strand / Indicator: United States

  Describe the issues involved in the ratification of the Constitution, including: main ideas of The Federalist Papers; main ideas of the Anti-Federalists; the Bill of Rights. (C 1.12.2; C 3.12.1; C 5.12.4)

• 6.12.9 Strand / Indicator: World and United States

  Describe the influence of the American Revolution on Europe and the Americas.

• 6.12.10 Strand / Indicator: World

  Discuss the political events, people, and ideas that influenced European politics, including: Napoleon; Metternich; Marx; Congress of Vienna. (Ec 8.12.3)

• 6.12.11 Strand / Indicator: World

  Describe achievements in European fine arts and literature. (E 3.12.1; E 3.12.2; E 3.12.3)

• 6.12.12 Strand / Indicator: World and United States

  Describe the rise of national economies, the emergence of capitalism, and the free market economy. (C 7.12.2; Ec 6.12.1; Ec 6.12.2 Ec 7.12.3; Ec 9.12.1;Ec 9.12.3)

• 6.12.13 Strand / Indicator: United States

  Explain issues, events, and the roles of key people related to the development of United States political institutions, including: Washington's administration: The Marshall Court; judicial review; extension of suffrage; political parties. (C 2.12.5; C 4.12.2; C 5.12.1)

• 6.12.14 Strand / Indicator: United States

  Explain issues, events, and the roles of key individuals associated with the development of a national economic identity and foreign policy, including: development of the factory system and impacts of significant inventions such as the cotton gin and interchangeable parts; territorial, trade, & shipping issues with Great Britain; War of 1812; the creation of a national transportation system; Monroe Doctrine; growth and impact of immigration. (Ec 6.12.3; Ec 9.12.1; Ec 9.12.2; Ec 9.12.3)

• 6.12.15 Strand / Indicator: United States

  Describe the social reform and religious movements of antebellum United States which attempted to enhance life, including: education reform; prison and mental health reform; religious revival; Utopian movement; women's rights.

• 6.12.16 Strand / Indicator: United States

  Describe the contributions in language, literature, art, and music that led to the development of an emerging culture in the United States, including: Stephen Foster; Nathaniel Hawthorne; Hudson River School of Art; Henry David Thoreau.

• 6.12.17 Strand / Indicator: United States and Nevada

  Explain the issue of Manifest Destiny and the events related to the expansion of the United States, including: Louisiana Purchase; removal of the Eastern tribes; Oregon and California Trails; Mexican War and Mexican War acquisitions; California Gold Rush; Homestead Act. (G 2.12.5; G 4.12.3)

• 6.12.20 Strand / Indicator: United States

  Explain abolitionism and describe the importance of abolitionists and slave revolts, including: John Brown; Frederick Douglass; William Lloyd Garrison; Harriet Beecher Stowe; Nat Turner.

• 6.12.21 Strand / Indicator: United States

  Describe the causes, key people, events, and outcome of the Civil War, including: states' rights and slavery; election of 1860; Frederick Douglass/ African American troops; President Lincoln; Emancipation Proclamation; Antietam, Vicksburg and Gettysburg; Gettysburg Address; Generals Grant and Lee.

NV.7.0. Content Standard: History

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

• 7.12.1 Strand / Indicator: United States

  Summarize the successes and failures of the Reconstruction period.

• 7.12.2 Strand / Indicator: United States

  Describe the key people and significant issues concerning African American rights, including: Booker T. Washington & the Tuskegee Institute; Black Codes and Jim Crow Laws; Plessy v. Ferguson; W.E.B. DuBois and the NAACP; Ida B. Wells and the NACW. (C 5.12.1)

• 7.12.3 Strand / Indicator: United States

  Describe federal policy toward Native Americans including: Dawes Act/Indian Reorganization Act of 1934; Indian Boarding Schools; Indian Citizenship Act of 1924; Plains Wars; reservation system. (C 5.12.1; C 6.12.2)

• 7.12.5 Strand / Indicator: United States and Nevada

  Describe the role of farming, railroads, mining in the settlement of the West. (Ec 6.12.3)

• 7.12.6 Strand / Indicator: United States

  Describe the causes, issues, and effects of the Populist Movement.

• 7.12.7 Strand / Indicator: United States

  Describe the effect of industrial technology innovations and urbanization on United States social and economic development. (Ec 6.12.3; Ec 6.12.6; Ec 7.12.1)

• 7.12.8 Strand / Indicator: United States

  Describe the development of corporate capitalism, including: J.P. Morgan; mass production; vertical and horizontal integration/consolidation. (Ec 1.12.2; Ec 4.12.2; Ec 4.12.3; Ec 6.12.2; Ec 7.12.2)

• 7.12.9 Strand / Indicator: Nevada and United States

  Examine the motivations for groups coming to the United States and describe their contributions to United States society.

• 7.12.10 Strand / Indicator: United States

  Describe nativism and explain the response to immigration into the United States. (C 5.12.6)

• 7.12.11 Strand / Indicator: United States and Nevada

  Explain the origins and issues involved in the labor movement. (Ec 1.12.4; Ec 4.12.2; Ec 6.12.5)

• 7.12.12 Strand / Indicator: United States

  Describe the development and impact of the Progressive Movement, including: government reform; Prohibition; 'trust busting'.

• 7.12.13 Strand / Indicator: United States

  Describe the development of the women's suffrage movement and the passage of the 19th Amendment. (C 5.12.1)

• 7.12.14 Strand / Indicator: World and United States

  Discuss the causes, characteristics, and consequences of United States expansion and diplomacy, including: Alaska; Hawaii; Open Door Policy; Spanish-American War; Panama Canal; T. Roosevelt's foreign policy; Dollar Diplomacy.

• 7.12.15 Strand / Indicator: World and United States

  Explain the causes and effects of the Mexican Revolution of 1911.

• 7.12.16 Strand / Indicator: World

  Discuss the causes, characteristics, and consequences of European and Japanese expansion.

• 7.12.17 Strand / Indicator: World and United States

  Describe the causes, course, character, and effects of World War I, including: imperialism; arms race and alliances; nationalism; weapons/tactics; Fourteen Points; Treaty of Versailles.

• 7.12.18 Strand / Indicator: World

  Describe the causes and effects of the Russian Revolution: Romanovs; Lenin; Bolsheviks; Russian Civil War. (C 7.12.1)

• 7.12.20 Strand / Indicator: World and United States

  Explain how fine arts, literature, and leisure activities were a reflection of the time. (E3.12.1; E 3.12.2; E 3.12.3)

NV.8.0. Content Standard: History

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

• 8.12.1 Strand / Indicator: World

  Describe the rise of totalitarian societies in Europe, Asia, and Latin America. (C 7.12.1)

• 8.12.2 Strand / Indicator: World and United States

  Discuss the effects on society of new technologies of this era, including: communication; transportation; manufacturing. (Ec 6.12.3)

• 8.12.3 Strand / Indicator: United States

  Examine social tensions in the postwar era, including: radical politics; immigration restrictions; religious fundamentalism; racism.

• 8.12.4 Strand / Indicator: United States

  Describe how cultural developments in the arts, education, media, and leisure activities reflected and changed United States society. (E 3.12.1; E 3.12.2; E 3.12.3)

• 8.12.5 Strand / Indicator: United States and Nevada

  Describe the causes of the Great Depression and the policies and programs of the New Deal and their effects on social, political, economic, and diplomatic institutions.

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

  Describe the causes, course, character, and effects of World War II, including: legacy of WWI; campaigns and strategies; atomic bomb; significant military, political, and scientific leaders; the Big Four; United Nations; U.S. changing world status; war crimes trials. (Ec 2.12.3; Ec 2.12.6; Ec 2.12.7; Ec 6.12.5; Ec 7.12.1; Ec 7.12.3; Ec 8.12.1; Ec 8.12.3; Ec 8.12.6)

• 8.12.7 Strand / Indicator: World and United States

  Describe the causes, course, and effects of the Holocaust, including: 'Aryan supremacy', Nuremburg Laws; Kristallnacht; 'Final Solution'; concentration and death camps; creation of Israel. (C 8.12.1; C 8.12.3)

• 8.12.8 Strand / Indicator: United States and Nevada

  Analyze the effects of WWII on the homefront in the United States, including: internment camps; technologies; economic developments; propaganda; women/minority contributions; GI Bill. (C 5.12; C 5.12.1; Ec 6.12.5; Ec 8.12.6; Ec 6.12.5; Ec 8.12.6)

NV.9.0. Content Standard: History

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

• 9.12.1 Strand / Indicator: World and United States

  Describe the causes and effects of the Cold War, including: Europe: Marshall Plan, Berlin, NATO; Middle East: Egypt, Israel, Afghanistan; Asia: Japan, China, Korea, Vietnam; Americas: Cuba, United States. (C 8.12.1)

• 9.12.2 Strand / Indicator: United States

  Describe the effects of the Cold War on the United States, including: arms race and nuclear testing; McCarthyism; space race; Cuban Missile Crisis. (C 8.12.1)

• 9.12.3 Strand / Indicator: World and United States

  Describe the cause, course, and character of the Korean War, including: United Nations Security Council; Pusan Perimeter; General MacArthur; Inchon; Yalu River; 38th Parallel.

• 9.12.4 Strand / Indicator: World

  Explain how and why African and Asian peoples achieved independence from colonial rule.

• 9.12.5 Strand / Indicator: World and United States

  Analyze how postwar science and technology augmented United States economic strength, transformed daily life, and influenced the world economy and politics. (Ec 6.12.3; Ec 7.12.2; Ec 7.12.5)

• 9.12.6 Strand / Indicator: United States

  Describe the causes and effects of changing demographics and developing suburbanization in the United States. (Ec 6.12.5)

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

  Describe the major issues, events, and key people of the Civil Rights and minority rights movements, including: Black Power Movement; United Farm Workers; American Indian Movement; Viva La Raza; Women's Rights Movement; Americans with Disabilities Act; Civil Rights Act of 1964. (C 5.12.1; C 5.12.6; C 5.12.7)

• 9.12.9 Strand / Indicator: World and United States

  Describe the causes, course, character, and effects of the Vietnam war, including: Ho Chi Minh; Dien Bien Phu; Ngo Dinh Diem; Gulf of Tonkin Resolution; draft and lottery; Tet Offensive; anti-war movement; Paris Peace Accord; POWs and MIAs; Imperialism. (C 4.12.5)

• 9.12.10 Strand / Indicator: United States

  Describe the changes in United States political culture, including: the role of the media; the role of women and minorities; Watergate; Iranian hostage crisis; Iran-contra affair; Grenada and Panama.

• 9.12.11 Strand / Indicator: World and United States

  Describe how international policies contributed to the end of the Cold War, including: recognition of China; detente; disarmament treaties; 'Star Wars' (SDI); solidarity. (C 5.12.6)

• 9.12.12 Strand / Indicator: United States and World

  Describe the geopolitical changes in the world due to the disintegration of the USSR.

• 9.12.14 Strand / Indicator: United States

  Summarize the influence of art, music, literature, and the media on United States society. (E 3.12.1; E 3.12.2; E 3.12.3)

NV.10.0. Content Standard: History

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

• 10.12.1 Strand / Indicator: World and United States

  Identify and explain the implications of scientific and technological achievements, including: personal computers; Internet; Satellites; Biotechnology.

• 10.12.2 Strand / Indicator: World and United States

  Describe the regional and global effects of political and economic alliances. (Ec 9.12.1; Ec 9.12.2)

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

  Describe how global issues affect nations differently, including: human rights; the environment; world and U.S. regional conflicts; medical concerns.

• 10.12.4 Strand / Indicator: World and United States

  Explain the causes and effects of the Persian Gulf War, including: Kuwait invasion; world oil supply; changing alliances.

• 10.12.5 Strand / Indicator: United States

  Describe the changing political climate in the United States, including: the role of the media; the Clinton impeachment.

• 10.12.6 Strand / Indicator: World and United States

  Explain how literature, music, and the visual arts are reflections of the time. (E 3.12.1; E 3.12.2; E 3.12.3)

NE.12.2. Content Standard: World History

• 12.2.1. Indicator / Skill:

  By the end of twelfth grade, students will demonstrate an understanding of the state of the world about 1000 C.E.

  • 12.2.1.1. Gle / Indicator:

    Summarize the institution of feudalism in Europe, Asia, and Africa.

  • 12.2.1.2. Gle / Indicator:

    Summarize the growth of trade between civilizations, e.g., silk trade, gold and salt trade.

  • 12.2.1.3. Gle / Indicator:

    Describe the location and leadership of major kingdoms in Europe, Africa, Asia, and Latin America

  • 12.2.1.4. Gle / Indicator:

    Describe the location and culture of the Byzantine and Muslim empires.

  • 12.2.1.5. Gle / Indicator:

    Summarize the role of religion in a civilization, e.g., the Roman Catholic Church, Buddhism, Islam, and animism.

  • 12.2.1.6. Gle / Indicator:

    Describe the conflict between religions, e.g., Crusades and the Great Schism.

  • 12.2.1.7. Gle / Indicator:

    Summarize the technological advances in Asia and Latin America, e.g., calendars and metallurgy.

• 12.2.2. Indicator / Skill:

  By the end of twelfth grade, students will analyze the patterns of social, economic, political change, and cultural achievement in the late Medieval period.

  • 12.2.2.1. Gle / Indicator:

    Explain the emergence and distinctive political developments of nation-states, e.g., Spain, France, England, and Russia.

  • 12.2.2.2. Gle / Indicator:

    Describe the conflicts among Eurasian powers, e.g., the Crusades, the Mongol conquests, and the expansion of the Ottoman Turks.

  • 12.2.2.3. Gle / Indicator:

    Explain the patterns of crisis and recovery, e.g., the Black Death.

  • 12.2.2.4. Gle / Indicator:

    Explain the preservation of Greek and Roman philosophy, medicine, and science.

• 12.2.3. Indicator / Skill:

  By the end of twelfth grade, students will analyze the historical developments of the Renaissance.

  • 12.2.3.1. Gle / Indicator:

    Explain the economic foundations of the Renaissance, such as European interaction with Muslims, increased trade, role of the Medici's, and new economic practices.

  • 12.2.3.2. Gle / Indicator:

    Discuss the rise of Italian city-states.

  • 12.2.3.3. Gle / Indicator:

    Compare the artistic, literary, and intellectual creativity, e.g., Leonardo DaVinci, Michelangelo, and Shakespeare, as contrasted with the Medieval period.

  • 12.2.3.4. Gle / Indicator:

    Explain the Machiavell's theory of government as described in The Prince.

  • 12.2.3.5. Gle / Indicator:

    Describe the differences between the Italian and the Northern Renaissance.

• 12.2.4. Indicator / Skill:

  By the end of twelfth grade, students will analyze the historical developments of the Reformation.

  • 12.2.4.1. Gle / Indicator:

    Explain the influence of religious conflicts on government actions, such as the Edict of Nantes in France.

  • 12.2.4.2. Gle / Indicator:

    Discuss the evolution of laws that reflect religious beliefs, cultural values, traditions, and philosophies, e.g., the beginnings of religious toleration and the growth of democracy.

• 12.2.5. Indicator / Skill:

  By the end of twelfth grade, students will analyze the impact of European expansion into the Americas, Africa, and Asia.

  • 12.2.5.1. Gle / Indicator:

    Discuss the roles and motivations of explorers/conquistadors.

  • 12.2.5.2. Gle / Indicator:

    Explain the migration, settlement patterns, and cultural diffusion.

  • 12.2.5.3. Gle / Indicator:

    Explain the exchange of technology, ideas, and agricultural practices.

  • 12.2.5.4. Gle / Indicator:

    Discuss the trade in slaves, tobacco, rum, furs, and gold.

  • 12.2.5.5. Gle / Indicator:

    Relate the introduction of new diseases.

  • 12.2.5.6. Gle / Indicator:

    Discuss the influence of Christianity.

  • 12.2.5.7. Gle / Indicator:

    Explain the economic and cultural transformations created by the emergence of plant-like tobacco and corn in new places and the arrival of the horse in the Americas.

  • 12.2.5.8. Gle / Indicator:

    Describe the competition for resources and the rise of the Commercial Revolution and mercantilism.

  • 12.2.5.9. Gle / Indicator:

    Explain the cultural changes in indigenous societies.

• 12.2.6. Indicator / Skill:

  By the end of twelfth grade, students will compare and contrast Judaism, Christianity, Islam, Buddhism, Hinduism and Confucianism.

  • 12.2.6.1. Gle / Indicator:

    Compare and contrast major leaders and events.

  • 12.2.6.2. Gle / Indicator:

    Compare and contrast sacred writings.

  • 12.2.6.3. Gle / Indicator:

    Compare and contrast traditions, customs, and beliefs.

  • 12.2.6.4. Gle / Indicator:

    Explain monotheistic versus polytheistic views.

  • 12.2.6.5. Gle / Indicator:

    Discuss geographic distribution at different times.

  • 12.2.6.6. Gle / Indicator:

    Compare and contrast political, social, and economic influences of each.

  • 12.2.6.7. Gle / Indicator:

    Discuss the long-standing religious conflicts and recent manifestations in places, e.g., Ireland, Middle East, and Bosnia.

• 12.2.7. Indicator / Skill:

  By the end of twelfth grade, students will analyze the scientific, political, and economic changes of the 16th, 17th, 18th, and 19th centuries.

  • 12.2.7.1. Gle / Indicator:

    Explain the impact of scientific ideas on political institutions, social movements, and religion.

  • 12.2.7.2. Gle / Indicator:

    Discuss the establishment of absolute monarchies by individuals, e.g., Louis XIV, Frederick the Great, and Peter the Great.

  • 12.2.7.3. Gle / Indicator:

    Compare and contrast the Glorious Revolution in England and the French Revolution.

  • 12.2.7.4. Gle / Indicator:

    Explain the ideas of significant people, such as Hobbes, Locke, Montesquieu, Rousseau, and Jefferson.

  • 12.2.7.5. Gle / Indicator:

    Explain the new scientific theories, e.g., those of Newton, Kepler, Copernicus, Galileo, Harvey, and Franklin.

  • 12.2.7.6. Gle / Indicator:

    Discuss how technological changes brought about social, political, and cultural changes in Europe, Asia, and the Americas.

  • 12.2.7.7. Gle / Indicator:

    Explain how the arts, philosophy, and literature were influenced by people, such as Voltaire, Diderot, Delacroix, Bach, and Mozart.

  • 12.2.7.8. Gle / Indicator:

    Discuss the influence of religious beliefs on art, politics, science, and commerce.

• 12.2.8. Indicator / Skill:

  By the end of twelfth grade, students will describe 19th century political developments in Europe, and their impact on the world.

  • 12.2.8.1. Gle / Indicator:

    Summarize the Congress of Vienna and its influence on the political geography of Europe.

  • 12.2.8.2. Gle / Indicator:

    Describe the attempts at expansion of democracy in Europe, e.g., Chartist Movement, British Reform Laws, and liberal revolutions.

  • 12.2.8.3. Gle / Indicator:

    Relate the growth of nationalism, e.g., unification of Germany and Italy.

  • 12.2.8.4. Gle / Indicator:

    Describe the scramble for empire in Europe, Africa, and Asia Latin America.

  • 12.2.8.5. Gle / Indicator:

    Address the feminist issues, e.g., divorce, property, and suffrage.

  • 12.2.8.6. Gle / Indicator:

    Outline the abolition of slavery and slave trade.

• 12.2.9. Indicator / Skill:

  By the end of twelfth grade, students will analyze and explain the effects of the Industrial Revolution.

  • 12.2.9.1. Gle / Indicator:

    Describe the rise of industrial economics and their link to imperialism and colonialism.

  • 12.2.9.2. Gle / Indicator:

    Explain how scientific and technological changes, e.g., the inventions of Watt, Bessemer, and Whitney, brought about massive social and cultural change.

  • 12.2.9.3. Gle / Indicator:

    Outline the responses to capitalism, e.g., utopianism, socialism, and communism.

  • 12.2.9.4. Gle / Indicator:

    Relate how the status of women and children reflected societal changes.

  • 12.2.9.5. Gle / Indicator:

    Explain the evolution of work and labor, e.g., the slave trade, mining and manufacturing, and the union movement.

  • 12.2.9.6. Gle / Indicator:

    Explain how Asia and Africa were transformed by European commercial power.

  • 12.2.9.7. Gle / Indicator:

    Summarize the dominance of global economic systems by European powers.

• 12.2.10. Indicator / Skill:

  By the end of twelfth grade, students will analyze major 20th century historical events.

  • 12.2.10.1. Gle / Indicator:

    Relate ethnic conflicts, e.g., Bosnia, Arab-Israeli conflict, Biafra and Rwanda, Northern Ireland and Kashmir, and Zapatistas and Mexico.

  • 12.2.10.2. Gle / Indicator:

    Compare trends in global populations, growth and distribution over time.

  • 12.2.10.3. Gle / Indicator:

    Differentiate the development of collective security organizations, e.g., League of Nations, the United Nations, NATO, and Warsaw Pact.

  • 12.2.10.4. Gle / Indicator:

    Differentiate the development of world economic associations, e.g., E.C., NAFTA, WTO, World Bank, IMF.

  • 12.2.10.5. Gle / Indicator:

    Discuss the extension of human rights, e.g., women and all nationalities.

  • 12.2.10.6. Gle / Indicator:

    Compare the causes and effects of World War I and World War II.

  • 12.2.10.7. Gle / Indicator:

    Summarize the Russian Revolution.

  • 12.2.10.8. Gle / Indicator:

    Relate the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan.

  • 12.2.10.9. Gle / Indicator:

    Summarize the political, social, and economic impact of the 1930's worldwide depression.

  • 12.2.10.10 Gle / Indicator:

    Describe the Nazi Holocaust and other examples of genocide.

  • 12.2.10.11 Gle / Indicator:

    Explain how new technologies, e.g., atomic power, influenced patterns of conflict.

  • 12.2.10.12 Gle / Indicator:

    Discuss the economic and military power shifts since 1945, e.g., the rise of Germany and Japan as economic powers.

  • 12.2.10.13 Gle / Indicator:

    Relate the revolutionary movements in Asia and its leaders, e.g., Mao Tse-tung and Ho Chi Minh.

  • 12.2.10.14 Gle / Indicator:

    Explain how African and Asian countries achieved independence from European colonial rule, e.g., India under Gandhi and Kenya under Kenyatta, and how they have fared under self-rule.

  • 12.2.10.15 Gle / Indicator:

    Describe regional and political conflicts, e.g., Korea and Vietnam.

  • 12.2.10.16 Gle / Indicator:

    Summarize the end of the end of the Cold War and the collapse of the Soviet Union.

• 12.2.11. Indicator / Skill:

  By the end of twelfth grade, students will demonstrate historical research and geographical skills.

  • 12.2.11.1. Gle / Indicator:

    Identify, analyze, and interpret primary and secondary sources and artifacts.

  • 12.2.11.2. Gle / Indicator:

    Validate sources as to their authenticity, authority, credibility, and possible bias.

  • 12.2.11.3. Gle / Indicator:

    Construct various time lines of key events, periods, and personalities since the 11th century.

  • 12.2.11.4. Gle / Indicator:

    Identify and analyze major shifts in national political boundaries in Europe since 1815.

  • 12.2.11.5. Gle / Indicator:

    Identify the distribution of major religious cultures in the contemporary world.

  • 12.2.11.6. Gle / Indicator:

    Apply geography to interpret the past by using maps of time, place events to put together the shifts in boundaries and culture/religious groups through time.

NE.12.3. Content Standard: The Governments and Economies of the United States and Nebraska

• 12.3.1. Indicator / Skill:

  By the end of twelfth grade, students will compare historical forms of democratic governments that influenced the United States Constitution of 1789.

  • 12.3.1.1. Gle / Indicator:

    Describe forms of democracy that existed in ancient Greece and Rome.

  • 12.3.1.2. Gle / Indicator:

    Describe the constitutional monarchy in Great Britain.

  • 12.3.1.3. Gle / Indicator:

    Describe governments in early American colonies.

  • 12.3.1.4. Gle / Indicator:

    Describe governments in early United States in the 18th century.

• 12.3.2. Indicator / Skill:

  By the end of twelfth grade, students will identify examples of fundamental United States political principles contained in the Declaration of Independence, Articles of Confederation, Federalist Papers, Common Sense, and the United States Constitution.

  • 12.3.2.1. Gle / Indicator:

    Examine Locke, Hobbes, Montesquieu, Rousseau, Blackstone, Jefferson, Paine, and Machiavelli's theory of government as described in The Prince.

  • 12.3.2.2. Gle / Indicator:

    Describe constitutionalism, limited government, rule of law, republicanism, and democracy.

  • 12.3.2.3. Gle / Indicator:

    Identify how the political ideas of the Enlightenment and the ideas of religion affected the founders of the United States.

  • 12.3.2.4. Gle / Indicator:

    Define sovereignty and consent of the governed.

  • 12.3.2.5. Gle / Indicator:

    Describe separation of powers, federalism, and checks and balance.

  • 12.3.2.6. Gle / Indicator:

    Compare the Declaration of Independence and 'Common Sense.'

• 12.3.3. Indicator / Skill:

  By the end of twelfth grade, students will analyze the significance of amendments to the United States Constitution.

  • 12.3.3.1. Gle / Indicator:

    Identify factors, e.g., the conflicts they addressed and the reasons for their adoption.

  • 12.3.3.2. Gle / Indicator:

    Analyze fundamental liberties, rights, and values outlined by the United States Constitution.

  • 12.3.3.3. Gle / Indicator:

    Identify various factors addressed by the constitution, e.g., religion, speech, press, assembly and petition, due process, equality under the law, individual worth and dignity, and majority rule and minority rights.

• 12.3.4. Indicator / Skill:

  By the end of twelfth grade, students will evaluate and summarize landmark Supreme Court interpretations of the United States Constitution and its amendments.

  • 12.3.4.1. Gle / Indicator:

    Describe how Marbury v. Madison and McCulloch v. Maryland affected the Constitution.

  • 12.3.4.2. Gle / Indicator:

    Examine federal civil and voting rights since 1950's, e.g., Brown v. Board of Education, demonstrations leading to desegregation, reapportionment, and voting rights legislation.

  • 12.3.4.3. Gle / Indicator:

    Explain current patterns and evaluate the impact of Supreme Court decisions on domestic policy issues.

• 12.3.5. Indicator / Skill:

  By the end of twelfth grade, students will analyze the fundamental concepts and challenges to democracy by using writing, discussion, and debate skills.

  • 12.3.5.1. Gle / Indicator:

    Explain equality of all citizens under the law.

  • 12.3.5.2. Gle / Indicator:

    Examine worth and dignity of the individual.

  • 12.3.5.3. Gle / Indicator:

    Debate majority rule and minority rights.

  • 12.3.5.4. Gle / Indicator:

    Identify individual freedoms.

  • 12.3.5.5. Gle / Indicator:

    Explain the necessity of compromise.

  • 12.3.5.6. Gle / Indicator:

    Analyze individual rights v. public interests.

• 12.3.6. Indicator / Skill:

  By the end of twelfth grade, students will analyze the structure, and function of the United States national governments and its relationship to state governments.

  • 12.3.6.1. Gle / Indicator:

    Describe the organization, and authority of each branch.

  • 12.3.6.2. Gle / Indicator:

    Examine the principles of federalism, e.g., concurrent, delegated, and reserved powers.

  • 12.3.6.3. Gle / Indicator:

    Examine separation of powers, and checks and balances.

  • 12.3.6.4. Gle / Indicator:

    Explain procedures for constitutional amendment, e.g., Article IV.

  • 12.3.6.5. Gle / Indicator:

    Identify specific policies related to foreign affairs, civil rights, and economics and the budget.

  • 12.3.6.6. Gle / Indicator:

    Identify how political parties, interest groups, the media, individuals, and government institutions influence public policy.

  • 12.3.6.7. Gle / Indicator:

    Describe levels of taxation and the expectation of public services.

• 12.3.7. Indicator / Skill:

  By the end of twelfth grade, students will analyze structure and function of Nebraska state and local governments.

  • 12.3.7.1. Gle / Indicator:

    Describe the organization and authority of each branch.

  • 12.3.7.2. Gle / Indicator:

    Explain procedures for state constitutional and local charter amendments.

  • 12.3.7.3. Gle / Indicator:

    Explain how Nebraska's legislative, executive, and judicial institutions make public policy, e.g., legislation, regulations, executive orders, and judicial review.

  • 12.3.7.4. Gle / Indicator:

    Compare Nebraska's unicameral with a bicameral form of government.

  • 12.3.7.5. Gle / Indicator:

    Identify and distinguish units of local governments in Nebraska, e.g., counties, cities, towns, and regional authorities by analyzing a local public issue.

  • 12.3.7.6. Gle / Indicator:

    Identify fundamental American political principles in Nebraska constitution, fundamental liberties, rights, and values, e.g., sovereignty, consent of the governed, separation of powers, federalism, and checks and balance.

  • 12.3.7.7. Gle / Indicator:

    Identify how political parties, interest groups, the media, individuals, and government institutions influence public policy.

  • 12.3.7.8. Gle / Indicator:

    Describe levels of taxation and the expectation of public services.

• 12.3.8. Indicator / Skill:

  By the end of twelfth grade, students will describe and explain the election process in the national, state, and local governments.

  • 12.3.8.1. Gle / Indicator:

    Describe the organization of political parties and role in the nominating process.

  • 12.3.8.2. Gle / Indicator:

    Explain campaign funding and spending.

  • 12.3.8.3. Gle / Indicator:

    Identify the influence of media coverage, campaign advertising, public opinion polls, and the use of propaganda techniques.

  • 12.3.8.4. Gle / Indicator:

    Explain demographic causes and political effects of reapportionment and redistricting, e.g., gerrymandering.

  • 12.3.8.5. Gle / Indicator:

    Describe voter turnout and constituencies of the major political parties

  • 12.3.8.6. Gle / Indicator:

    Explain the development of political parties and Electoral College.

• 12.3.9. Indicator / Skill:

  By the end of twelfth grade, students will explain the rights, freedoms, responsibilities, and benefits of citizenship in the United States.

  • 12.3.9.1. Gle / Indicator:

    Participate in debates, discussions, and readings by analyzing public issues, communicating with candidates, and evaluating performance of public officials and candidates.

• 12.3.10. Indicator / Skill:

  By the end of twelfth grade, students will compare the United States political and economic systems with those of major democratic and authoritarian nations.

  • 12.3.10.1. Gle / Indicator:

    Compare the structures, functions, and powers of political and economic systems.

  • 12.3.10.2. Gle / Indicator:

    Describe the rights, responsibilities, and powers of the governed, e.g., grass roots citizens' movements.

  • 12.3.10.3. Gle / Indicator:

    Compare the relationship between economic and political freedom.

  • 12.3.10.4. Gle / Indicator:

    Explain the allocation of resources and its impact on productivity.

  • 12.3.10.5. Gle / Indicator:

    Describe the development and implementation of personal economic decision-making skills in a democratic society.

• 12.3.11. Indicator / Skill:

  By the end of twelfth grade, students will analyze characteristics of the United States free market economy.

  • 12.3.11.1. Gle / Indicator:

    Define labor, capital resources, and natural resources.

  • 12.3.11.2. Gle / Indicator:

    Describe the role of private ownership, private enterprise, profits, and entrepreneurship.

  • 12.3.11.3. Gle / Indicator:

    Compare the relationship between households, firms, and government.

  • 12.3.11.4. Gle / Indicator:

    Explain the labor and management relationships.

  • 12.3.11.5. Gle / Indicator:

    Discuss opportunity costs, scarcity, and balancing unlimited wants versus limited resources.

  • 12.3.11.6. Gle / Indicator:

    Explain supply and demand, and the formation of basic economic questions, including what to produce, how to produce, and for whom to produce.

• 12.3.12. Indicator / Skill:

  By the end of twelfth grade, students will analyze the role of the national, state, and local government in the United States economy.

  • 12.3.12.1. Gle / Indicator:

    Compare interstate commerce and trade policies.

  • 12.3.12.2. Gle / Indicator:

    Discuss promoting economic growth by providing favorable conditions for markets.

  • 12.3.12.3. Gle / Indicator:

    Compare providing public goods, services, and protection of the environment.

  • 12.3.12.4. Gle / Indicator:

    Explain the interrelationship of producers, consumers, and government in the United States economic system.

  • 12.3.12.5. Gle / Indicator:

    Discuss the impact of fiscal and monetary policy.

  • 12.3.12.6. Gle / Indicator:

    Identify the basic economic goals in a free market system, including growth, stability, full employment, and efficiency versus equity and justice.

• 12.3.13. Indicator / Skill:

  By the end of twelfth grade, students will examine the basic economic indicators and fundamentals of international trade.

  • 12.3.13.1. Gle / Indicator:

    Define Gross Domestic Product

  • 12.3.13.2. Gle / Indicator:

    Define Consumer Price Index, employment statistics, and other measure of economic conditions.

  • 12.3.13.3. Gle / Indicator:

    Explain comparative and absolute advantage.

  • 12.3.13.4. Gle / Indicator:

    Discuss exchange rates.

  • 12.3.13.5. Gle / Indicator:

    Explain international trade policies, and the United States relationship to the global economy.

NE.12.4. Content Standard: World Geography

• 12.4.1. Indicator / Skill:

  By the end of twelfth grade, students will demonstrate geographical skills.

  • 12.4.1.1. Gle / Indicator:

    Recognize the different map projections and explain the effects of distortion.

  • 12.4.1.2. Gle / Indicator:

    Show how maps reflect particular historical and political perspectives.

  • 12.4.1.3. Gle / Indicator:

    Apply the concepts of scale, orientation, and latitude and longitude.

  • 12.4.1.4. Gle / Indicator:

    Create and compare political, physical, and thematic maps of countries and regions.

• 12.4.2. Indicator / Skill:

  By the end of twelfth grade, students will analyze how selected physical and ecological processes impact the earth's surface.

  • 12.4.2.1. Gle / Indicator:

    Identify natural hazards describe the characteristics, explain their impact on physical and human systems, and assess efforts to manage their consequences in developed and less developed regions.

  • 12.4.2.2. Gle / Indicator:

    Identify regional climatic patterns and weather phenomena, relating them to events in the contemporary world.

  • 12.4.2.3. Gle / Indicator:

    Explain how humans influence and are influenced by the environment.

  • 12.4.2.4. Gle / Indicator:

    Relate how people's ideas and relationship to the environment change over time, particularly in response to new technologies.

• 12.4.3. Indicator / Skill:

  By the end of twelfth grade, students will compare and contrast the distribution, growth rates, and characteristics of human population, e.g., settlement patterns and the location of natural and human resources.

  • 12.4.3.1. Gle / Indicator:

    Analyze past and present migration trends.

  • 12.4.3.2. Gle / Indicator:

    Analyze the social, economic, political, and environmental factors that influence cultural interaction.

  • 12.4.3.3. Gle / Indicator:

    Analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.

• 12.4.4. Indicator / Skill:

  By the end of twelfth grade, students will analyze the patterns of urban development, such as site and situation; the function of towns and cities; and problems related to human mobility, social structure, and the environment.

• 12.4.5. Indicator / Skill:

  By the end of twelfth grade, students will analyze the regional development of Asia, Africa, the Middle East, Latin America, and the Caribbean, such as physical, economic, and cultural characteristics and historical evolution from 1000 A.D. to the present.

  • 12.4.5.1. Gle / Indicator:

    Analyze the patterns and networks of economic interdependence, e.g., formation of multinational economic unions; international trade; the theory of competitive advantage; job specialization; competition for resources; and access to labor, technology, transportation, and communications.

  • 12.4.5.2. Gle / Indicator:

    Locate and identify by name the major countries in each region, the world's major rivers, mountain ranges, and surrounding bodies of water.

  • 12.4.5.3. Gle / Indicator:

    Classify and describe the spatial distribution of major economic systems and evaluate their relative merits in terms of productivity and the social and economic well being of workers.

  • 12.4.5.4. Gle / Indicator:

    Explain how geographic regions change over time.

  • 12.4.5.5. Gle / Indicator:

    Explain how characteristics of regions have led to regional labels.

  • 12.4.5.6. Gle / Indicator:

    Explain how regional landscapes reflect the cultural characteristics of their inhabitants as well as historical events.

  • 12.4.5.7. Gle / Indicator:

    Explain how technological advances have led to increasing interaction among regions.

  • 12.4.5.8. Gle / Indicator:

    Distinguish between developed and developing countries, identifying and relating the level of economic development to the quality of life.

  • 12.4.5.9. Gle / Indicator:

    Analyze how certain cultural characteristics can link or divide regions, e.g., language, ethnic heritage, religion, political philosophy, shared history, and social and economic systems.

• 12.4.6. Indicator / Skill:

  By the end of twelfth grade, students will analyze the forces of conflict and cooperation.

  • 12.4.6.1. Gle / Indicator:

    Explain the way in which the world is divided among independent and dependent countries.

  • 12.4.6.2. Gle / Indicator:

    Describe disputes over borders, resources, and settlement areas.

  • 12.4.6.3. Gle / Indicator:

    Describe the historic and future ability of nations to survive and prosper.

  • 12.4.6.4. Gle / Indicator:

    Explain the role of multinational organizations.

• 12.4.7. Indicator / Skill:

  By the end of twelfth grade, students will apply geography to interpret the past, understand the present, and plan the future.

  • 12.4.7.1. Gle / Indicator:

    Explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems by using a variety of maps, charts, and documents.

  • 12.4.7.2. Gle / Indicator:

    Relate current events to the physical and human characteristics of places and regions.

MT.2. Content Standard: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.

• 2.1. Benchmark:

  Students will analyze the historical and contemporary purpose of government and how the powers of government are acquired, modified, justified and used (e.g., checks and balances, Bill of Rights, court decisions).

• 2.2. Benchmark:

  Students will compare and contrast various world political systems (e.g., ideologies, structure, institutions) with that of the United States.

• 2.3. Benchmark:

  Students will identify representative political leaders and philosophies from selected historical and contemporary settings.

• 2.4. Benchmark:

  Students will relate the concept of tribal sovereignty to the unique powers of tribal governments as they interact with local, state and federal governments.

• 2.5a. Benchmark:

  Students will analyze the effectiveness of various systems of government to protect the rights and needs of citizens and balance competing conceptions of a just society.

• 2.5b. Benchmark:

  Students will analyze the impact of the Constitution, laws and court decisions on the rights and responsibilities of citizens.

• 2.6. Benchmark:

  Students will analyze and evaluate conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., current events from newspapers, magazines, television).

• 2.7. Benchmark:

  Students will analyze laws and policies governing technology and evaluate the ethical issues and the impacts of technology on society.

MT.3. Content Standard: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).

• 3.1. Benchmark:

  Students will interpret, use, and synthesize information from various representations of the Earth (e.g., maps, globes, satellite images, geographic information systems, three-dimensional models).

• 3.2. Benchmark:

  Students will differentiate and analyze the relationships among various regional and global patterns of geographic phenomena, (e.g., land forms, soils, climate, vegetation, natural resources, population).

• 3.3. Benchmark:

  Students will assess the major impacts of human modifications on the environment (e.g., global warming, deforestation, erosion, pollution).

• 3.4. Benchmark:

  Students will analyze how human settlement patterns create cooperation and conflict which influence the division and control of the Earth (e.g., treaties, economics, exploration, borders, religion, exploitation, water rights).

• 3.5. Benchmark:

  Students will select and apply appropriate geographic resources to analyze the interaction of physical and human systems (e.g., cultural patterns, demographics, unequal global distribution of resources) and their impact on environmental and societal changes.

• 3.6. Benchmark:

  Students will analyze the short-term and long-term effects that major physical changes in various parts of the world have had or might have on the environments (e.g., land use, population, resources).

• 3.7. Benchmark:

  Students will describe and compare how people create places that reflect culture, human needs, government policy, and current values and ideas as they design and build (e.g., buildings, neighborhoods, parks, industrial and agricultural centers, farms/ranches).

MT.4. Content Standard: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

• 4.1. Benchmark:

  Students will select and analyze various documents and primary and secondary sources that have influenced the legal, political, and constitutional heritage of Montana and the United States.

• 4.2. Benchmark:

  Students will interpret how selected cultures, historical events, periods, and patterns of change influence each other.

• 4.3. Benchmark:

  Students will apply ideas, theories, and methods of inquiry to analyze historical and contemporary developments, and to formulate and defend reasoned decisions on public policy issues.

• 4.4a. Benchmark:

  Students will analyze the significance of important people, events, and ideas (e.g., political and intellectual leadership, inventions, discoveries, the arts) in the major eras/civilizations in the history of Montana, American Indian tribes, the United States, and the world.

• 4.4b. Benchmark:

  Students will analyze issues (e.g., freedom and equality, liberty and order, region and nation, diversity and civic duty) using historical evidence to form and support a reasoned position.

• 4.5. Benchmark:

  Students will analyze both the historical impact of technology (e.g., industrialization, communication, medicine) on human values and behaviors and how technology shapes problem solving now and in the future.

• 4.6. Benchmark:

  Students will investigate, interpret, and analyze the impact of multiple historical and contemporary viewpoints concerning events within and across cultures, major world religions, and political systems (e.g., assimilation, values, beliefs, conflicts).

• 4.7. Benchmark:

  Students will analyze and illustrate the major issues concerning history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Montana and the United States (e.g., gambling, artifacts, repatriation, natural resources, language, jurisdiction).

MT.5. Content Standard: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.

• 5.1. Benchmark:

  Students will analyze the impact that supply and demand, scarcity, prices, incentives, competition, and profits influence what is produced and distributed in various economic systems.

• 5.2. Benchmark:

  Students will use basic economic concepts (e.g., production, distribution, consumption, market economy and command economy) to compare and contrast local, regional, national, and global economies across time and at the present time.

• 5.3. Benchmark:

  Students will assess the costs and benefits to society of allocating goods and services through private and public sectors.

• 5.4. Benchmark:

  Students will compare and contrast how values and beliefs influence economic decisions in different economic systems.

• 5.5. Benchmark:

  Students will explain the operations, rules, and procedures of common financial instruments (e.g., stocks and bonds, retirement funds, IRAs) and financial institutions( credit companies, banks, insurance companies).

• 5.6. Benchmark:

  Students will explain and evaluate the effects of new technology, global economic interdependence, and competition on the development of national policies (e.g., social security system, Medicare, other entitlement programs) and on the lives of the individuals and families in Montana, the United States and the world (e.g., international trade, space exploration, national defense).

MT.6. Content Standard: Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.

• 6.1. Benchmark:

  Students will analyze and evaluate the ways various groups (e.g., social, political, cultural) meet human needs and concerns (e.g., individual needs, common good) and contribute to personal identity.

• 6.2. Benchmark:

  Students will analyze human experience and cultural expression (e.g., language, literature, arts, traditions, beliefs, spirituality, values, behavior) and create a product which illustrates an integrated view of a specific culture.

• 6.3. Benchmark:

  Students will analyze the impact of ethnic, national and global influences on specific situations or events.

• 6.4. Benchmark:

  Students will evaluate how the unique characteristics of American Indian tribes and other cultural groups have contributed to Montana's history and contemporary life (e.g., legal and political relationships between and among tribal, state, and federal governments).

• 6.5. Benchmark:

  Students will analyze the conflicts resulting from cultural assimilation and cultural preservation among various ethnic and racial groups in Montana, the United States and the world.

• 6.6. Benchmark:

  Students will analyze the interactions of individuals, groups and institutions in society (e.g., social mobility, class conflict, globalization).