South Carolina's Ninth Grade Standards

Article Body

SC.USHC-1. Standard / Course—United States History and the Constitution

(Usually taught at the eleventh grade) The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States.

USHC-1.1. Knowledge And Skills / Essential Question:

Summarize the distinct characteristics of each colonial region in the settlement and development of British North America, including religious, social, political, and economic differences.
USHC-1.2. Knowledge And Skills / Essential Question:

Analyze the early development of representative government and political rights in the American colonies, including the influence of the British political system and the rule of law as written in the Magna Carta and the English Bill of Rights, and the conflict between the colonial legislatures and the British Parliament over the right to tax that resulted in the American Revolutionary War.
USHC-1.3. Knowledge And Skills / Essential Question:

Analyze the impact of the Declaration of Independence and the American Revolution on establishing the ideals of a democratic republic.
USHC-1.4. Knowledge And Skills / Essential Question:

Analyze how dissatisfactions with the government under the Articles of Confederation were addressed with the writing of the Constitution of 1787, including the debates and compromises reached at the Philadelphia Convention and the ratification of the Constitution.
USHC-1.5. Knowledge And Skills / Essential Question:

Explain how the fundamental principle of limited government is protected by the Constitution and the Bill of Rights, including democracy, republicanism, federalism, the separation of powers, the system of checks and balances, and individual rights.
USHC-1.6. Knowledge And Skills / Essential Question:

Analyze the development of the two-party system during the presidency of George Washington, including controversies over domestic and foreign policies and the regional interests of the Democratic-Republicans and the Federalists.
USHC-1.7. Knowledge And Skills / Essential Question:

Summarize the expansion of the power of the national government as a result of Supreme Court decisions under Chief Justice John Marshall, such as the establishment of judicial review in Marbury v. Madison and the impact of political party affiliation on the Court.
Social Studies Literacy Skills for the Twenty-First Century:
1. Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.
2. Examine the relationship of the present to the past and use knowledge of the past to make informed decisions in the present and to extrapolate into the future.
3. Trace and describe continuity and change across cultures.
4. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-1)
5. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
6. Create a thesis supported by research to convince an audience of its validity.
(USHC-1)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
SC.USHC-2. Standard / Course—United States History and the Constitution

(Usually taught at the eleventh grade) The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century.
- USHC-2.1. Knowledge And Skills / Essential Question:
  
  Summarize the impact of the westward movement on nationalism and democracy, including the expansion of the franchise, the displacement of Native Americans from the southeast and conflicts over states’ rights and federal power during the era of Jacksonian democracy as the result of major land acquisitions such as the Louisiana Purchase, the Oregon Treaty, and the Mexican Cession.
- USHC-2.2. Knowledge And Skills / Essential Question:
  
  Explain how the Monroe Doctrine and the concept of Manifest Destiny affected the United States’ relationships with foreign powers, including the role of the United States in the Texan Revolution and the Mexican War..
- USHC-2.3. Knowledge And Skills / Essential Question:
  
  Compare the economic development in different regions (the South, the North, and the West) of the United States during the early nineteenth century, including ways that economic policy contributed to political controversies.
- USHC-2.4. Knowledge And Skills / Essential Question:
  
  Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights.
- Social Studies Literacy Skills for the Twenty-First Century:
  1. Assess the relative importance of multiple causes on outcomes.
  2. Represent and interpret Earth’s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.(USHC-2)
  3. Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.
  4. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-2)
  5. Create a thesis supported by research to convince an audience of its validity.
  (USHC-2)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
- SC.USHC-3. Standard / Course—United States History and the Constitution
  
  (Usually taught at the eleventh grade) The student will demonstrate an understanding of how regional and ideological differences led to the Civil War and an understanding of the impact of the Civil War and Reconstruction on democracy in America.
  - USHC-3.1. Knowledge And Skills / Essential Question:
    
    Evaluate the relative importance of political events and issues that divided the nation and led to civil war, including the compromises reached to maintain the balance of free and slave states, the abolitionist movement, the Dred Scott case, conflicting views on states’ rights and federal authority, the emergence of the Republican Party, and the formation of the Confederate States of America.
  - USHC-3.2. Knowledge And Skills / Essential Question:
    
    Summarize the course of the Civil War and its impact on democracy, including the major turning points; the impact of the Emancipation Proclamation; the unequal treatment afforded to African American military units; the geographic, economic, and political factors in the defeat of the Confederacy; and the ultimate defeat of the idea of secession.
  - USHC-3.3. Knowledge And Skills / Essential Question:
    
    Analyze the effects of Reconstruction on the southern states and on the role of the federal government, including the impact of the thirteenth, fourteenth, and fifteenth amendments on opportunities for African Americans.
  - USHC-3.4. Knowledge And Skills / Essential Question:
    
    Summarize the end of Reconstruction, including the role of anti–African American factions and competing national interests in undermining support for Reconstruction; the impact of the removal of federal protection for freedmen; and the impact of Jim Crow laws and voter restrictions on African American rights in the post-Reconstruction era.
  - USHC-3.5. Knowledge And Skills / Essential Question:
    
    Evaluate the varied responses of African Americans to the restrictions imposed on them in the post-Reconstruction period, including the leadership and strategies of Booker T. Washington, W. E. B. DuBois, and Ida B. Wells-Barnett.
  - Social Studies Literacy Skills for the Twenty-First Century:
    1. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
    2. Assess the relative importance of multiple causes on outcomes.
    3. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-3)
    4. Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places.
    5. Explain contemporary patterns of human behavior, culture, and political and economic systems.
    6. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
    7. Create a thesis supported by research to convince an audience of its validity.
    (USHC-3)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
  - SC.USHC-4. Standard / Course—United States History and the Constitution
    
    (Usually taught at the eleventh grade) The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries.
    - USHC-4.1. Knowledge And Skills / Essential Question:
      
      Summarize the impact that government policy and the construction of the transcontinental railroads had on the development of the national market and on the culture of Native American peoples.
    - USHC-4.2. Knowledge And Skills / Essential Question:
      
      Analyze the factors that influenced the economic growth of the United States and its emergence as an industrial power, including the abundance of natural resources; government support and protection in the form of railroad subsidies, tariffs, and labor policies; and the expansion of international markets.
    - USHC-4.3. Knowledge And Skills / Essential Question:
      
      Evaluate the role of capitalism and its impact on democracy, including the ascent of new industries, the increasing availability of consumer goods and the rising standard of living, the role of entrepreneurs, the rise of business through monopoly and the influence of business ideologies.
    - USHC-4.4. Knowledge And Skills / Essential Question:
      
      Explain the impact of industrial growth and business cycles on farmers, workers, immigrants, labor unions, and the Populist movement and the ways that these groups and the government responded to the economic problems caused by industry and business.
    - USHC-4.5. Knowledge And Skills / Essential Question:
      
      Explain the causes and effects of urbanization in late nineteenth-century America, including the movement from farm to city, the changing immigration patterns, the rise of ethnic neighborhoods, the role of political machines, and the migration of African Americans to the North, Midwest, and West.
    - USHC-4.6. Knowledge And Skills / Essential Question:
      
      Compare the accomplishments and limitations of the women’s suffrage movement and the Progressive Movement in affecting social and political reforms in America, including the roles of the media and of reformers such as Carrie Chapman Catt, Alice Paul, Jane Addams, and presidents Theodore Roosevelt and Woodrow Wilson.
    - Social Studies Literacy Skills for the Twenty-First Century:
      1. Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
      2. Assess the relative importance of multiple causes on outcomes.
      3. Analyze how a scarcity of productive resources affects economic choice.
      4. Analyze the role of government in promoting entrepreneurial activity.
      5. Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-4)
      6. Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
      7. Create a thesis supported by research to convince an audience of its validity.
      (USHC-4)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
    - SC.USHC-5. Standard / Course—United States History and the Constitution
      
      (Usually taught at the eleventh grade) The student will demonstrate an understanding of domestic and foreign developments that contributed to the emergence of the United States as a world power in the twentieth century.
      - USHC-5.1. Knowledge And Skills / Essential Question:
        
        Analyze the development of American expansionism, including the change from isolationism to intervention and the rationales for imperialism based on Social Darwinism, expanding capitalism, and domestic tensions.
      - USHC-5.2. Knowledge And Skills / Essential Question:
        
        Explain the influence of the Spanish-American War on the emergence of the United States as a world power, including the role of yellow journalism in the American declaration of war against Spain, United States interests and expansion in the South Pacific, and the debate between pro- and anti-imperialists over annexation of the Philippines.
      - USHC-5.3. Knowledge And Skills / Essential Question:
        
        Summarize United States foreign policies in different regions of the world during the early twentieth century, including the purposes and effects of the Open Door policy with China, the United States role in the Panama Revolution, Theodore Roosevelt’s “big stick diplomacy,” William Taft’s “dollar diplomacy,” and Woodrow Wilson’s “moral diplomacy” and changing worldwide perceptions of the United States.
      - USHC-5.4. Knowledge And Skills / Essential Question:
        
        Analyze the causes and consequences of United States involvement in World War I, including the failure of neutrality and the reasons for the declaration of war, the role of propaganda in creating a unified war effort, the limitation of individual liberties, and Woodrow Wilson’s leadership in the Treaty of Versailles and the creation of the League of Nations.
      - USHC-5.5. Knowledge And Skills / Essential Question:
        
        Analyze the United States rejection of internationalism, including postwar disillusionment, the Senate’s refusal to ratify the Versailles Treaty, the election of 1920, and the role of the United States in international affairs in the 1920s.
      - Social Studies Literacy Skills for the Twenty-First Century:
        
        Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
        
        Assess the relative importance of multiple causes on outcomes.
        
        Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-5)
        
        Represent and interpret Earth’s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions.(USHC-5)
        
        Explain how an interdependent, specialized, and voluntary worldwide trade network affects standards of living and economic growth.
        
        Create a thesis supported by research to convince an audience of its validity.
        
        (USHC-5)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
      - SC.USHC-6. Standard / Course—United States History and the Constitution
        
        (Usually taught at the eleventh grade) The student will demonstrate an understanding of the conflict between traditionalism and progressivism in the 1920s and the economic collapse and the political response to the economic crisis in the 1930s.
        
        USHC-6.1. Knowledge And Skills / Essential Question:
        
        Explain the impact of the changes in the 1920s on the economy, society, and culture, including the expansion of mass production techniques, the invention of new home appliances, the introduction of the installment plan, the role of transportation in changing urban life, the effect of radio and movies in creating a national mass culture, and the cultural changes exemplified by the Harlem Renaissance.
        
        USHC-6.2. Knowledge And Skills / Essential Question:
        
        Explain the causes and effects of the social change and conflict between traditional and modern culture that took place during the 1920s, including the role of women, the “Red Scare”, the resurgence of the Ku Klux Klan, immigration quotas, Prohibition, and the Scopes trial.
        
        USHC-6.3. Knowledge And Skills / Essential Question:
        
        Explain the causes and consequences of the Great Depression, including the disparities in income and wealth distribution; the collapse of the farm economy and the effects of the Dust Bowl; limited governmental regulation; taxes, investment; and stock market speculation; policies of the federal government and the Federal Reserve System; and the effects of the Depression on the people.
        
        USHC-6.4. Knowledge And Skills / Essential Question:
        
        Analyze President Franklin Roosevelt’s New Deal as a response to the economic crisis of the Great Depression, including the effectiveness of New Deal programs in relieving suffering and achieving economic recovery, in protecting the rights of women and minorities, and in making significant reforms to protect the economy such as Social Security and labor laws.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
        
        Assess the relative importance of multiple causes on outcomes.
        
        Analyze how a scarcity of productive resources affects economic choices.
        
        Analyze the role of fiscal and regulatory policies in a mixed economy.
        
        Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth.
        
        CExplain contemporary patterns of human behavior, culture, and political and economic systems.
        
        Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-6)
        
        (USHC-6)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
        
        SC.USHC-7. Standard / Course—United States History and the Constitution
        
        (Usually taught at the eleventh grade) The student will demonstrate an understanding of the impact of World War II on the United States and the nation’s subsequent role in the world.
        
        USHC-7.1. Knowledge And Skills / Essential Question:
        
        Analyze the decision of the United States to enter World War II, including the nation’s movement from a policy of isolationism to international involvement and the Japanese attack on Pearl Harbor.
        
        USHC-7.2. Knowledge And Skills / Essential Question:
        
        Evaluate the impact of war mobilization on the home front, including consumer sacrifices, the role of women and minorities in the workforce, and limits on individual rights that resulted in the internment of Japanese Americans.
        
        USHC-7.3. Knowledge And Skills / Essential Question:
        
        Explain how controversies among the Big Three Allied leaders over war strategies led to post-war conflict between the United States and the USSR, including delays in the opening of the second front in Europe, the participation of the Soviet Union in the war in the Pacific, and the dropping of atomic bombs on Hiroshima and Nagasaki.
        
        USHC-7.4. Knowledge And Skills / Essential Question:
        
        Summarize the economic, humanitarian, and diplomatic effects of World War II, including the end of the Great Depression, the Holocaust, the war crimes trials, and the creation of Israel.
        
        USHC-7.5. Knowledge And Skills / Essential Question:
        
        Analyze the impact of the Cold War on national security and individual freedom, including the containment policy and the role of military alliances, the effects of the “Red Scare” and McCarthyism, the conflicts in Korea and the Middle East, the Iron Curtain and the Berlin Wall, the Cuban missile crisis, and the nuclear arms race.
        
        USHC-7.6. Knowledge And Skills / Essential Question:
        
        Analyze the causes and consequences of social and cultural changes in postwar America, including educational programs, the consumer culture and expanding suburbanization, the advances in medical and agricultural technology that led to changes in the standard of living and demographic patterns, and the roles of women in American society.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
        
        Assess the relative importance of multiple causes on outcomes.
        
        Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-7)
        
        (USHC-7)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
        
        SC.USHC-8. Standard / Course—United States History and the Constitution
        
        (Usually taught at the eleventh grade) The student will demonstrate an understanding of social, economic and political issues in contemporary America.
        
        USHC-8.1. Knowledge And Skills / Essential Question:
        
        Analyze the African American Civil Rights Movement, including initial strategies, landmark court cases and legislation, the roles of key civil rights advocates and the media, and the influence of the Civil Rights Movement on other groups seeking equality.
        
        USHC-8.2. Knowledge And Skills / Essential Question:
        
        Compare the social and economic policies of presidents Lyndon Johnson and Richard Nixon, including support for civil rights legislation, programs for the elderly and the poor, environmental protection, and the impact of these policies on politics.
        
        USHC-8.3. Knowledge And Skills / Essential Question:
        
        Explain the development of the war in Vietnam and its impact on American government and politics, including the Gulf of Tonkin Resolution and the policies of the Johnson administration, protests and opposition to the war, the role of the media, the policies of the Nixon administration, and the growing credibility gap that culminated in the Watergate scandal.
        
        USHC-8.4. Knowledge And Skills / Essential Question:
        
        Analyze the causes and consequences of the resurgence of the conservative movement, including social and cultural changes of the 1960s and 1970s, Supreme Court decisions on integration and abortion, the economic and social policies of the Reagan administration, and the role of the media.
        
        USHC-8.5. Knowledge And Skills / Essential Question:
        
        Summarize key political and economic issues of the last twenty-five years, including continuing dependence on foreign oil; trade agreements and globalization; health and education reforms; increases in economic disparity and recession; tax policy; the national surplus, debt, and deficits; immigration; presidential resignation/impeachment; and the elections of 2000 and 2008.
        
        USHC-8.6. Knowledge And Skills / Essential Question:
        
        Summarize America’s role in the changing world, including the dissolution of the Soviet Union, the expansion of the European Union, the continuing crisis in the Middle East, and the rise of global terrorism.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
        
        Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USHC-8)
        
        Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
        
        Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth.
        
        (USHC-8)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
        
        SC.ECON-1. Standard / Course—Economics
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how scarcity and choice impact the decisions of families, businesses, communities, and nations.
        
        ECON-1.1. Knowledge And Skills / Essential Question:
        
        Explain that the practice of economic decision making is an evaluation process that measures additional benefits versus additional costs.
        
        ECON-1.2. Knowledge And Skills / Essential Question:
        
        Explain why the productive resources of land, labor, and capital are limited.
        
        ECON-1.3. Knowledge And Skills / Essential Question:
        
        Apply the concept that people respond to positive and negative incentives to past and current economic decisions.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Analyze how a scarcity of productive resources affects economic choices.
        
        Explain the opportunity cost involved in the allocation of scarce productive resources.
        
        Compare the locations of places, the conditions at places, and the connections between places.
        
        Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
        
        SC.ECON-2. Standard / Course—Economics
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how markets facilitate exchange and how market regulation costs both consumers and producers.
        
        ECON-2.1. Knowledge And Skills / Essential Question:
        
        Illustrate how markets are created when voluntary exchanges occur between buyers and sellers.
        
        ECON-2.2. Knowledge And Skills / Essential Question:
        
        Explain how efficient markets allocate goods, services, and the factors of production in a market-based economy.Explain why the productive resources of land, labor, and capital are limited.
        
        ECON-2.3. Knowledge And Skills / Essential Question:
        
        Illustrate how competition among sellers lowers costs and prices.
        
        ECON-2.4. Knowledge And Skills / Essential Question:
        
        Illustrate how an economically efficient market allocates goods and services to the buyers who are willing to pay for them.
        
        ECON-2.5. Knowledge And Skills / Essential Question:
        
        Explain how business cycles, market conditions, government policies, and inequalities affect the living standards of individuals and other economic entities.
        
        ECON-2.6. Knowledge And Skills / Essential Question:
        
        Explain how market power enables some market structures to affect their situations to varying degrees and to use this market power to increase prices and reduce output.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Examine the costs and the benefits of economic choices made by a particular society and explain how those choices affect overall economic well-being.
        
        Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.
        
        SC.ECON-3. Standard / Course—Economics
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how government policies, business cycles, inflation, deflation, savings rates, and employment affect all economic entities.
        
        ECON-3.1. Knowledge And Skills / Essential Question:
        
        Explain that institutions in a market economy help individuals and groups accomplish their goals.
        
        ECON-3.2. Knowledge And Skills / Essential Question:
        
        Illustrate how money and the consequent banking system facilitate trade, historically and currently.
        
        ECON-3.3. Knowledge And Skills / Essential Question:
        
        Explain how real interest rates adjust savings with borrowing, thus affecting the allocation of scarce resources between present and future users.
        
        ECON-3.4. Knowledge And Skills / Essential Question:
        
        Use a circular flow diagram to explain how changes in economic activity affect households and businesses.
        
        ECON-3.5. Knowledge And Skills / Essential Question:
        
        Explain how the federal government regulates the American economy in order to provide economic security, full employment, and economic equity.
        
        ECON-3.6. Knowledge And Skills / Essential Question:
        
        Explain how economic indicators are used to evaluate changes in economic activity.
        
        ECON-3.7. Knowledge And Skills / Essential Question:
        
        Illustrate the relationships among business cycles and unemployment, growth, price levels, wage rates, and investment.
        
        ECON-3.8. Knowledge And Skills / Essential Question:
        
        Explain how the Federal Reserve regulates the amount of cash that banks can acquire and retain and therefore helps to provide a foundation for economic stability.
        
        ECON-3.9. Knowledge And Skills / Essential Question:
        
        Exemplify how government, in a market economy, provides for services that private markets fail to provide and thus the costs of government policies often exceed benefits.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Explain how the United States government provides public services, redistributes income, regulates economic activity, and promotes economic growth.
        
        Analyze the role of the government in promoting entrepreneurial activity.
        
        Assess the relative importance of multiple causes on outcomes.
        
        SC.ECON-4. Standard / Course—Economics
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how trade among nations affects markets, employment, economic growth, and other activity in the domestic economy.
        
        ECON-4.1. Knowledge And Skills / Essential Question:
        
        Summarize how differing factor endowments—such as geography, the development of technology, and the abundance of labor—affect the goods and services in which a nation specializes.
        
        ECON-4.2. Knowledge And Skills / Essential Question:
        
        Explain how the United States specializes in the production of those goods and services in which it has a comparative advantage.
        
        ECON-4.3. Knowledge And Skills / Essential Question:
        
        Explain how the rise of a global marketplace contributes to the well-being of all societies but the benefits derived from globalization are unequal.
        
        ECON-4.4. Knowledge And Skills / Essential Question:
        
        Explain how a global marketplace influences domestic labor markets, wage rates, unemployment levels, and disparities in earning potentials.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Explain how political, social, and economic institutions are similar or different across time and/or throughout the world.
        
        Compare the ways that different economic systems answer the fundamental questions of what goods and services should be produced, how they should be produced, and who will consume them.
        
        Explain how an interdependent, specialized, and voluntary worldwide trade network affects a nation’s standard of living and economic growth.
        
        SC.ECON-5. Standard / Course—Economics
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of how personal financial decisions affect an individual’s present and future economic status.
        
        ECON-5.1. Knowledge And Skills / Essential Question:
        
        Explain how individuals make personal economic decisions and how current spending and acquisition of debt can impact future income.
        
        ECON-5.2. Knowledge And Skills / Essential Question:
        
        Explain that income for most people is determined by the market value of the productive resources they sell.
        
        ECON-5.3. Knowledge And Skills / Essential Question:
        
        Explain how wage rates for most workers depend upon the market value of what the workers produce for the marketplace.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Explain the use of a budget in making personal economic decisions and planning for the future.
        
        Illustrate the fact that some choices provide greater benefits than others.
        
        Explain how investment in human capital such as health, education, and training leads to economic growth.
        
        SC.USG-1. Standard / Course—United States Government
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of foundational political theory, concepts, and application.
        
        USG-1.1. Knowledge And Skills / Essential Question:
        
        Analyze political theories related to the existence, necessity, and purpose of government, including natural rights, balance of the public and private interests, and physical and economic security.
        
        USG-1.2. Knowledge And Skills / Essential Question:
        
        Analyze components of government and the governing process, including politics, power, authority, sovereignty, legitimacy, public institutions, efficacy, and civic life.
        
        USG-1.3. Knowledge And Skills / Essential Question:
        
        Evaluate the role and relationship of the citizen to government in democratic, republican, authoritarian, and totalitarian systems.
        
        USG-1.4. Knowledge And Skills / Essential Question:
        
        Analyze the institutional and organizational structure of government that allows it to carry out its purpose and function effectively, including the branches of government and legitimate bureaucratic institutions.
        
        USG-1.5. Knowledge And Skills / Essential Question:
        
        Evaluate limited government and unlimited government with regard to governance, including rule of law, the role of constitutions, civil rights, political freedom, economic freedom, and the ability of citizens to impact or influence the governing process.
        
        USG-1.6. Knowledge And Skills / Essential Question:
        
        Evaluate the organization of government in confederal, federal, and unitary systems, including the distribution of power and the advantages and disadvantages of each system.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Evaluate the validity of multiple points of view or biases by using evidence and sound reasoning.
        
        Analyze, interpret, and synthesize social studies resources to make inferences and draw conclusions.(USG-1)
        
        Model informed participatory citizenship.
        
        Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
        
        (USG-1)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
        
        SC.USG-2. Standard / Course—United States Government
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of foundational American political principles and the historical events and philosophical ideas that shaped the development and application of these principles.
        
        USG-2.1. Knowledge And Skills / Essential Question:
        
        Summarize core principles of United States government, including limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government.
        
        USG-2.2. Knowledge And Skills / Essential Question:
        
        Analyze developmental influences on the core political principles of American government, including Greek democracy, Roman republicanism, the Judeo-Christian heritage, and the European philosophers John Locke, Charles de Montesquieu, and William Blackstone.
        
        USG-2.3. Knowledge And Skills / Essential Question:
        
        Analyze the British heritage that fostered development of the core political principles of American government, including the Magna Carta, the Petition of Right (1628), the Glorious Revolution, the English Bill of Rights, and the Mayflower Compact.
        
        USG-2.4. Knowledge And Skills / Essential Question:
        
        Evaluate significant American founding documents in relation to core political principles, including the Declaration of Independence, the Articles of Confederation, state constitutions, the United States Constitution, The Federalist papers, and the Bill of Rights.
        
        USG-2.5. Knowledge And Skills / Essential Question:
        
        Evaluate significant American historical documents in relation to the application of core principles (e.g., the Virginia and Kentucky Resolutions, the Ordinance of Nullification, the Seneca Falls Declaration, the Emancipation Proclamation, Martin Luther King Jr.’s “Letter from a Birmingham Jail”), the eleventh through the twenty-seventh amendments to the Constitution, and critical Supreme Court cases.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Model informed participatory citizenship.
        
        Explain how groups work to challenge traditional institutions and effect change to promote the needs and interests of society.
        
        Analyze and evaluate evidence, arguments, claims, and beliefs.
        
        Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
        
        SC.USG-3. Standard / Course—United States Government
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of the basic organization and function of United States government on national, state, and local levels and the role of federalism in addressing the distribution of power.
        
        USG-3.1. Knowledge And Skills / Essential Question:
        
        Evaluate the Constitution as the written framework of the United States government, including expression of the core principles of limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government.
        
        USG-3.2. Knowledge And Skills / Essential Question:
        
        Evaluate the formal and informal structure, role, responsibilities, and authority of the legislative, executive, and judicial branches of the national government as the embodiments of constitutional principles.
        
        USG-3.3. Knowledge And Skills / Essential Question:
        
        Analyze federalism and its application in the United States, including the concepts of enumerated, concurrent, and reserved powers; the meaning of the ninth and tenth amendments; the principle of states’ rights; the promotion of limited government; the protection of individual rights; and the potential for conflict among the levels of government.
        
        USG-3.4. Knowledge And Skills / Essential Question:
        
        Analyze the organization and responsibilities of local and state governments in the United States federal system, including the role of state constitutions, the limitations on state governments, the typical organization of state governments, the relationship between state and local governments, and the major responsibilities of state governments.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Explain how political, social, and economic institutions are similar or different across time and/or throughout the world.
        
        Analyze and evaluate evidence, arguments, claims, and beliefs.
        
        Evaluate the validity of multiple points of view or biases by using evidence and sound reasoning.
        
        Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.
        
        SC.USG-4. Standard / Course—United States Government
        
        (Grade level unspecified; required for high school graduation) The student will demonstrate an understanding of civil rights and civil liberties, the role of American citizens in the American political system, and distinctive expressions of American political culture.
        
        USG-4.1. Knowledge And Skills / Essential Question:
        
        Evaluate the role of the citizen in the American political process, including civic responsibilities and the interaction between the citizen and government.
        
        USG-4.2. Knowledge And Skills / Essential Question:
        
        Analyze the process of political socialization and its relation to political participation.
        
        USG-4.3. Knowledge And Skills / Essential Question:
        
        Evaluate the role and function of common avenues utilized by citizens in political participation, including political parties, voting, polls, interest groups, and community service.
        
        USG-4.4. Knowledge And Skills / Essential Question:
        
        Analyze the process through which citizens monitor and influence public policy, including political parties, interest groups, the media, lobbying, donations, issue advocacy, and candidate support.
        
        USG-4.5. Knowledge And Skills / Essential Question:
        
        Evaluate the importance of civil rights and civil liberties for citizens in American political culture and the protective role of the national government through the Bill of Rights, the judicial system, and the Fourteenth Amendment.
        
        USG-4.6. Knowledge And Skills / Essential Question:
        
        Explain how fundamental values, principles, and rights often conflict within the American political system; why these conflicts arise; and how these conflicts are and can be addressed.
        
        Social Studies Literacy Skills for the Twenty-First Century:
        
        Understand responsible citizenship in relation to the state, national, and international communities.
        
        Explain his or her relationship to others in the global community.
        
        Explain contemporary patterns of human behavior, culture, and political and economic systems.
        
        Examine the relationship of the present to the past and use a knowledge of the past to make informed decisions in the present and to extrapolate into the future.

Utah: 9th-Grade Standards

Article Body

(Note: For grades 712, Utah provides standards by course, instead of by grade level. Courses to be covered in grades 712 are Utah Studies, U.S. History I, U.S. History II, Geography for Life, World Civilizations, and U.S. Government and Citizenship.

Utah public schools have also adopted the Common Core Standards for Reading for Literacy in History/Social Studies and Writing for Literacy in History/Social Studies for grades 612.)

UT.1. Standard: Utah Studies

Students will understand the interaction between Utah's geography and its inhabitants.
- 1.1. Objective:
  
  Investigate the relationship between physical geography and Utah's settlement, land use, and economy.
  - 1.1.a. Indicator:
    
    Read and interpret a variety of maps.
  - 1.1.b. Indicator:
    
    Identify the physical features and regions of Utah.
  - 1.1.c. Indicator:
    
    Compare and contrast the relationship between physical features and regions to settlement, land use, and the economy.
- 1.2. Objective:
  
  Examine the interrelationship between Utah's climate, location, landforms, and life.
  - 1.2.a. Indicator:
    
    Describe how latitude, elevation, and distance from the ocean influence Utah's climate.
  - 1.2.b. Indicator:
    
    Explain how mountains, valleys, and bodies of water affect climate.
  - 1.2.c. Indicator:
    
    Assess how climate influences life in Utah.
  - 1.2.d. Indicator:
    
    Explain how natural forces shape the living environment and landscape.
  - 1.2.e. Indicator:
    
    Investigate how natural forces shape the local environments.
  - 1.2.f. Indicator:
    
    Predict how natural forces affect environments; e.g., earthquakes, volcanic action, mudslides, flooding, erosion.
- 1.3. Objective:
  
  Assess how natural resources sustain and enhance people's lives.
  - 1.3.a. Indicator:
    
    Recognize the impact of water, minerals, wildlife, and forests on people.
  - 1.3.b. Indicator:
    
    Distinguish between renewable and non-renewable resources.
  - 1.3.c. Indicator:
    
    Analyze how natural resources improve the quality of life.
  - 1.3.d. Indicator:
    
    Assess the importance of protecting and preserving natural resources.
- 1.4. Objective:
  
  Examine how people affect the geography of Utah.
  - 1.4.a. Indicator:
    
    Identify Utah's counties and cities.
  - 1.4.b. Indicator:
    
    Assess how people change the landscape.
  - 1.4.c. Indicator:
    
    Examine how altered landscapes affect people.
UT.2. Standard: Utah Studies

Students will understand the contributions of Native American Indians, explorers, and Utah's pioneers.
- 2.1. Objective:
  
  Examine the contributions of Native American Indians to the culture of Utah.
  - 2.1.a. Indicator:
    
    Identify prehistoric and historic Native American Indian groups.
  - 2.1.b. Indicator:
    
    Examine the interrelationship between each culture and its environment.
  - 2.1.c. Indicator:
    
    Investigate spiritual, artistic, architectural, and oral traditions of Utah's Native American Indians; e.g., languages, storytelling, pottery, basketry, weaving, beadwork, and dwellings.
  - 2.1.d. Indicator:
    
    Identify how Native American Indian heritage influences Utah today.
- 2.2. Objective:
  
  Investigate the importance of explorers to Utah's settlement.
  - 2.2.a. Indicator:
    
    Explain the contributions of the Spanish, mountain men, government, and scientific explorers.
  - 2.2.b. Indicator:
    
    Identify other explorers who contributed to our understanding of Utah.
- 2.3. Objective:
  
  Describe the significance of pioneers in Utah history.
  - 2.3.a. Indicator:
    
    Explain the reasons for the Mormon migration to Utah.
  - 2.3.b. Indicator:
    
    Explore the pattern of Mormon settlement throughout the West.
  - 2.3.c. Indicator:
    
    Recognize how the Mormon pioneers' heritage influences Utah today.
  - 2.3.d. Indicator:
    
    Investigate the contributions of Utah's 'new pioneers', i.e., ethnic/multicultural/religious/scientific/technological groups.
UT.3. Standard: Utah Studies

Students will understand the relationship between government and the people of Utah.
- 3.1. Objective:
  
  Examine Utah's struggle for statehood.
  - 3.1.a. Indicator:
    
    Compare and contrast territorial and state government organization.
  - 3.1.b. Indicator:
    
    Explain the benefits of statehood over territorial government.
  - 3.1.c. Indicator:
    
    Examine the unique relationship between the sovereign Native American Indian nations, the United States government and the Utah State government.
  - 3.1.d. Indicator:
    
    Investigate how government services affect the residents of the state.
- 3.2. Objective:
  
  Examine the structure and function of city, county, and state governments.
  - 3.2.a. Indicator:
    
    Explain the role of the legislative, executive, and judicial branches in state government.
  - 3.2.b. Indicator:
    
    Assess the similarities and differences among the levels of local government.
  - 3.2.c. Indicator:
    
    Identify local officials and their responsibilities.
  - 3.2.d. Indicator:
    
    Research services that are provided by each level of government; i.e., city, county, township.
- 3.3. Objective:
  
  Assess the rights and responsibilities of citizenship.
  - 3.3.a. Indicator:
    
    Compare and contrast the United States and Utah Constitutions.
  - 3.3.b. Indicator:
    
    Explain the rights and responsibilities of good citizens.
  - 3.3.c. Indicator:
    
    Investigate how individuals can be involved in the political process.
UT.4. Standard: Utah Studies

Students will understand the diverse ways people make a living in Utah.
- 4.1. Objective:
  
  Explore the components of Utah's economy.
  - 4.1.a. Indicator:
    
    Identify the multiple components of Utah's economy; e.g., government, agriculture, mining, tourism, high tech industry.
  - 4.1.b. Indicator:
    
    Investigate Utah's global trade interdependence.
  - 4.1.c. Indicator:
    
    Research important segments of the local economy.
  - 4.1.d. Indicator:
    
    Assess factors that attract people and businesses to locate in Utah.
- 4.2. Objective:
  
  Investigate the past and present role of agriculture in Utah.
  - 4.2.a. Indicator:
    
    Identify the importance of farming and ranching to Utah's economy.
  - 4.2.b. Indicator:
    
    Explain the impact of the Great Depression on farmers and agriculture.
  - 4.2.c. Indicator:
    
    Investigate how agriculture has diversified and improved over time.
  - 4.2.d. Indicator:
    
    Examine the cultural legacy of agriculture in Utah.
- 4.3. Objective:
  
  Examine aspects that have broadened Utah's economy.
  - 4.3.a. Indicator:
    
    Investigate the role of mining in Utah.
  - 4.3.b. Indicator:
    
    Examine the railroad's impact on Utah.
  - 4.3.c. Indicator:
    
    Explain the impact of military installations.
  - 4.3.d. Indicator:
    
    Assess the development of heavy and high tech industries.
- 4.4. Objective:
  
  Investigate the current status of Utah's economy.
  - 4.4.a. Indicator:
    
    Examine the role of recreation and tourism in Utah.
  - 4.4.b. Indicator:
    
    Outline the role of labor unions.
  - 4.4.c. Indicator:
    
    Explain the effects of private, state, and federal land ownership on land use; i.e., parks, forests, trust lands, etc.
UT.5. Standard: Utah Studies

Students will understand the diverse nature of Utah's peoples and cultures.
- 5.1. Objective:
  
  Assess the cultural diversity of Utah.
  - 5.1.a. Indicator:
    
    Recognize the unique lifestyles of various cultural or ethnic groups in the local community.
  - 5.1.b. Indicator:
    
    Explain the role of immigration in changing Utah society.
  - 5.1.c. Indicator:
    
    Research the ways people maintain and preserve cultural identity; e.g., language, custom, holidays, tradition.
  - 5.1.d. Indicator:
    
    Explain the issues immigrants encounter in adapting to life in Utah.
- 5.2. Objective:
  
  Investigate the contributions of Utah's religious and ethnic groups, including Native American Indians.
  - 5.2.a. Indicator:
    
    Identify Utah's religious and ethnic groups.
  - 5.2.b. Indicator:
    
    Explain the reasons Utah's religious and ethnic groups settled in Utah.
  - 5.2.c. Indicator:
    
    Explain the benefits each ethnic and religious group adds to Utah's society.
  - 5.2.d. Indicator:
    
    Investigate how Utah's religious and ethnic groups adapt and interact.
- 5.3. Objective:
  
  Assess the diverse cultural and recreational opportunities available in Utah.
  - 5.3.a. Indicator:
    
    Examine Utah arts opportunities in the areas of dance, music, theater, and visual arts.
  - 5.3.b. Indicator:
    
    Investigate recreational opportunities in Utah.
UT.6. Standard: Utah Studies

Students will understand the impact of major contemporary events that concern the land and people of Utah.
- 6.1. Objective:
  
  Identify and investigate major contemporary events that affect individuals, institutions, and society.
  - 6.1.a. Indicator:
    
    Examine different points of view on important events; e.g., points of view on land, politics.
  - 6.1.b. Indicator:
    
    Identify the impact each point of view may have on the state.
  - 6.1.c. Indicator:
    
    Investigate the avenues available for individual or community involvement.

UT.1. Standard: U.S. History I

Students will interpret the role of geography in shaping United States history.
- 1.1. Objective:
  
  Determine how geography affected the development of the United States.
  - 1.1.a. Indicator:
    
    Identify the five themes of geography; i.e., location, place, human-environmental interaction, movement, and region.
  - 1.1.b. Indicator:
    
    Apply the five themes of geography as they relate to the development of the United States.
- 1.2. Objective:
  
  Utilize geographic skills as they relate to the study of the United States.
  - 1.2.a. Indicator:
    
    Locate the major physical features, including the plains, major rivers, bodies of water, mountain ranges, and continents.
  - 1.2.b. Indicator:
    
    Locate the major political features, including countries, regions, and states.
  - 1.2.c. Indicator:
    
    Apply map and globe skills to the study of United States history; e.g., direction, legend, scale, grid coordinates.
UT.2. Standard: U.S. History I

Students will investigate the relationship between events of different time periods.
- 2.1. Objective:
  
  Develop an awareness of current events.
  - 2.1.a. Indicator:
    
    Use print and broadcast media to acquire an awareness of current events.
  - 2.1.b. Indicator:
    
    Recognize the difference between fact and opinion, and discern bias in the media.
- 2.2. Objective:
  
  Analyze how contemporary concerns and events affect and are affected by history.
  - 2.2.a. Indicator:
    
    Apply knowledge of historical events to recent major events.
  - 2.2.b. Indicator:
    
    Utilize contemporary news to discuss past events.
UT.3. Standard: U.S. History I

Students will understand the changes caused by European exploration in the Americas.
- 3.1. Objective:
  
  Explore life among the various American Indian nations prior to European exploration of the New World.
  - 3.1.a. Indicator:
    
    Identify the major regional American Indian nations of North America.
  - 3.1.b. Indicator:
    
    Examine the cultures of American Indian nations; e.g., languages, beliefs, traditions, and lifestyles.
- 3.2. Objective:
  
  Analyze the reasons for European exploration.
  - 3.2.a. Indicator:
    
    Explain the economic reasons behind exploration; e.g., trade routes, discoveries of fine goods in the East, search for raw materials.
  - 3.2.b. Indicator:
    
    Examine the political reasons behind exploration; e.g., empire building, European rivalries.
  - 3.2.c. Indicator:
    
    Investigate the social reasons behind exploration; e.g., spreading ideas and beliefs, seeking religious freedoms.
  - 3.2.d. Indicator:
    
    Identify key individuals who contributed to European exploration; e.g. Columbus, Cartier, Cabot, Hudson.
- 3.3. Objective:
  
  Assess the impact of European exploration on African slaves and American Indian nations.
  - 3.3.a. Indicator:
    
    Examine the reasons for slavery in the New World; e.g., cotton, sugar, tobacco.
  - 3.3.b. Indicator:
    
    Trace the beginnings of the slave trade in the Americas.
  - 3.3.c. Indicator:
    
    Investigate the transportation of African slaves to the Americas; i.e., triangular trade routes, the middle passage.
  - 3.3.d. Indicator:
    
    Explore the impact of the Europeans and the resulting destruction of American Indian cultures; e.g., the Spanish Conquistadors, disease brought by Europeans, European settlement.
UT.4. Standard: U.S. History I

Students will analyze European colonization and settlement of North America.
- 4.1. Objective:
  
  Explain where and why European countries colonized North America, e.g., the Netherlands, England, France, Spain.
  - 4.1.a. Indicator:
    
    Identify motives for exploration; e.g., religion, expansion, trade, wealth.
  - 4.1.b. Indicator:
    
    Locate the geographical regions of European settlement.
  - 4.1.c. Indicator:
    
    Investigate the contributions and influences of the major European powers.
- 4.2. Objective:
  
  Assess the reasons for settlement of the English colonies.
  - 4.2.a. Indicator:
    
    Compare the reasons for settlement in the New England, Middle, and Southern colonies.
  - 4.2.b. Indicator:
    
    Explain the contributions of key individuals in the settling of the English colonies; e.g., John Smith, Lord Baltimore, William Bradford.
  - 4.2.c. Indicator:
    
    Identify key groups involved in the settlement of the English colonies; e.g., Virginia Company, Pilgrims, Puritans, Quakers.
  - 4.2.d. Indicator:
    
    Determine the reasons for conflict between the European powers in North America.
  - 4.2.e. Indicator:
    
    Examine the causes and outcomes of the French and Indian War.
- 4.3. Objective:
  
  Examine the economic, political, and social patterns in the development of the 13 English colonies.
  - 4.3.a. Indicator: Contrast the economies of the three major Colonial regions
    
    New England, Middle, and Southern.
  - 4.3.b. Indicator:
    
    Assess the impact of geography on the economies of the three major regions.
  - 4.3.c. Indicator:
    
    Explain the development of self-government in the colonies.
  - 4.3.d. Indicator:
    
    Investigate the lifestyles and cultures of the New England, Middle, and Southern colonies; e.g., education, slavery, religion.
UT.5. Standard: U.S. History I

Students will understand the significance of the American Revolution in the development of the United States.
- 5.1. Objective:
  
  Analyze what ideas and events led to the Revolutionary movement.
  - 5.1.a. Indicator:
    
    Explore the events leading to the outbreak of armed conflict between the American colonies and Great Britain.
  - 5.1.b. Indicator:
    
    Analyze the origin of the ideas behind the revolutionary movement and the movement toward independence; e.g., social contract, natural rights, English traditions.
  - 5.1.c. Indicator:
    
    Explain the major ideas expressed in the Declaration of Independence.
- 5.2. Objective:
  
  Assess the factors affecting the course of the war and contributing to American victory.
  - 5.2.a. Indicator:
    
    Examine how the Revolutionary War affected the colonists.
  - 5.2.b. Indicator:
    
    Explain the events that brought European aid to the American cause.
  - 5.2.c. Indicator:
    
    Examine the advantages and disadvantages of the Continental Army against British resources.
- 5.3. Objective:
  
  Evaluate the contributions of key people and groups to the Revolution.
  - 5.3.a. Indicator:
    
    Identify the contributions of colonial leaders; e.g., George Washington, Thomas Paine, Alexander Hamilton, Sam Adams, John Adams.
  - 5.3.b. Indicator:
    
    Analyze the role various political groups played in the Revolutionary movement; e.g., Sons and Daughters of Liberty, Committees of Correspondence, 1st and 2nd Continental Congress.
  - 5.3.c. Indicator:
    
    Examine the contributions of various social groups to the Revolutionary movement; e.g., women, free and enslaved blacks, American Indians.
- 5.4. Objective:
  
  Examine the effects of the Revolution on the United States.
  - 5.4.a. Indicator:
    
    Analyze the terms of the Treaty of Paris of 1783.
  - 5.4.b. Indicator:
    
    Determine the weaknesses of the Articles of Confederation.
  - 5.4.c. Indicator:
    
    Investigate the problems that faced the emerging nation; e.g., debt, lack of unified central government, international relations.
  - 5.4.d. Indicator:
    
    Explain the effect the Revolution had on people; e.g., Native American Indians, slaves, European immigrants.
UT.6. Standard: U.S. History I

Students will understand the structure and function of the United States government established by the Constitution.
- 6.1. Objective:
  
  Assess the foundations and principles that led to the development of the Constitution.
  - 6.1.a. Indicator:
    
    Analyze the factors involved in convening the Constitutional Convention.
  - 6.1.b. Indicator:
    
    Investigate the ideas and documents that became the foundation for the United States Constitution; e.g., Magna Carta, Iroquois Confederation, European philosophers.
- 6.2. Objective:
  
  Analyze the compromises that led to the ratification of the Constitution.
  - 6.2.a. Indicator:
    
    Compare the Federalists and Anti-Federalist ratification debates.
  - 6.2.b. Indicator:
    
    Examine the Constitution ratification compromises; i.e., 3/5 Compromise, Great Compromise, Bill of Rights.
- 6.3. Objective:
  
  Examine the basic structure of the Constitution.
  - 6.3.a. Indicator:
    
    Identify the major elements of the United States Constitution.
  - 6.3.b. Indicator:
    
    Explain the purpose of the Constitution as outlined in the preamble.
  - 6.3.c. Indicator:
    
    Explore the role and functions of the three branches of government.
  - 6.3.d. Indicator:
    
    Examine the Constitutional principles of separation of powers and checks and balances.
  - 6.3.e. Indicator:
    
    Determine the role of the Constitution as a living document.
- 6.4. Objective:
  
  Analyze the rights, liberties, and responsibilities of citizens.
  - 6.4.a. Indicator:
    
    Identify the responsibilities of citizenship to secure liberties; e.g., vote, perform jury duty, obey laws.
  - 6.4.b. Indicator:
    
    Examine the Bill of Rights and its specific guarantees.
UT.7. Standard: U.S. History I

Students will explore the territorial growth of the United States before the Civil War.
- 7.1. Objective:
  
  Describe the ideas and events that motivated the expansion of the United States.
  - 7.1.a. Indicator:
    
    Explain Manifest Destiny and its role in American expansion; e.g., land acquisition, economy, immigration.
  - 7.1.b. Indicator:
    
    Examine the background and consequences of the Louisiana Purchase.
  - 7.1.c. Indicator:
    
    Investigate the role of explorers in the expansion of the United States; e.g., Lewis and Clark, Pike, Fremont.
  - 7.1.d. Indicator:
    
    Examine the groups of people that came West; e.g., mountain men, Mormon pioneers, California 49ers, Asian and Irish immigrants.
- 7.2. Objective:
  
  Examine the conflicts during the American expansion.
  - 7.2.a. Indicator:
    
    Investigate the causes and results of the War of 1812.
  - 7.2..b. Indicator:
    
    Analyze government policies toward and treaties with American Indian nations; e.g., relocation, removal, assimilation, and sovereignty.
  - 7.2.c. Indicator:
    
    Investigate the impact of the Mexican War on the land and people of the American Southwest; e.g., Mexican Cession, Texas, Gadsden Purchase.
- 7.3. Objective:
  
  Analyze how new inventions and transportation methods stimulated western expansion.
  - 7.3a. Indicator:
    
    Research the impact of inventions on expansion; e.g., farming, industry, communication.
  - 7.3.b. Indicator:
    
    Examine developments in transportation; e.g., expansion of roads and trails, steamboats, and railroads.
- 7.4. Objective:
  
  Assess the impact of the Industrial Revolution on the United States.
  - 7.4.a. Indicator:
    
    Examine the development of the factory system.
  - 7.4.b. Indicator:
    
    Analyze the role of factories on the growth of northern cities.
  - 7.4.c. Indicator:
    
    Determine how the Industrial Revolution affected the North, South, and West differently.
  - 7.4.d. Indicator:
    
    Investigate the changes in working conditions caused by the Industrial Revolution.
UT.8. Standard: U.S. History I

Students will examine the expansion of the political system and social rights before the Civil War.
- 8.1. Objective:
  
  Investigate the development of the American political party system.
  - 8.1.a. Indicator:
    
    Examine the differences between the Federalists and the Democratic-Republicans.
  - 8.1.b. Indicator:
    
    Trace the development of new political parties throughout the 18th and 19th centuries; e.g., Whigs, Jacksonian Democrats, Republicans.
  - 8.1.c. Indicator:
    
    Determine the role of third parties as an agent of reform.
  - 8.1.d. Indicator:
    
    Investigate the role of political parties in the electoral process.
- 8.2. Objective:
  
  Analyze the evolution of democracy and the extension of democratic principles.
  - 8.2.a. Indicator:
    
    Examine how the Supreme Court strengthened the national government.
  - 8.2.b. Indicator:
    
    Analyze how states' rights issues led to growing sectionalism.
  - 8.2.c. Indicator:
    
    Investigate the relationship between national and state governments in expanding democracy.
  - 8.2.d. Indicator:
    
    Appraise how the political process changed to involve more people.
- 8.3. Objective:
  
  Analyze the impact of social reforms on Americans during the 19th century.
  - 8.3.a. Indicator:
    
    Examine the abolitionist movement; e.g., Sojourner Truth, William Lloyd Garrison, Frederick Douglas, the Grimke sisters.
  - 8.3.b. Indicator:
    
    Investigate the impact of reform in education, religion, prisons and the treatment of the mentally ill during this period.
  - 8.3.c. Indicator:
    
    Examine the extension of women's political and legal rights.
UT.9. Standard: U.S. History I

Students will understand the significance of the Civil War Era to the United States.
- 9.1. Objective:
  
  Analyze differences and events that led to the Civil War.
  - 9.1.a. Indicator:
    
    Describe the cultural differences between the North and the South.
  - 9.1.b. Indicator:
    
    Examine the sectional economic differences of the United States; e.g., slavery, industry, agriculture, geography.
  - 9.1.c. Indicator:
    
    Analyze how states' rights led to conflict between the North and the South.
  - 9.1.d. Indicator:
    
    Trace the failure of compromise to ease sectional differences; e.g., Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act.
  - 9.1.e. Indicator:
    
    Investigate how the abolitionist movement increased sectional tensions between the Northern and Southern states; e.g., John Brown's raid, Dred Scott decision, Uncle Tom's Cabin, and Fugitive Slave Law.
  - 9.1.f. Indicator:
    
    Assess how the election of 1860 led to secession.
- 9.2. Objective:
  
  Determine the factors that affected the course of the war and contributed to Union victory.
  - 9.2.a. Indicator:
    
    Compare the advantages and disadvantages of the Union and the Confederacy.
  - 9.2.b. Indicator:
    
    Analyze the impact of the Emancipation Proclamation on the United States and the Confederacy.
  - 9.2.c. Indicator:
    
    Identify the contributions of key individuals in the Civil War; e.g., Lincoln, Davis, Lee, Grant.
  - 9.2.d. Indicator:
    
    Investigate how the Civil War affected all people in the United States land area.
- 9.3. Objective:
  
  Evaluate the Reconstruction period and how it affected the United States following the Civil War.
  - 9.3.a. Indicator:
    
    Explain the purpose of Reconstruction.
  - 9.3.b. Indicator:
    
    Analyze the social impact of Reconstruction; e.g., abolition of slavery, integration of races, fall of Southern society, education.
  - 9.3.c. Indicator:
    
    Determine the economic changes in the country caused by Reconstruction.
  - 9.3.d. Indicator:
    
    Explain the political changes brought about by the Reconstruction Era; e.g., 13th, 14th, and 15th Amendments, voting regulations, military districts.
UT.10. Standard: U.S. History I

Students will understand the development of the American West following the Civil War.
- 10.1. Objective:
  
  Analyze the factors that brought people west.
  - 10.1.a. Indicator:
    
    Examine why peoples came to the West; e.g., farmers, ranchers, miners, American Indian nations, immigrants, adventurers.
  - 10.1.b. Indicator:
    
    Investigate the impact of mining and ranching on the land and people.
  - 10.1.c. Indicator:
    
    Assess the impact of the railroad on western development.
- 10.2. Objective:
  
  Analyze the settlement of the American West.
  - 10.2.a. Indicator:
    
    Examine the changes of the landscape due to settlement patterns.
  - 10.2.b. Indicator:
    
    Investigate the development of cities in the West.
  - 10.2.c. Indicator:
    
    Assess the impact western settlement patterns had on the Native American Indians.
- 10.3. Objective:
  
  Investigate the conflict among various groups involved in the settlement of the West.
  - 10.3.a. Indicator:
    
    Determine the reasons and groups involved in conflict during the settlement of the West; e.g., ranchers, miners, farmers, American Indian nations, immigrants.
  - 10.3.b. Indicator:
    
    Examine the consequences of conflict in the settlement of the West.

UT.1. Standard: U.S. History II

Students will expand their knowledge of pre-Reconstruction America.
- 1.1. Objective:
  
  Examine the American colonial experience.
  - 1.1.a. Indicator:
    
    Identify reasons for the establishment of colonies in America.
  - 1.1.b. Indicator:
    
    Examine the rise of American culture in the New England, Middle, and Southern colonies.
- 1.2. Objective:
  
  Investigate the development of the United States government, its institutions, and its politics.
  - 1.2.a. Indicator:
    
    Identify the philosophies which influenced the development of the Constitution, separation of powers, balance of power, and the elastic clause.
  - 1.2.b. Indicator:
    
    Analyze the Constitution's creation and impact on the new United States.
  - 1.2.c. Indicator:
    
    Trace the development of American government and politics from the Federalist period through Jacksonian democracy.
- 1.3. Objective:
  
  Analyze the growth and division of the United States from 1820 through 1877.
  - 1.3.a. Indicator:
    
    Trace the United States' expansion and growth from the Atlantic to the Pacific.
  - 1.3.b. Indicator:
    
    Recognize the sectional differences that developed during the antebellum period.
  - 1.3.c. Indicator:
    
    Evaluate the causes, course, and consequences of the Civil War.
  - 1.3.d. Indicator:
    
    Analyze the successes and failures of the Reconstruction period following the Civil War.
  - 1.3.e. Indicator:
    
    Examine the United States' policies relating to American Indians.
UT.2. Standard: U.S. History II

Students will understand how the growth of industry changed the United States.
- 2.1. Objective:
  
  Assess how transportation, communication, and marketing improvements and innovations transformed the American economy in the late 19th and early 20th centuries.
  - 2.1.a. Indicator:
    
    Identify major American inventions and how they affected the United States; e.g., telephone, electricity, car, motion pictures.
  - 2.1.b. Indicator:
    
    Explain the expansion of transportation and communication in the United States following the Civil War.
  - 2.1.c. Indicator:
    
    Determine the impact of industrialization on the American economy and society.
  - 2.1.d. Indicator:
    
    Examine how the market revolution affected retail distribution of goods in the cities and in rural areas.
- 2.2. Objective:
  
  Evaluate the prominent business leaders and the business organizations that influenced the growth of industrialization in the United States.
  - 2.2.a. Indicator:
    
    Examine the roles of American industrialists; e.g., Rockefeller, Morgan, Carnegie, Vanderbilt, Ford.
  - 2.2.b. Indicator:
    
    Evaluate the growth and influences of monopolies and trusts on capitalism.
- 2.3. Objective:
  
  Assess how the growth of industry affected the movement of people into and within the United States.
  - 2.3.a. Indicator:
    
    Determine the demographic changes in population from the 1890's to the present.
  - 2.3.b. Indicator:
    
    Investigate the influences that affected various immigrant groups entering the United States.
  - 2.3.c. Indicator:
    
    Examine the working conditions of immigrant workers; e.g., factory, mine, agriculture, transportation.
- 2.4. Objective:
  
  Investigate the challenges presented to urban inhabitants.
  - 2.4.a. Indicator:
    
    Identify how American cities spawned American architecture.
  - 2.4.b. Indicator:
    
    Examine living conditions in tenements.
  - 2.4.c. Indicator:
    
    Compare the attitudes of Social Darwinism with those of Social Gospel believers.
UT.3. Standard: U.S. History II

Students will recognize how social reform occurred at the turn of the century.
- 3.1. Objective:
  
  Investigate reform movements and their prominent leaders.
  - 3.1.a. Indicator:
    
    Examine the problems faced by American farmers created by the new market economy and the rise of the Populist Party.
  - 3.1.b. Indicator:
    
    Analyze the growth and influence of political machines; i.e., muckrakers, Progressives.
  - 3.1.c. Indicator:
    
    Investigate the emerging civil rights movements for women and Afro-Americans.
- 3.2. Objective:
  
  Assess the growth and development of labor unions and their key leaders.
  - 3.2.a. Indicator:
    
    Trace the development of national labor unions.
  - 3.2.b. Indicator:
    
    Determine the impact of collective bargaining.
  - 3.2.c. Indicator:
    
    Analyze the development of socialism in the United States.
UT.4. Standard: U.S. History II

Students will understand how war affected the early 20th century.
- 4.1. Objective:
  
  Investigate how the United States became involved in imperialism and the Spanish-American War.
  - 4.1.a. Indicator:
    
    Determine the economic, social, and military affects of United States imperialism.
  - 4.1.b. Indicator:
    
    Examine the cause, course, and consequences of the Spanish-American War.
  - 4.1.c. Indicator:
    
    Assess how America's imperialism altered relationships with the Far East and Latin America.
- 4.2. Objective:
  
  Examine how World War I affected the military and the home front of the United States.
  - 4.2.a. Indicator:
    
    Identify major causes of World War I and the United States' involvement and influence in the war; i.e., Wilson's fourteen points, the Versailles Treaty.
  - 4.2.b. Indicator:
    
    Determine the reasons the United States Senate refused to join the League of Nations.
  - 4.2.c. Indicator:
    
    Examine the impact World War I had on the United States; e.g., government policy, industrial might, civil liberties.
UT.5. Standard: U.S. History II

Students will understand how Americans reacted to rapid social change during the 1920's.
- 5.1. Objective:
  
  Analyze how the United States coped with rapid economic and technological advances.
  - 5.1.a. Indicator:
    
    Investigate how mass media affected American society.
  - 5.1.b. Indicator:
    
    Assess how new inventions and consumerism influenced daily life.
  - 5.1.c. Indicator:
    
    Explain how the automobile affected the business and landscape of America.
- 5.2. Objective:
  
  Examine the experiences of black Americans and women in the early 20th century.
  - 5.2.a. Indicator:
    
    Account for the sudden growth of black consciousness.
  - 5.2.b. Indicator:
    
    Describe the changes in women's attitudes and roles in society.
UT.6. Standard: U.S. History II

Students will understand how the Great Depression and the New Deal affected the United States.
- 6.1. Objective:
  
  Investigate the impact of the Great Depression on the United States.
  - 6.1.a. Indicator:
    
    Analyze the major causes of the Great Depression.
  - 6.1.b. Indicator:
    
    Examine the social effects of the Great Depression.
- 6.2. Objective:
  
  Analyze the long-term effects of the New Deal on the United States.
  - 6.2.a. Indicator:
    
    Explore the purposes and effectiveness of the New Deal; e.g., presidency, economics, politics.
  - 6.2.b. Indicator:
    
    Investigate the shift of power from state to federal government.
UT.7. Standard: U.S. History II

Students will understand the causes, course, and consequences of the United States' role in World War II.
- 7.1. Objective:
  
  Determine how America shifted from isolationism to intervention.
  - 7.1.a. Indicator:
    
    Analyze the factors that led to militarism and fascist aggression in the world.
  - 7.1.b. Indicator:
    
    Determine how the attack on Pearl Harbor forced the United States out of isolationism.
  - 7.1.c. Indicator:
    
    Examine how the alliance systems led the United States into World War II.
  - 7.1.d. Indicator:
    
    Investigate the major campaigns of the United States in the European and Pacific theaters; e.g., Midway, D-Day, Battle of the Bulge, island hopping, and the bombing of Japan.
- 7.2. Objective:
  
  Examine the impact World War II had on the American home front.
  - 7.2.a. Indicator:
    
    Identify the impact of World War II on minority groups in America.
  - 7.2.b. Indicator:
    
    Examine the role women played in the wartime workforce.
  - 7.2.c. Indicator:
    
    Trace American mobilization for war.
- 7.3. Objective:
  
  Evaluate how the rules and weapons of war changed during World War II.
  - 7.3.a. Indicator:
    
    Assess how the war expanded beyond military targets to civilian centers.
  - 7.3.b. Indicator:
    
    Evaluate how technology changed the weapons used in World War II and introduced the atomic age.
- 7.4. Objective:
  
  Investigate the Post-War Baby Boom's influence on America.
  - 7.4.a. Indicator:
    
    Assess the influence of the G.I. Bill on the American lifestyle.
  - 7.4.b. Indicator:
    
    Trace the development of consumerism and the economy on the Baby Boom generation.
  - 7.4.c. Indicator:
    
    Trace the development of television and its impact on American culture.
  - 7.4.d. Indicator:
    
    Investigate the cultural and social impact of the Baby Boom generation on the American people.
UT.8. Standard: U.S. History II

Students will understand the United States' domestic and international position in the Cold War era.
- 8.1. Objective:
  
  Investigate how the postwar goals and action of the United States and the Soviet Union was manifested throughout the world.
  - 8.1.a. Indicator:
    
    Analyze the organization and operation of the United Nations.
  - 8.1.b. Indicator:
    
    Evaluate the effectiveness of American post-war foreign policy in Europe and the Soviet Union's reaction.
  - 8.1.c. Indicator:
    
    Examine the world's reaction to nuclear weapons.
- 8.2. Objective:
  
  Analyze the Cold War ideology of the United States' involvement in Asia.
  - 8.2.a. Indicator:
    
    Explain America's reaction to the fall of China to Communism under Mao Zedong.
  - 8.2.b. Indicator:
    
    Trace American and United Nations involvement in the Korean Police Action.
  - 8.2.c. Indicator:
    
    Examine the various factors that drew the United States into conflict with North Vietnam and Ho Chi Minh.
  - 8.2.d. Indicator:
    
    Investigate how the Vietnam War changed the nature of warfare.
- 8.3. Objective:
  
  Summarize the political, social, and economic reactions to the Cold War in the United States.
  - 8.3.a. Indicator:
    
    Examine the successes and failures of the various political administrations; i.e., Kennedy, Lyndon B. Johnson, Nixon.
  - 8.3.b. Indicator:
    
    Analyze the Great Society programs aimed at ending poverty.
  - 8.3.c. Indicator:
    
    Examine the impact of McCarthyism and Watergate on citizens' attitude toward government.
  - 8.3.d. Indicator:
    
    Trace the development of space exploration.
- 8.4. Objective:
  
  Investigate the end of the Cold War and examine America's role in the changing world.
  - 8.4.a. Indicator:
    
    Compare differing American reactions to overseas military involvement.
  - 8.4.b. Indicator:
    
    Trace the events that resulted in the breakup of the USSR.
  - 8.4.c. Indicator:
    
    Examine the superpower status of the United States in the world.
UT.9. Standard: U.S. History II

The students will understand the emergence and development of the human rights and culture in the modern era.
- 9.1. Objective:
  
  Analyze how the civil rights movement affected United States society.
  - 9.1.a. Indicator:
    
    Identify the causes and consequences of civil rights legislation and court decisions.
  - 9.1.b. Indicator:
    
    Investigate the fight for political, economic, and social equality of women.
  - 9.1.c. Indicator:
    
    Analyze how the black civil rights movement utilized both social and political actions to achieve its goals.
  - 9.1.d. Indicator:
    
    Investigate the gains in civil rights made by the American Indian nations, Mexican Americans, and other ethnic groups in the last half of the twentieth century.
- 9.2. Objective:
  
  Analyze the impact of the counter culture since the 1960's.
  - 9.2.a. Indicator:
    
    Trace the development of the counter culture from the anti-Vietnam movement.
  - 9.2.b. Indicator:
    
    Assess the development of mass media as the voice of the counter culture.
  - 9.2.c. Indicator:
    
    Examine the impact of drugs on the counter culture and the United States.
UT.10. Standard: U.S. History II

The students will understand the economic and political changes of contemporary America.
- 10.1. Objective:
  
  Analyze the economy of the contemporary United States.
  - 10.1.a. Indicator:
    
    Examine the effects of economics on modern society.
  - 10.1.b. Indicator:
    
    Trace the development of computers and the Internet and their impact on American business and globalization.
- 10.2. Objective:
  
  Determine how politics was changed by the end of the Cold War.
  - 10.2.a. Indicator:
    
    Examine the 'Reagan Revolution,' its goals, success, and failures.
  - 10.2.b. Indicator:
    
    Determine the impact of environmentalism on the United States.
  - 10.2.c. Indicator:
    
    Analyze the impact of international terrorism on the United States.
UT.1. Standard: Geography for Life

Students will understand the world in spatial terms.
- 1.1. Objective:
  
  Use maps and other geographic tools to acquire information from a spatial perspective.
  - 1.1.a. Indicator:
    
    Explain the differences between major types of map projections.
  - 1.1.b. Indicator:
    
    Examine characteristics of maps and globes such as latitude, longitude, great circle routes, cardinal directions, compass rose, legend, scale, relief, grid system, and time zones.
  - 1.1.c. Indicator:
    
    Explain selected map concepts, including rotation, revolution, axis, seasons, solstice, equinox, and the earth/sun relationship of weather patterns.
  - 1.1.d. Indicator:
    
    Collect and interpret geographic data using maps, charts, population pyramids, cartograms, remote sensing, and Geographic Information Systems (GIS).
- 1.2. Objective:
  
  Explore the concept of mental maps to organize information about people, places, and environments.
  - 1.2.a. Indicator:
    
    Define mental mapping.
  - 1.2.b. Indicator:
    
    Appraise mental maps, from simple to complex.
- 1.3. Objective:
  
  Analyze the spatial organization of people, places, and environments on the earth's surface.
  - 1.3.a. Indicator:
    
    Describe the importance and role of location in geographic studies.
  - 1.3.b. Indicator:
    
    Apply the geographic mode of inquiry (What? Where? How? And So What?) to world regions.
  - 1.3.c. Indicator:
    
    Evaluate the locational importance of human and natural resources using maps, satellite images, and databases.
  - 1.3.d. Indicator:
    
    Define absolute and relative location recognizing political and physical boundaries.
UT.2. Standard: Geography for Life

Students will understand the human and physical characteristics of places and regions.
- 2.1. Objective:
  
  Interpret place by its human and physical characteristics.
  - 2.1.a. Indicator:
    
    Examine human characteristics, including language, religion, population, political and economic systems, and quality of life.
  - 2.1.b. Indicator:
    
    Investigate physical characteristics such as landforms, climates, water cycle, vegetation, and animal life.
  - 2.1.c. Indicator:
    
    Recognize that places change over time.
- 2.2. Objective:
  
  Assess how people create regions to interpret the earth's surface.
  - 2.2.a. Indicator:
    
    Recognize how peoples create regions to understand a large, complex, and changing world.
  - 2.2.b. Indicator:
    
    Characterize the similarities and differences within and between regions.
- 2.3. Objective:
  
  Evaluate how culture and experience influence the way people live in places and regions.
  - 2.3.a. Indicator:
    
    List and define components of culture; e.g., race, gender roles, education, religion.
  - 2.3.b. Indicator:
    
    Explain the effects of cultural diffusion from country to country.
UT.3. Standard: Geography for Life

Students will understand how physical processes shape the earth's surface.
- 3.1. Objective:
  
  Examine the physical processes that shape the earth's surface.
  - 3.1.a. Indicator:
    
    Examine the role of plate tectonics in shaping the earth's surface.
  - 3.1.b. Indicator:
    
    Assess the external forces of weathering and erosion.
  - 3.1.c. Indicator:
    
    Explain the factors that combine to shape climatic and vegetation patterns on earth.
- 3.2. Objective:
  
  Assess the characteristics and location of ecosystems.
  - 3.2.a. Indicator:
    
    Identify the characteristics of ecosystems.
  - 3.2.b. Indicator:
    
    Use geographic tools to identify the location and distribution of global ecosystems.
  - 3.2.c. Indicator:
    
    Compare regions of the earth with similar physical features, such as semi-arid regions in Utah with other semiarid regions of the world.
UT.4. Standard: Geography for Life

Students will understand how human activities shape the earth's surface.
- 4.1. Objective:
  
  Analyze the characteristics, distribution, and migration of human populations on the earth's surface.
  - 4.1.a. Indicator:
    
    Describe how physical environments provide geographic advantage or disadvantage.
  - 4.1.b. Indicator:
    
    Examine the importance of water to settlement patterns.
  - 4.1.c. Indicator:
    
    Explain why people who modify their physical environment in one place cause change in other places.
  - 4.1.d. Indicator:
    
    Investigate how people adapt to their environment.
- 4.2. Objective:
  
  Analyze economic interdependence among regions and countries.
  - 4.2.a. Indicator:
    
    Examine economic networks, from local to global.
  - 4.2.b. Indicator:
    
    Assess how nations and cultures are linked through transportation, communication, language, currency, goods, and services.
- 4.3. Objective:
  
  Investigate various forms of governance and how they affect peoples and landscapes.
  - 4.3.a. Indicator:
    
    Compare and contrast political systems within world regions.
  - 4.3.b. Indicator:
    
    Determine the role of government in contemporary and historical world issues.
UT.5. Standard: Geography for Life

Students will understand the interaction of physical and human systems.
- 5.1. Objective:
  
  Explore how humans change the environment and how the environment changes humans.
  - 5.1.a. Indicator:
    
    Evaluate the role of technology in modifying the physical environment.
  - 5.1.b. Indicator:
    
    Explain how historical events affect physical and human systems.
  - 5.1.c. Indicator:
    
    Discuss regional issues; e.g., desertification, deforestation, pollution.
  - 5.1.d. Indicator:
    
    Predict the potential effect of human modification on the physical environment.
- 5.2. Objective:
  
  Assess the importance of natural and human resources.
  - 5.2.a. Indicator:
    
    Describe the roles of natural and human resources in daily life.
  - 5.2.b. Indicator:
    
    Identify worldwide distribution and use of human and natural resources.
  - 5.2.c. Indicator:
    
    Compare and contrast the use of renewable and nonrenewable resources.
  - 5.2.d. Indicator:
    
    Evaluate the role of energy resources as they are consumed, conserved, and recycled.
UT.6. Standard: Geography for Life

Students will use geographic knowledge to connect to today's world.
- 6.1. Objective:
  
  Apply geographic concepts to interpret the past.
  - 6.1.a. Indicator:
    
    Apply an understanding of cultures as an integrated whole including traditions, behavior patterns, and technologies.
  - 6.1.b. Indicator:
    
    Explain why and how individuals, groups, and institutions respond to continuity and change.
  - 6.1.c. Indicator:
    
    Relate economic development to the distribution of resources.
  - 6.1.d. Indicator:
    
    Recognize that both human choices and natural events have consequences.
- 6.2. Objective:
  
  Apply geographic concepts to interpret the present and plan for the future.
  - 6.2.a. Indicator:
    
    Examine how the unequal distribution of resources effects economic development.
  - 6.2.b. Indicator:
    
    Investigate career opportunities available through the application of geography skills and concepts.
  - 6.2.c. Indicator:
    
    Participate in community activities respecting the environment and personal property.
UT.1. Standard: World Civilizations

Students will gain an understanding of early civilizations and their contributions to the foundations of human culture.
- 1.1. Objective:
  
  Speculate about the factors that led to civilized society.
  - 1.1.a. Indicator:
    
    Investigate hunters and gatherers.
  - 1.1.b. Indicator:
    
    Explore man's domestication of plants and animals.
  - 1.1.c. Indicator:
    
    Examine the role of irrigation in early agriculture.
- 1.2. Objective:
  
  Assess the impact of geography on the locations of early civilizations.
  - 1.2.a. Indicator:
    
    Examine why early civilizations developed in river environments.
  - 1.2.b. Indicator:
    
    Evaluate the diffusion of civilizations.
- 1.3. Objective:
  
  Examine the major characteristics of the early civilizations of Mesopotamia, Egypt, the Indus Valley, and the Yellow River.
  - 1.3.a. Indicator:
    
    Analyze the social, political, and economic structure of ancient civilizations.
  - 1.3.b. Indicator:
    
    Investigate the technological advancements and writing systems that developed in early river valley cultures.
  - 1.3.c. Indicator:
    
    Identify the factors that led to the rise of cities.
UT.2. Standard: World Civilizations

Students will comprehend the contributions of classical civilizations.
- 2.1. Objective:
  
  Investigate the purpose and influence of religions and philosophies on classical civilizations of Greece, Rome, China, and India.
  - 2.1.a. Indicator:
    
    Examine the essential elements of the belief systems of Greek mythology, Judaism, Christianity, Confucianism, Buddhism, Hinduism, and Islam.
  - 2.1.b. Indicator:
    
    Examine the diffusion of Buddhism, Judaism, Christianity, and Islam.
  - 2.1.c. Indicator:
    
    Compare and contrast the major philosophies of the Greeks and Chinese.
- 2.2. Objective:
  
  Analyze the development of classical political systems.
  - 2.2.a. Indicator:
    
    Contrast the evolution of Athenian democracy and Spartan rule.
  - 2.2.b. Indicator:
    
    Examine the consequences of Persian and Macedonian expansion.
  - 2.2.c. Indicator:
    
    Contrast Zhou feudalism, the Greek city-state, and the caste system of India.
  - 2.2.d. Indicator:
    
    Compare the development of the Roman and Han empires.
- 2.3. Objective:
  
  Investigate the importance of the expansion of trade.
  - 2.3.a. Indicator:
    
    Identify routes of early colonization; e.g., Phoenician, Greek, Hellenistic, Korean/Japanese.
  - 2.3.b. Indicator:
    
    Examine the technological improvements in transportation over time.
  - 2.3.c. Indicator:
    
    Assess the importance of the Mediterranean and East Asian trade routes.
- 2.4. Objective:
  
  Evaluate the significance of classical sculpture, architecture, and performing arts.
  - 2.4.a. Indicator:
    
    Examine the importance and influence of Greco-Roman art and architecture.
  - 2.4.b. Indicator:
    
    Assess the development of Indian and Chinese architecture and art.
  - 2.4.c. Indicator:
    
    Investigate the importance and influence of the performing arts on classical civilizations.
- 2.5. Objective:
  
  Analyze the social organization of classical cultures.
  - 2.5.a. Indicator:
    
    Describe the role of slavery in Greece and Rome.
  - 2.5.b. Indicator:
    
    Compare the role of the family in Imperial Rome and Confucian China.
  - 2.5.c. Indicator:
    
    Explain the caste system of India.
  - 2.5.d. Indicator:
    
    Compare the treatment of women in China, Athens, Sparta, India, and Rome.
UT.3. Standard: World Civilizations

Students will investigate the diffusion and interaction of cultures from the Classical Period through the Age of Discovery.
- 3.1. Objective:
  
  Appraise the major characteristics of interregional contact that linked the people of Africa, Asia and Europe.
  - 3.1.a. Indicator:
    
    Describe the impact the Silk Road had on trade across Europe and Asia.
  - 3.1.b. Indicator:
    
    Discuss the importance of cross-Saharan migrations.
  - 3.1.c. Indicator:
    
    Examine the consequences of the Crusades.
  - 3.1.d. Indicator:
    
    Analyze the impact of Mongol invasion on Europe and Asia.
  - 3.1.e. Indicator:
    
    Examine the influence of Chinese culture on Southeast Asia, Korea, and Japan.
- 3.2. Objective:
  
  Assess the influence of advancing technologies on the development of societies.
  - 3.2.a. Indicator:
    
    Identify the significant technological developments in Tang China.
  - 3.2.b. Indicator:
    
    Investigate key technologies that diffused to Europe from Asia; e.g., gunpowder, printing.
  - 3.2.c. Indicator:
    
    Explain the consequences of the cannon and the longbow on European warfare and society.
  - 3.2.d. Indicator:
    
    Analyze the impact of movable type printing on Europe.
- 3.3. Objective:
  
  Compare and contrast the founding and organization of Spanish and Portuguese colonial empires to northern European trading empires.
  - 3.3.a. Indicator:
    
    Assess the expansion of Portugal and Spain on Africa, India, and Southwest Asia.
  - 3.3.b. Indicator:
    
    Examine the political and military conflict between the Spanish, Portugese, and the peoples of the New World.
  - 3.3.c. Indicator:
    
    Assess the impact of the exchange of ideas and goods on the New and Old Worlds.
  - 3.3.d. Indicator:
    
    Investigate French, Dutch, and English merchants' impact on European overseas expansion.
- 3.4. Objective:
  
  Investigate the rise and development of the modern European political system.
  - 3.4.a. Indicator:
    
    Describe the political and economic importance of the growth of towns in northern Europe.
  - 3.4.b. Indicator:
    
    Explain the political and economic consequences of the rise of national monarchies.
  - 3.4.c. Indicator:
    
    Examine the influence of mercantilism and commercial capitalism on France, England, and the Netherlands.
UT.4. Standard: World Civilizations

Students will understand the influence of revolution and social change in the transition from early modern to contemporary societies.
- 4.1. Objective:
  
  Assess the importance of intellectual and cultural change on early modern society.
  - 4.1.a. Indicator:
    
    Compare the 'rebirth' of European culture during the Renaissance with the flowering Chinese culture of the Ming dynasty; i.e., literature, art, architecture, the humanities.
  - 4.1.b. Indicator:
    
    Examine the key events and ideas of the Protestant Reformation, the Counter Reformation, and Neo-Confucianism.
  - 4.1.c. Indicator:
    
    Analyze the significant ideas and philosophies of the scientific revolution and the Enlightenment.
  - 4.1.d. Indicator:
    
    Examine the roles and conditions of men, women, and children in European monarchies.
- 4.2. Objective:
  
  Investigate the role of revolution in the establishment of governmental systems.
  - 4.2.a. Indicator:
    
    Explain the political, economic, and social philosophies that lead to revolution.
  - 4.2.b. Indicator:
    
    Compare and contrast major world revolutions; e.g., American, French, Russian, Chinese.
- 4.3. Objective:
  
  Analyze the economic transformation of production and distribution of goods in Europe.
  - 4.3.a. Indicator:
    
    Compare and contrast capitalism and socialism.
  - 4.3.b. Indicator:
    
    Explain the significance of the agricultural revolution.
  - 4.3.c. Indicator:
    
    Investigate the impact of the first and second Industrial Revolutions.
- 4.4. Objective:
  
  Evaluate the impact of Western imperialism in Africa, Asia, and the Pacific.
  - 4.4.a. Indicator:
    
    Examine the impact of Western imperialism on Africa.
  - 4.4.b. Indicator:
    
    Compare the reactions of China, India, and Japan to foreign domination.
UT.5. Standard: World Civilizations

Students will understand the interaction of peoples in the global integration of the 20th century.
- 5.1. Objective:
  
  Analyze the political and economic global issues in the first half of the 20th century.
  - 5.1.a. Indicator:
    
    Investigate the impact of totalitarianism on Europe; i.e., Stalinism, Italian fascism, German National Socialism.
  - 5.1.b. Indicator:
    
    Examine the connections among WWI, the Great Depression, and WWII.
  - 5.1.c. Indicator:
    
    Assess the consequences of global war on the world.
- 5.2. Objective:
  
  Investigate the impact of the Cold War on integration.
  - 5.2.a. Indicator:
    
    Explain the key elements of the Cold War.
  - 5.2.b. Indicator:
    
    Examine the independence movements in the African and Asian colonial world.
  - 5.2.c. Indicator:
    
    Determine the causes and effects of the collapse of the Soviet sphere.
- 5.3. Objective:
  
  Investigate the creation of international organizations and global integration.
  - 5.3.a. Indicator:
    
    Assess the impact of economic and political organizations on global relations; e.g., World Trade Organization, United Nations, Olympics.
  - 5.3.b. Indicator:
    
    Examine the impact of advancements in worldwide communication/transportation; e.g., satellite communications, information technology/Internet, mass transportation.
  - 5.3.c. Indicator:
    
    Analyze the impact of military alliances; e.g., North Atlantic Treaty Organization, Warsaw Pact, United Nations Geneva Convention.
- 5.4. Objective:
  
  Evaluate the impact of terrorism on the world's political, economic, and social systems.
  - 5.4.a. Indicator:
    
    Assess the base of terrorist networks and activities.
  - 5.4.b. Indicator:
    
    Examine the impact of terrorism on the lives of people.
  - 5.4.c. Indicator:
    
    Analyze the responses of political and economic institutions to terrorism.
UT.1. Standard: U.S. Government and Citizenship

Students will understand the significance and impact of the Constitution on everyday life.
- 1.1. Objective:
  
  Investigate the ideas and events that significantly influenced the creation of the United States Constitution.
  - 1.1.a. Indicator:
    
    Identify and summarize the philosophies that contributed to the Constitution; e.g., Machiavelli, Locke, Jefferson, Madison, Hamilton.
  - 1.1.b. Indicator:
    
    Identify and investigate the events that led to the creation of the Constitution.
  - 1.1.c. Indicator:
    
    Analyze how the idea of compromise affected the Constitution.
- 1.2. Objective:
  
  Assess the essential ideas of United States constitutional government.
  - 1.2.a. Indicator:
    
    Examine the purposes and role of government.
  - 1.2.b. Indicator:
    
    Investigate the major ideas of the Declaration of Independence, the Constitution, and other writings; e.g., Magna Carta, English Bill of Rights, Mayflower Compact, Declaration of Independence, Articles of Confederation, Iroquois Confederation.
  - 1.2.c. Indicator:
    
    Compare the Articles of Confederation to the United States Constitution.
- 1.3. Objective:
  
  Determine the importance of popular sovereignty and limited government in a democratic society.
  - 1.3.a. Indicator:
    
    Explain how the separation of powers is maintained through checks and balances.
  - 1.3.b. Indicator:
    
    Describe how the federal system of government creates a division of power.
  - 1.3.c. Indicator:
    
    Determine how judicial review makes the Constitution a living document.
  - 1.3.d. Indicator:
    
    Examine how the rule of law affects everyday life.
  - 1.3.e. Indicator:
    
    Investigate the necessity for civic virtue.
- 1.4. Objective:
  
  Investigate the organization and functions of the United States government.
  - 1.4.a. Indicator:
    
    Explain how legislative, executive, and judicial powers are distributed and shared among the three branches of national government.
  - 1.4.b. Indicator:
    
    Describe how the United States Congress makes laws.
  - 1.4.c. Indicator:
    
    Examine the ways in which the executive branch carries out laws.
  - 1.4.d. Indicator:
    
    Investigate how laws are interpreted by courts through an adversarial process; i.e., plaintiff, defendant.
UT.2. Standard: U.S. Government and Citizenship

Students will understand the protections and privileges of individuals and groups in the United States.
- 2.1. Objective:
  
  Assess the freedoms and rights guaranteed in the United States Constitution.
  - 2.1.a. Indicator:
    
    Determine the rights and liberties outlined in the Bill of Rights.
  - 2.1.b. Indicator:
    
    Examine how the Bill of Rights promotes civil rights and protects diversity.
  - 2.1.c. Indicator:
    
    Assess the significance of the First and Fourteenth Amendments.
- 2.2. Objective:
  
  Analyze how civil rights and liberties have been changed through court decisions.
  - 2.2.a. Indicator:
    
    Examine how the Bill of Rights promotes a just legal system.
  - 2.2.b. Indicator:
    
    Summarize the differing interpretations of the strict versus loose constructionists.
  - 2.2.c. Indicator:
    
    Identify landmark cases and their impact on civil rights and individual liberties; e.g., Dred Scott, Plessey, Brown, Miranda, Gideon, Bakke.
UT.3. Standard: U.S. Government and Citizenship

Students will understand the distribution of power in the national, state, and local government in the United States federal system.
- 3.1. Objective:
  
  Determine the relationship between the national government and the states.
  - 3.1.a. Indicator:
    
    Identify and explain the concept of federalism.
  - 3.1.b. Indicator:
    
    Examine the debate between federal supremacy and states' rights.
  - 3.1.c. Indicator:
    
    Assess the unique relationship between the sovereign American Indian nations and the United States government.
- 3.2. Objective:
  
  Analyze the role of local government in the United States federal system.
  - 3.2.a. Indicator:
    
    Describe the powers given to local governments.
  - 3.2.b. Indicator:
    
    Investigate the structure and function of local government.
  - 3.2.c. Indicator:
    
    Assess how federal monies influence local policy and decision making.
  - 3.2.d. Indicator:
    
    Explore current issues affecting local governments; e.g., spending, state v. local control, land use.
  - 3.2.e. Indicator:
    
    Examine how public education is a function of state and local government.
UT.4. Standard: U.S. Government and Citizenship

Students will understand the responsibilities of citizens in the United States.
- 4.1. Objective:
  
  Investigate the responsibilities and obligations of a citizen.
  - 4.1.a. Indicator:
    
    Assess the need to obey laws.
  - 4.1.b. Indicator:
    
    Examine the election and voting process.
  - 4.1.c. Indicator:
    
    Examine the United States tax system.
  - 4.1.d. Indicator:
    
    Recognize the need for selective service in maintaining a military.
  - 4.1.e. Indicator:
    
    Investigate the major political parties and their ideas.
- 4.2. Objective:
  
  Investigate ways in which responsible citizens take part in civic life.
  - 4.2.a. Indicator:
    
    Evaluate the need for civic dialogue in maintaining a democratic society; e.g., public meetings, mass meetings.
  - 4.2.b. Indicator:
    
    Participate in activities that promote the public good; e.g., the voting process, jury duty, community service.
- 4.3. Objective:
  
  Assess methods for respectfully dealing with differences.
  - 4.3.a. Indicator:
    
    Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation.
  - 4.3.b. Indicator:
    
    Develop an understanding of the role of civility in dealing with individual and group differences.
UT.5. Standard: U.S. Government and Citizenship

Students will understand basic economic principles and how they influence everyday life.
- 5.1. Objective:
  
  Explore major economic systems.
  - 5.1.a. Indicator:
    
    Explain how the scarcity and abundance of productive resources contribute to economic systems.
  - 5.1.b. Indicator:
    
    Develop an understanding of capitalism, communism, socialism, and mixed economic systems.
  - 5.1.c. Indicator:
    
    Examine the problems of newly developing economies in today's world.
- 5.2. Objective:
  
  Determine how supply and demand affect the availability of goods and services.
  - 5.2.a. Indicator:
    
    Analyze the role that prices, incentives, and profits play in determining what is produced and distributed in a competitive market system.
  - 5.2.b. Indicator:
    
    Determine how scarcity and choice influence governmental economic decision making.
  - 5.2.c. Indicator:
    
    Examine how the private and public sectors contribute to an economic system.
  - 5.2.d. Indicator:
    
    Analyze the role of specialization and exchange in the economic process.
UT.6. Standard: U.S. Government and Citizenship

Students will understand the relationship between the United States and the international system.
- 6.1. Objective:
  
  Examine major government structures and functions outside the United States.
  - 6.1.a. Indicator:
    
    Explain the purpose of government and analyze how government powers are acquired, used, and justified.
  - 6.1.b. Indicator:
    
    Compare different political systems with that of the United States; e.g., dictatorship, democracy, theocracy, monarchy, totalitarianism.
  - 6.1.c. Indicator:
    
    Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation within and among nations.
- 6.2. Objective:
  
  Evaluate how United States foreign policy affects the world.
  - 6.2.a. Indicator:
    
    Explain the powers that the Constitution gives to the president and Congress in foreign affairs, and how these powers have been used.
  - 6.2.b. Indicator:
    
    Describe the process by which United States foreign policy is made; e.g., federal agencies, domestic interest groups, the public, the media.
  - 6.2.c. Indicator:
    
    Analyze the various ways that United States foreign policy is carried out; e.g., diplomatic, economic, military, humanitarian.
  - 6.2.d. Indicator:
    
    Explain how United States domestic politics affect United States foreign policy.
- 6.3. Objective:
  
  Explore how the United States influences other nations, and how other nations influence the United States.
  - 6.3.a. Indicator:
    
    Describe the impact of the United States' concepts of democracy and individual rights on the world.
  - 6.3.b. Indicator:
    
    Explain how developments in other nations affect United States society and life.
  - 6.3.c. Indicator:
    
    Describe the role of the United States in international organizations.

Read more about Utah: 9th-Grade Standards

Colorado: 9th-Grade Standards

Article Body

CO.1. Standard: History

Prepared Graduates:

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

CO.1.1. Concepts and skills students master:

Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically analyze and interpret data, and develop interpretations defended by evidence

Evidence Outcomes

Students can:

a. Evaluate a historical source for point of view and historical context
b. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses
c. Construct and defend a written historical argument using relevant primary and secondary sources as evidence
d. Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts

21st-century Skills and Readiness Competencies

Inquiry Questions:

How does the point of view of the historian impact how history is interpreted?
What qualifies an event as historically significant rather than simply noteworthy?
What if the history of a war was told by the losing side?
Why are historical questions important?
How do historical thinkers use primary and secondary sources to formulate historical arguments?
How might historical inquiry be used to make decisions on contemporary issues?

Relevance and Application:

Historical information and context are used to interpret, evaluate, and inform decisions or policies regarding such issues as discrimination of various groups – women, indigenous people – throughout history and religious conflicts - the Middle East Peace process, the troubles between the United Kingdom and Northern Ireland, conflicts in Africa and genocide.
The historical method of inquiry is used to continue to interpret and refine history. For example, new information and discoveries regarding the origins of the Cold War and new insights into the relationship between Europeans and Africans during the early era of colonization change the interpretation of history.

Nature of History:

Historical thinkers evaluate historical sources for audience, purpose, point of view, context, and authenticity
Historical thinkers use primary and secondary sources to evaluate and develop hypotheses and interpretations of historical events and figures

CO.1.2. Concepts and skills students master:

The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time

Evidence Outcomes

Students can:

World history (both East and West including modern world history):
- a. Evaluate continuity and change over the course of world history
- b. Investigate causes and effects of significant events in world history
- c. Analyze the complexity of events in world history
- d. Examine and evaluate issues of unity and diversity in world history
United States history (Reconstruction to the present):
- e. Analyze continuity and change in eras over the course of United States history
- f. Investigate causes and effects of significant events in United States history. Topics to include but not limited to WWI, Great Depression, Cold War
- g. Analyze the complexity of events in United States history. Topics to include but not limited to the suffrage movement and the Civil Rights Movement
- h. Examine and evaluate issues of unity and diversity from Reconstruction to present. Topics to include but not limited to the rise and fall of Jim Crow, role of patriotism, and the role of religion

21st-century Skills and Readiness Competencies

Inquiry Questions:

What impact have individuals had on history?
How has culture defined civilization?
How does society decide what is important in history?
What ideas have united people over time?
How has diversity impacted the concepts of change over time?

Relevance and Application:

The complex relationships among change, diversity and unity have long-lasting impacts on the cultural, political, and ideological components in society. For example, there is a need to understand cultural traditions and history in order to interact in the international world of business.
The complex interrelationship between the past and the present is evident when solving issues over time. For example, human interaction with the environment has been a critical issue throughout history and continues to be a factor in pollution, climate change, and resource management.
Businesses and individuals use history to understand the feasibility of new ideas and markets.

Nature of History:

Historical thinkers analyze the significance of interactions among eras,ideas, individuals, and groups
Historical thinkers organize events into chronological eras and periods
Historical thinkers use chronology to organize time.
Historical thinkers study cause and effect, patterns, themes, and interdependence of events.

CO.2. Standard: Geography

Prepared Graduates:

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

CO.1.3. Concepts and skills students master:

The significance of ideas as powerful forces throughout history

Evidence Outcomes

Students can:

World history (both East and West; to include but not be limited to modern world history):
- a. Discuss the historical development and impact of major world religions and philosophies. Topics to include but not limited to the Enlightenment and modern changes in Christianity, Islam, Judaism, Buddhism and Hinduism
- b. Investigate the historical development of and impact of major scientific and technological innovations. Topics to include but not limited to the Industrial Revolution
- c. Evaluate the historical development and impact of political thought, theory and actions
- d. Analyze the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity. Topics to include but not limited to suffrage, Civil Rights and the role of government
- e. Analyze ideas critical to the understanding of American history. Topics to include but not limited to populism, progressivism, isolationism, imperialism, anti-communism, environmentalism, liberalism, fundamentalism, and conservatism
- f. Describe and analyze the historical development and impact of the arts and literature on the culture of the United States

21st-century Skills and Readiness Competencies

Inquiry Questions:

What if the belief "all men are created equal" did not exist?
Which ideas provide the greatest insight to understanding a culture or nation’s history?
How has music, art, and literature reflected powerful ideas throughout history?
How have philosophical and religious traditions affected the development of political institutions?
How have scientific and technological developments affected societies?

Relevance and Application:

The world is interconnected through the exchange of ideas as evident in science, technology, and economies. Examples include the printing press, trade routes, spread of information through the Internet, scientists working collaboratively but living in different countries, and instant reporting on the Internet.
Philosophies, religions, and other powerful ideas have developed over time and across the world. Examples include the spread of religions around the globe, minority rights over time, exploration of space and the oceans, and the Universal Declaration of Human Rights)
Literature, art (drama, music, dance) reflect and express powerful ideas over time, such as equal rights, civil disobedience, religious thought and expression, government issues)

Nature of History:

Historical thinkers study and analyze the impacts that arise from the interaction of political, philosophical, technological, artistic, and scientific thought.

CO.2.1. Concepts and skills students master:

Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions

Evidence Outcomes

Students can:

a. Gather data, make inferences and draw conclusions from maps and other visual representations
b. Create and interpret various graphs, tables, charts, and thematic maps
c. Analyze and present information using a variety of geographic tools and geographic findings in graphs, tables, charts, and thematic maps
d. Locate physical and human features and evaluate their implications for society

21st-century Skills and Readiness Competencies

Inquiry Questions:

What is the significance of spatial orientation, place, and location?
How can maps be used for political purposes?
How can current world events change maps?
How do the division and control of the physical, social, political, and cultural spaces on Earth
cause cooperation or conflict?
What would the world map look like if physical geography was the defining variable for country boundaries?

Relevance and Application:

Geographic tools, such as satellite imagery, GIS, GPS, are used to place world events and study human activities over time and provide deeper understanding of the world. For example, satellite imagery is used to track the disappearance of the Aral Sea, find the location of lost cities and measure the melting of ice caps.
Thelocationofresources,physicalboundaries,andnaturalhazardsaffecthumaninteraction such as conflicts over water rights, and location of resources in relation to trade routes and consumers.
Technology is used to gather and graph geographic information to inform decisions. For example, weather and climate patterns affect the farming industry, and population and migration patterns affect city planners and Realtors
Technology is used to collect and communicate geographic data such as the distribution of resources and its influence on population density.

Nature of Geography:

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

CO.2.2. Concepts and skills students master:

Conflict and cooperation occur over space and resources

Evidence Outcomes

Students can:

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

21st-century Skills and Readiness Competencies

Inquiry Questions:

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

Relevance and Application:

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

Nature of Geography:

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

CO.3. Standard: Economics

Prepared Graduates:

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

CO.3.1. Concepts and skills students master:

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

Evidence Outcomes

Students can:

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

21st-century Skills and Readiness Competencies

Inquiry Questions:

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

Relevance and Application:

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

Nature of Economics:

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

CO.3.2. Concepts and skills students master:

Manage personal credit and debt (PFL)

Evidence Outcomes

Students can:

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

21st-century Skills and Readiness Competencies

Inquiry Questions:

Why is understanding credit and debt important?
How do you manage debt?
Why is it important to know about different types of credit?
How do you view debt and credit?
When is debt useful?

Relevance and Application:

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

Nature of Economics:

Financially responsible individuals manage debt.
Financially responsible individuals understand the responsibilities associated with the use of credit.

CO.4. Standard: Civics

Prepared Graduates:

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

CO.4.1. Concepts and skills students master:

Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies

Evidence Outcomes

Students can:

a. Engage ethically in civic activities including discussing current issues, advocating for their rights and the rights of others, practicing their responsibilities, influencing governmental actions, and other community service learning opportunities
b. Evaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy
c. Describe the roles and influence of individuals, groups, and the press as checks on governmental practices
d. Identify which level of government is appropriate for various policies and demonstrate an ability to appropriately engage with that level of government
e. Critique various media sources for accuracy and perspective

21st-century Skills and Readiness Competencies

Inquiry Questions:

What is the meaning of civic participation in a democratic republic?
How do citizens act as a •check• on government?
What strategies can citizens use most effectively to influence public policy?
How do people resolve differences while remaining respectful of multiple perspectives?
Why should you participate in government?

Relevance and Application:

Decision-making involves researching an issue, listening to multiple perspectives, and weighing potential consequences of alternative actions. For example, citizens study the issues before voting.
Participation in a local or national issue involves research, planning, and implementing appropriate and ethical civic engagement. For example, citizens speak at a school board meeting or run for office.
Technology is a tool for researching civic issues, advocating for ideas, and expressing views to elected officials.

Nature of Civics:

Responsible community members research civic issues and act appropriately using a variety of sources from multiple perspectives and communicating views in a respectful, ethical manner.

CO.4.2. Concepts and skills students master:

Purposes of and limitations on the foundations, structures and functions of government

Evidence Outcomes

Students can:

a. Describe the origins, purposes and limitations of government and include the contribution of key philosophers and documents
b. Identify the structure, function, and roles of members of government and their relationship to democratic values
c. Analyze and explain the importance of the principles of democracy and the inherent competition among values. Values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities
d. Analyze the role of the founding documents and the evolution of their interpretation through governmental action and court cases. Documents to include but not limited to the United States Constitution and the Bill of Rights
e. Use media literacy skills to locate multiple valid sources of information regarding the foundations, structures, and functions of government
f. Analyze how court decisions, legislative debates, and various and diverse groups have helped to preserve, develop, and interpret the rights and ideals of the American system of government
g. Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good
i. Evaluate the effectiveness of our justice system in protecting life, liberty, and property

21st-century Skills and Readiness Competencies

Inquiry Questions:

What are the most important democratic ideals and practices?
What would society look like if several landmark court cases had been decided differently?
How does government best protect individual rights and the rights of minorities, yet have the majority rule?
What would United States government look like with no checks and balances or another mix of those limitations?

Relevance and Application:

Skills and strategies are used to participate in public life and exercise rights, roles, and responsibilities. For example, eligible individuals vote, individuals pay taxes to support government services, and citizens act as advocates for ideas.
Political issues are covered by the media, and individuals evaluate multiple media accounts using technology.

Nature of Civics:

Responsible community members understand the concept of •rule of law• and its role in policies and practices of the government.
Responsible community members know the political theories that contributed to the foundation and development of the structures of government and their meaning today.

Read more about Colorado: 9th-Grade Standards

New Jersey: 9th-Grade Standards

Article Body

(Note: By the completion of twelfth grade, New Jersey students are expected to master the following standards.)

Social Studies Standard 6.1—U.S. History: America in the World

All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Era: Colonization and Settlement (1585-1763)

North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World.

A: Civics, Government, and Human Rights
- 6.1.12.A.1.a: Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government.
- 6.1.12.A.1.b: Analyze how gender, property ownership, religion, and legal status affected political rights.
B: Geography, People, and the Environment
- 6.1.12.B.1.a: Relate regional geographic variations (e.g., climate, soil conditions, and other natural resources) to economic development in the New World.
C: Economics, Innovation, and Technology
- 6.1.12.C.1.a: Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.
- 6.1.12.C.1.b: Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies.
D: History, Culture, and Perspectives
- 6.1.12.D.1.a: Explain the consequences to Native American groups of the loss of their land and people.

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

The war for independence was the result of growing ideological, political, geographic, economic, and religious tensions resulting from Britainís centralization policies and practices. The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights. Debates about individual rights, statesí rights, and federal power shaped the development of the political institutions and practices of the new Republic.

A: Civics, Government, and Human Rights
- 6.1.12.A.2.a: Analyze the intellectual origins of the major ideas expressed in the Declaration of Independence.
- 6.1.12.A.2.b: Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world.
- 6.1.12.A.2.c: Compare and contrast state constitutions, including New Jerseyís 1776 constitution, with the United States Constitution, and determine their impact on the development of American constitutional government.
- 6.1.12.A.2.d: Compare and contrast the arguments of Federalists and Anti-Federalists during the ratification debates, and assess their continuing relevance.
- 6.1.12.A.2.e: Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today.
- 6.1.12.A.2.f: Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of todayís political parties.
B: Geography, People, and the Environment
- 6.1.12.B.2.a: Analyze how the United States has attempted to account for regional differences while also striving to create an American identity.
- 6.1.12.B.2.b: Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery.
C: Economics, Innovation, and Technology
- 6.1.12.C.2.a: Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering.
- 6.1.12.C.2.b: Explain the effects of inflation, debt, and attempts by new state and national governments to rebuild the economy by addressing issues of foreign and internal trade, banking, and taxation.
D: History, Culture, and Perspectives
- 6.1.12.D.2.a: Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution.
- 6.1.12.D.2.b: Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time.
- 6.1.12.D.2.c: Relate events in Europe to the development of American trade and American foreign and domestic policies.
- 6.1.12.D.2.d: Analyze arguments for new womenís roles and rights, and explain why 18th-century society limited womenís aspirations.
- 6.1.12.D.2.e: Determine the impact of African American leaders and institutions in shaping free Black communities in the North.

Era: Expansion and Reform (1801-1861)

Multiple political, social, and economic factors caused American territorial expansion. The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices.

A: Civics, Government, and Human Rights
- 6.1.12.A.3.a: Assess the influence of Manifest Destiny on foreign policy during different time periods in American history.
- 6.1.12.A.3.b: Determine the extent to which Americaís foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest.
- 6.1.12.A.3.c: Assess the role of geopolitics in the development of American foreign relations during this period.
- 6.1.12.A.3.d: Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era.
- 6.1.12.A.3.e: Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal.
- 6.1.12.A.3.f: Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, womenís rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period.
- 6.1.12.A.3.g: Determine the extent to which state and local issues, the press, the rise of interest-group politics, and the rise of party politics impacted the development of democratic institutions and practices.
- 6.1.12.A.3.h: Analyze the various rationales provided as a justification for slavery.
- 6.1.12.A.3.i: Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement.
B: Geography, People, and the Environment
- 6.1.12.B.3.a: Assess the impact of Western settlement on the expansion of United States political boundaries.
C: Economics, Innovation, and Technology
- 6.1.12.C.3.a: Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation.
- 6.1.12.C.3.b: Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals.
D: History, Culture, and Perspectives
- 6.1.12.D.3.a: Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives.
- 6.1.12.D.3.b: Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity.
- 6.1.12.D.3.c: Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850).
- 6.1.12.D.3.d: Analyze the role education played in improving economic opportunities and in the development of responsible citizens.
- 6.1.12.D.3.e: Determine the impact of religious and social movements on the development of American culture, literature, and art.

Era: Civil War and Reconstruction (1850-1877)

The Civil War was caused by ideological, economic, and political differences about the future course of the nation. Efforts to reunite the country through Reconstruction were contested, resisted, and had long-term consequences.

A: Civics, Government, and Human Rights
- 6.1.12.A.4.a: Analyze the ways in which prevailing attitudes, socioeconomic factors, and government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.
- 6.1.12.A.4.b: Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all.
- 6.1.12.A.4.c: Evaluate how political and military leadership affected the outcome of the Civil War.
- 6.1.12.A.4.d: Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.
B: Geography, People, and the Environment
- 6.1.12.B.4.a: Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War.
- 6.1.12.B.4.b: Analyze the impact of population shifts and migration patterns during the Reconstruction period.
C: Economics, Innovation, and Technology
- 6.1.12.C.4.a: Assess the role that economics played in enabling the North and South to wage war.
- 6.1.12.C.4.b: Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and South.
- 6.1.12.C.4.c: Explain why the Civil War was more costly to America than previous conflicts were.
D: History, Culture, and Perspectives
- 6.1.12.D.4.a: Compare and contrast the roles of African Americans who lived in Union and Confederate states during the Civil War.
- 6.1.12.D.4.b: Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for peopleís lives and work.
- 6.1.12.D.4.c: Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals.
- 6.1.12.D.4.d: Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states.
- 6.1.12.D.4.e: Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

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

Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups.

A: Civics, Government, and Human Rights
- 6.1.12.A.5.a: Relate industrial growth to the need for social and governmental reforms.
- 6.1.12.A.5.b: Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability.
- 6.1.12.A.5.c: Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans.
B: Geography, People, and the Environment
- 6.1.12.B.5.a: Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.
- 6.1.12.B.5.b: Assess the impact of rapid urbanization on the environment and on the quality of life in cities.
C: Economics, Innovation, and Technology
- 6.1.12.C.5.a: Analyze the economic practices of various business organizations (i.e., corporations and monopolies) regarding the production and marketing of goods, and explain the positive or negative impact of these practices on the nation and on individuals.
- 6.1.12.C.5.b: Compare and contrast economic development of the North, South, and West in the post-Civil War period.
- 6.1.12.C.5.c: Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals.
D: History, Culture, and Perspectives
- 6.1.12.D.5.a: Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period.
- 6.1.12.D.5.b: Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers.
- 6.1.12.D.5.c: Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations.
- 6.1.12.D.5.d: Relate varying immigrantsí experiences to gender, race, ethnicity, or occupation.

Era: The Emergence of Modern America (1890-1930)—Progressive Reforms

Progressive reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups. An expanding market for international trade promoted policies that resulted in America emerging as a world power.

A: Civics, Government, and Human Rights
- 6.1.12.A.6.a: Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice.
- 6.1.12.A.6.b: Evaluate the ways in which women organized to promote government policies (i.e., abolition, womenís suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality.
- 6.1.12.A.6.c: Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.
B: Geography, People, and the Environment
- 6.1.12.B.6.a: Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.
- 6.1.12.B.6.b: Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion.
C: Economics, Innovation, and Technology
- 6.1.12.C.6.a: Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups.
- 6.1.12.C.6.b: Determine how supply and demand influenced price and output during the Industrial Revolution.
- 6.1.12.C.6.c: Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals.
D: History, Culture, and Perspectives
- 6.1.12.D.6.a: Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.
- 6.1.12.D.6.b: Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power.
- 6.1.12.D.6.c: Analyze the successes and failures of efforts to expand womenís rights, including the work of important leaders (i.e., Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment.

Era: The Emergence of Modern America (1890-1930)—World War I

United States involvement in World War I affected politics, the economy, and geopolitical relations following the war.

A: Civics, Government, and Human Rights
- 6.1.12.A.7.a: Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war.
- 6.1.12.A.7.b: Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual rights.
- 6.1.12.A.7.c: Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries.
B: Geography, People, and the Environment
- 6.1.12.B.7.a: Explain how global competition by nations for land and resources led to increased militarism.
C: Economics, Innovation, and Technology
- 6.1.12.C.7.a: Determine how technological advancements affected the nature of World War I on land, on water, and in the air.
- 6.1.12.C.7.b: Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I.
D: History, Culture, and Perspectives
- 6.1.12.D.7.a: Evaluate the effectiveness of Woodrow Wilsonís leadership during and immediately after World War I.
- 6.1.12.D.7.b: Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I.
- 6.1.12.D.7.c: Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I.

Era: The Emergence of Modern America (1890-1930)—Roaring Twenties

The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems.

A: Civics, Government, and Human Rights
- 6.1.12.A.8.a: Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer.
- 6.1.12.A.8.b: Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism.
- 6.1.12.A.8.c: Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations.
B: Geography, People, and the Environment
- 6.1.12.B.8.a: Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment.
C: Economics, Innovation, and Technology
- 6.1.12.C.8.a: Analyze the push-pull factors that led to the Great Migration.
- 6.1.12.C.8.b: Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.
D: History, Culture, and Perspectives
- 6.1.12.D.8.a: Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence.
- 6.1.12.D.8.b: Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values.

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

The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society.

A: Civics, Government, and Human Rights
- 6.1.12.A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.
B: Geography, People, and the Environment
- 6.1.12.B.9.a: Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression.
C: Economics, Innovation, and Technology
- 6.1.12.C.9.a: Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the countryís economic health.
- 6.1.12.C.9.b: Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy.
- 6.1.12.C.9.c: Explain the interdependence of various parts of a market economy.
- 6.1.12.C.9.d: Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability.
D: History, Culture, and Perspectives
- 6.1.12.D.9.a: Explore the global context of the Great Depression and the reasons for the worldwide economic collapse.
- 6.1.12.D.9.b: Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.

Era: The Great Depression and World War II (1929-1945)—New Deal

Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on the expansion of the role of the national government in the economy.

A: Civics, Government, and Human Rights
- 6.1.12.A.10.a: Explain how and why conflict developed between the Supreme Court and other branches of government over aspects of the New Deal.
- 6.1.12.A.10.b: Assess the effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals.
- 6.1.12.A.10.c: Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society.
B: Geography, People, and the Environment
- 6.1.12.B.10.a: Assess the effectiveness of New Deal programs designed to protect the environment.
C: Economics, Innovation, and Technology
- 6.1.12.C.10.a: Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression.
- 6.1.12.C.10.b: Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today.
D: History, Culture, and Perspectives
- 6.1.12.D.10.a: Analyze how other nations responded to the Great Depression.
- 6.1.12.D.10.b: Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.
- 6.1.12.D.10.c: Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.
- 6.1.12.D.10.d: Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation.

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

The United States participated in World War II as an Allied force to prevent military conquests by Germany, Italy, and Japan. Domestic and military policies during World War II continued to deny equal rights to African Americans, Asian Americans, and women.

A: Civics, Government, and Human Rights
- 6.1.12.A.11.a: Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s.
- 6.1.12.A.11.b: Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.
- 6.1.12.A.11.c: Determine if American policies regarding Japanese internment and actions against other minority groups were a denial of civil rights.
- 6.1.12.A.11.d: Analyze the decision to use the atomic bomb and the consequences of doing so.
- 6.1.12.A.11.e: Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.
B: Geography, People, and the Environment
- 6.1.12.B.11.a: Explain the role that geography played in the development of military strategies and weaponry in World War II.
C: Economics, Innovation, and Technology
- 6.1.12.C.11.a: Apply opportunity cost and trade-offs to evaluate the shift in economic resources from the production of domestic to military goods during World War II, and analyze the impact of the post-war shift back to domestic production.
- 6.1.12.C.11.b: Relate new wartime inventions to scientific and technological advancements in the civilian world.
D: History, Culture, and Perspectives
- 6.1.12.D.11.a: Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II.
- 6.1.12.D.11.b: Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II.
- 6.1.12.D.11.c: Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.
- 6.1.12.D.11.d: Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.
- 6.1.12.D.11.e: Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.

Era: Postwar United States (1945 to early 1970s)—Cold War

Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years.

A: Civics, Government, and Human Rights
- 6.1.12.A.12.a: Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.
- 6.1.12.A.12.b: Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.
- 6.1.12.A.12.c: Explain how the Arab-Israeli conflict influenced American foreign policy.
B: Geography, People, and the Environment
- 6.1.12.B.12.a: Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period.
C: Economics, Innovation, and Technology
- 6.1.12.C.12.a: Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.
- 6.1.12.C.12.b: Assess the impact of agricultural innovation on the world economy.
- 6.1.12.C.12.c: Analyze how scientific advancements impacted the national and global economies and daily life.
- 6.1.12.C.12.d: Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.
D: History, Culture, and Perspectives
- 6.1.12.D.12.a: Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East.
- 6.1.12.D.12.b: Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.
- 6.1.12.D.12.c: Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.
- 6.1.12.D.12.d: Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.
- 6.1.12.D.12.e: Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.

Era: Postwar United States (1945 to early 1970s)—Civil Rights and Social Change

The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

A: Civics, Government, and Human Rights
- 6.1.12.A.13.a: Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jerseyís Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.
- 6.1.12.A.13.b: Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.
- 6.1.12.A.13.c: Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States.
B: Geography, People, and the Environment
- 6.1.12.B.13.a: Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.
- 6.1.12.B.13.b: Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws.
C: Economics, Innovation, and Technology
- 6.1.12.C.13.a: Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.
- 6.1.12.C.13.b: Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.
- 6.1.12.C.13.c: Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and today.
- 6.1.12.C.13.d: Relate American economic expansion after World War II to increased consumer demand.
D: History, Culture, and Perspectives
- 6.1.12.D.13.a: Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.
- 6.1.12.D.13.b: Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.
- 6.1.12.D.13.c: Analyze the successes and failures of womenís rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities.
- 6.1.12.D.13.d: Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.
- 6.1.12.D.13.e: Explain why the Peace Corps was created and how its role has evolved over time.
- 6.1.12.D.13.f: Relate the changing role of women in the labor force to changes in family structure.

Era: Contemporary United States (1970-Today)—Domestic Policies

Differing views on governmentís role in social and economic issues led to greater partisanship in government decision making. The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups. Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.

A: Civics, Government, and Human Rights
- 6.1.12.A.14.a: Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times.
- 6.1.12.A.14.b: Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.
- 6.1.12.A.14.c: Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of individuals and groups.
- 6.1.12.A.14.d: Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms.
- 6.1.12.A.14.e: Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern.
- 6.1.12.A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy.
- 6.1.12.A.14.g: Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).
- 6.1.12.A.14.h: Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security.
B: Geography, People, and the Environment
- 6.1.12.B.14.a: Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues.
- 6.1.12.B.14.b: Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States.
- 6.1.12.B.14.c: Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.
- 6.1.12.B.14.d: Analyze the use of eminent domain in New Jersey and the United States from a variety of perspectives.
C: Economics, Innovation, and Technology
- 6.1.12.C.14.a: Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies.
- 6.1.12.C.14.b: Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy.
- 6.1.12.C.14.c: Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society.
- 6.1.12.C.14.d: Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey.
D: History, Culture, and Perspectives
- 6.1.12.D.14.a: Determine the relationship between United States domestic and foreign policies.
- 6.1.12.D.14.b: Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence.
- 6.1.12.D.14.c: Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships.
- 6.1.12.D.14.d: Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society.
- 6.1.12.D.14.e: Evaluate the role of religion on cultural and social mores, public opinion, and political decisions.
- 6.1.12.D.14.f: Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.

Era: Contemporary United States (1970-Today)—International Policies

The United States has used various methods to achieve foreign policy goals that affect the global balance of power, national security, other national interests, and the development of democratic societies.

A: Civics, Government, and Human Rights
- 6.1.12.A.15.a: Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure.
- 6.1.12.A.15.b: Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.
- 6.1.12.A.15.c: Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.
- 6.1.12.A.15.d: Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.
- 6.1.12.A.15.e: Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.
- 6.1.12.A.15.f: Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.
B: Geography, People, and the Environment
- 6.1.12.B.15.a: Evaluate the effectiveness of the United States governmentís efforts to provide humanitarian assistance during international natural disasters and times of crises.
C: Economics, Innovation, and Technology
- 6.1.12.C.15.a: Relate the role of Americaís dependence on foreign oil to its economy and foreign policy.
- 6.1.12.C.15.b: Assess economic priorities related to international and domestic needs, as reflected in the national budget.
D: History, Culture, and Perspectives
- 6.1.12.D.15.a: Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.
- 6.1.12.D.15.b: Compare the perspectives of other nations and the United States regarding United States foreign policy.
- 6.1.12.D.15.c: Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.
- 6.1.12.D.15.d: Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

Era: Contemporary United States (1970-Today)—Interconnected Global Society

Scientific and technological changes have dramatically affected the economy, the nature of work, education, and social interactions.

A: Civics, Government, and Human Rights
- 6.1.12.A.16.a: Determine the impact of media and technology on world politics during this time period.
- 6.1.12.A.16.b: Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies.
- 6.1.12.A.16.c: Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries.
B: Geography, People, and the Environment
- 6.1.12.B.16.a: Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.
C: Economics, Innovation, and Technology
- 6.1.12.C.16.a: Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.
- 6.1.12.C.16.b: Predict the impact of technology on the global workforce and on entrepreneurship.
- 6.1.12.C.16.c: Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.
D: History, Culture, and Perspectives
- 6.1.12.D.16.a: Analyze the impact of American culture on other world cultures from multiple perspectives.
- 6.1.12.D.16.b: Explain how and why technology is transforming access to education and educational practices worldwide.
- 6.1.12.D.16.c: Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.

Social Studies Standard 6.2—World History/Global Studies

All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Era: The Emergence of the First Global Age (1350-1770)—Global Interactions and Colonialism

The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment.

A: Civics, Government, and Human Rights
- 6.2.12.A.1.a: Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires.
B: Geography, People, and the Environment
- 6.2.12.B.1.a: Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century.
- 6.2.12.B.1.b: Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns.
C: Economics, Innovation, and Technology
- 6.2.12.C.1.a: Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy.
- 6.2.12.C.1.b: Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New Worldís economy and society.
- 6.2.12.C.1.c: Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.
- 6.2.12.C.1.d: Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in Europe, Southwest Asia, and Africa.
- 6.2.12.C.1.e: Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europeís interactions with Islam and Asia provided the necessary tools for European exploration and conquest.
D: History, Culture, and Perspectives
- 6.2.12.D.1.a: Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans.
- 6.2.12.D.1.b: Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas.
- 6.2.12.D.1.c: Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans.
- 6.2.12.D.1.d: Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict.
- 6.2.12.D.1.e: Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies.
- 6.2.12.D.1.f: Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.

Era: Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)

Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact.

A: Civics, Government, and Human Rights
- 6.2.12.A.2.a: Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time.
- 6.2.12.A.2.b: Explain the paradox between the ideology of the Enlightenment and the treatment of women and non-Europeans in European society.
- 6.2.12.A.2.c: Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).
B: Geography, People, and the Environment
- 6.2.12.B.2.a: Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.
- 6.2.12.B.2.b: Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World.
C: Economics, Innovation, and Technology
- 6.2.12.C.2.a: Relate the development of more modern banking and financial systems to European economic influence in the world.
D: History, Culture, and Perspectives
- 6.2.12.D.2.a: Determine the factors that led to the Renaissance and the impact on the arts.
- 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics.
- 6.2.12.D.2.c: Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance.
- 6.2.12.D.2.d: Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.
- 6.2.12.D.2.e: Assess the impact of the printing press and other technologies developed on the dissemination of ideas.

Era: Age of Revolutions (1750-1914)—Political and Industrial Revolutions, Imperialism, Reform, and Global Impact

Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform. The Industrial Revolution was a consequence of technological innovation and expanding economic activity and markets, resulting in massive population movement, urbanization, and the development of complex economic systems. Industrialized nations embarked on a competitive race for global resources and markets, resulting in the establishment of political and economic control over large regions of the world that had a lasting impact.

A: Civics, Government, and Human Rights
- 6.2.12.A.3.a: Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
- 6.2.12.A.3.b: Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America.
- 6.2.12.A.3.c: Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution.
- 6.2.12.A.3.d: Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities.
- 6.2.12.A.3.e: Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government.
- 6.2.12.A.3.f: Compare and contrast the struggles for womenís suffrage and workersí rights in Europe and North America, and evaluate the degree to which each movement achieved its goals.
- 6.2.12.A.3.g: Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations.
B: Geography, People, and the Environment
- 6.2.12.B.3.a: Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.
- 6.2.12.B.3.b: Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
- 6.2.12.B.3.c: Relate the role of geography to the spread of independence movements in Latin America.
C: Economics, Innovation, and Technology
- 6.2.12.C.3.a: Analyze interrelationships among the "agricultural revolution," population growth, industrialization, specialization of labor, and patterns of land-holding.
- 6.2.12.C.3.b: Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources.
- 6.2.12.C.3.c: Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions.
- 6.2.12.C.3.d: Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes.
- 6.2.12.C.3.e: Assess the impact of imperialism on economic development in Africa and Asia.
- 6.2.12.C.3.f: Determine the extent to which Latin American political independence also brought about economic independence in the region.
D: History, Culture, and Perspectives
- 6.2.12.D.3.a: Explain how individuals and groups promoted revolutionary actions and brought about change during this time period.
- 6.2.12.D.3.b: Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.
- 6.2.12.D.3.c: Compare and contrast Chinaís and Japanís views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century.
- 6.2.12.D.3.d: Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives.
- 6.2.12.D.3.e: Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.

Era: A Half-Century of Crisis and Achievement (1900-1945)—The Era of the Great Wars

Nationalism, imperialism, industrialization, and militarism contributed to an increase in economic and military competition among European nations, the Ottoman Empire, and Japan, and led to World War I. The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II. World Wars I and II were "total wars" in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries. World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world. Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.

A: Civics, Government, and Human Rights
- 6.2.12.A.4.a: Explain the rise of fascism and spread of communism in Europe and Asia.
- 6.2.12.A.4.b: Compare the rise of nationalism in China, Turkey, and India.
- 6.2.12.A.4.c: Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese.
- 6.2.12.A.4.d: Assess government responses to incidents of ethnic cleansing and genocide.
B: Geography, People, and the Environment
- 6.2.12.B.4.a: Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939.
- 6.2.12.B.4.b: Determine how geography impacted military strategies and major turning points during World War II.
- 6.2.12.B.4.c: Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East.
- 6.2.12.B.4.d: Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.
C: Economics, Innovation, and Technology
- 6.2.12.C.4.a: Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice.
- 6.2.12.C.4.b: Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of life, and destruction of property).
- 6.2.12.C.4.c: Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars.
- 6.2.12.C.4.d: Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period.
D: History, Culture, and Perspectives
- 6.2.12.D.4.a: Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I.
- 6.2.12.D.4.b: Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations.
- 6.2.12.D.4.c: Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics.
- 6.2.12.D.4.d: Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II.
- 6.2.12.D.4.e: Compare how Allied countries responded to the expansionist actions of Germany and Italy.
- 6.2.12.D.4.f: Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars.
- 6.2.12.D.4.g: Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of ìtotal warî.
- 6.2.12.D.4.h: Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of movements for national self-rule or sovereignty in Africa and Asia.
- 6.2.12.D.4.i: Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.
- 6.2.12.D.4.j: Analyze how the social, economic, and political roles of women were transformed during this time period.
- 6.2.12.D.4.k: Analyze how the arts represent the changing values and ideals of society.
- 6.2.12.D.4.l: Assess the cultural impact of World War I, the Great Depression, and World War II.

Era: The 20th Century Since 1945 (1945-Today)—Challenges for the Modern World

Decolonization, the emergence of new independent nations, and competing ideologies changed the political landscape and national identities of those involved, and sometimes included military confrontations and violations of human rights. International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.

A: Civics, Government, and Human Rights
- 6.2.12.A.5.a: Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes.
- 6.2.12.A.5.b: Analyze the structure and goals of the United Nations and evaluate the organizationís ability to solve or mediate international conflicts.
- 6.2.12.A.5.c: Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve independence.
- 6.2.12.A.5.d: Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response to such events.
- 6.2.12.A.5.e: Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.
B: Geography, People, and the Environment
- 6.2.12.B.5.a: Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.
- 6.2.12.B.5.b: Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia.
- 6.2.12.B.5.c: Determine the impact of migration on way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries.
- 6.2.12.B.5.d: Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.
- 6.2.12.B.5.e: Assess the role of boundary disputes and limited natural resources as sources of conflict.
C: Economics, Innovation, and Technology
- 6.2.12.C.5.a: Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II.
- 6.2.12.C.5.b: Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.
- 6.2.12.C.5.c: Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives.
- 6.2.12.C.5.d: Determine the challenges faced by developing nations in their efforts to compete in a global economy.
- 6.2.12.C.5.e: Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China.
- 6.2.12.C.5.f: Assess the impact of the European Union on member nations and other nations.
- 6.2.12.C.5.g: Evaluate the role of the petroleum industry in world politics, the global economy, and the environment.
D: History, Culture, and Perspectives
- 6.2.12.D.5.a: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.
- 6.2.12.D.5.b: Assess the impact of Gandhiís methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries.
- 6.2.12.D.5.c: Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.
- 6.2.12.D.5.d: Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate womenís progress toward social equality, economic equality, and political equality in various countries.

Era: Contemporary Issues

Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.

A: Civics, Government, and Human Rights
- 6.2.12.A.6.a: Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.
- 6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.
- 6.2.12.A.6.c: Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.
- 6.2.12.A.6.d: Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.
B: Geography, People, and the Environment
- 6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.
C: Economics, Innovation, and Technology
- 6.2.12.C.6.a: Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.
- 6.2.12.C.6.b: Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.
- 6.2.12.C.6.c: Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.
- 6.2.12.C.6.d: Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.
D: History, Culture, and Perspectives
- 6.2.12.D.6.a: Assess the role of increased personal and business electronic communications in creating a ìglobalî culture, and evaluate the impact on traditional cultures and values.

Social Studies Standard 6.3—Active Citizenship in the 21st Century

All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

Active citizens in the 21st century:
1. Determine the credibility and value of information, while also considering context, point of view, and multiple perspectives.
2. Analyze sources of prejudice and discrimination and propose solutions to eliminate them.
3. Collaboratively evaluate possible solutions to problems and conflicts that arise in an interconnected world.
4. Critically analyze information, make ethical judgments, and responsibly address controversial issues.
5. Communicate through rational and persuasive written and oral arguments to present solutions to controversial issues.
6. Make informed and reasoned decisions and accept responsibility for the consequences of their actions and/or inactions.
7. Take actions that result in a more just and equitable society.

A: Civics, Government, and Human Rights
- 6.3.12.A.1: Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.
- 6.3.12.A.2: Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.
B: Geography, People, and the Environment
- 6.3.12.B.1: Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.
C: Economics, Innovation, and Technology
- 6.3.12.C.1: Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders.
D: History, Culture, and Perspectives
- 6.3.12.D.1: Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.

Social Studies Skills

Essential Question:

What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

Construct timelines of the events occurring during major eras.
Explain how major events are related to one another in time.
Select and use various geographic representations to compare information about people, places, regions, and environments.
Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.
Compare and contrast differing interpretations of current and historical events.
Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.
Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

Read more about New Jersey: 9th-Grade Standards

Connecticut: 9th-Grade Standards

Article Body

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

Content Suggestion:

American History — This required course should emphasize 20th/21st century events with review of earlier events where necessary to provide appropriate background and context.
World History/International Studies—Whether using a chronological or thematic approach, this required course should include a significant amount of 20th/21st century material with review of earlier events where necessary to provide appropriate background and context.
Civics — The half-year required course should go beyond the organization and structure of government to emphasize applications to local, state and national issues.
Electives — Most districts offer economics, geography, psychology, and other social science courses.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

1. Apply chronological thinking to examine relationships among events and explain causes and effects of events.
2. Investigate the causes and effects of migration within the United States (e.g. westward movement, African American Diaspora, urbanization, suburbanization).
3. Analyze the evolution of citizens’ rights (e.g. Palmer Raids, struggle for civil rights, women’s rights movements, Patriot Act).
4. Evaluate the changing role of U.S. participation and influence in world affairs (e.g. trade, United Nations, NATO, globalization).
5. Evaluate the changing nature of the U.S. economy (e.g. agrarian, manufacturing, service, rise of unions, “green movement”).
6. Assess the influence of geography on the development of the United States (e.g. settlement patterns, natural disasters, resources, environmental issues).
7. Compare and contrast various American Beliefs, values and political ideologies (e.g. political parties, nativism, Scopes trial, McCarthyism).
8. Analyze the influence of nationalism on American society (e.g. wartime conservation programs, immigration policies, Japanese-American internment).
9. Analyze the influence of sectionalism on American life (e.g. urban vs. rural, “solid south”, “red” states vs. “blue” states).
10. Assess the significance of the evolving heterogeneity of American society (e.g. role of immigrants, contributions of minority groups).
11. Analyze the impact of technology and scientific discovery on American society (e.g. vaccines, interstate highways, space race, telecommunications).
12. Analyze how the arts, architecture, music and literature of the United States reflect its history and cultural heterogeneity (e.g. New Orleans Jazz, Harlem Renaissance, Frank Lloyd Wright, Maya Angelou, rock ‘n’ roll).
13. Evaluate the role and impact that significant individuals have had on historical events (e.g. Susan B. Anthony, Eleanor Roosevelt, Martin Luther King Jr., Malcolm X, Ronald Reagan).

Correlations

Communication
Collaboration
Critical Thinking and Problem Solving
Civic Literacy
Creativity and Innovation
Information Literacy
I&TL: 1, 2, 3, 4, 5, 6, 7
2. NCSS 2, “Time, Continuity, and Change”
2. NCSS 3, “People, Places, and Environments”
3. NCSS 6, “Power, Authority, and Governance”
3. NCSS 10, “Civic Ideals and Practices”
4. NCSS 9, “Global Connections”
4. NCSS 3 “People, Places, and Environments”
5. NCSS 7, “Production, Distribution, and Consumption”
6. NCSS 3, “People, Places, and Environments”
7. NCSS 10, “Civic Ideals and Practices”
8. NCSS 1, “Culture”
9. NCSS 2, “Time, Continuity, and Change”
10. NCSS 1, “Culture”,
10. NCSS 4, “Individual Development and Identity”
11. NCSS 8, “Science, Technology, and Society”
12. NCSS 1, “Culture” , 4
13. NCSS 3, “People, Places, and Environments”
13. NCSS 4, “Individual Development and Identity”
13. NCSS 5, “Individuals, Groups, and Institutions”

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

Grade Level Expectations
Students will be able to:

14. Analyze how events and people in Connecticut reflect and have contributed to developments in United States history (e.g. Samuel Colt, John Brown, Ella Grasso’s election, Senator Lieberman switching political parties).
15. Describe how major events in U.S. history affected Connecticut citizens (e.g. Great Depression, World War II, Civil Rights).

Correlations

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

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

Grade Level Expectations
Students will be able to:

16. Describe and evaluate models of historical periodization used to categorize events.
17. Apply chronological thinking to examinerelationships among events and explain causes and effects of events.
18. Assess how a civilization/nation’s arts, architecture, music, and literature reflect its culture and history.
19. Explain the significance of globalization (e.g. cross-border migrations economic trade, cultural exchange) on the world’s nations and societies (spread of colonial rule in Asia and Africa, nationalist revolt in the Middle East, revolutions in China, Latin America)
20. Assess the causes and impacts of imperialism (e.g. colonial rule, revolution, dictatorships, Cold War, independence movements, etc.).
21. Analyze conflict and cooperation in world affairs (e.g. World Wars I and II, United Nations, Israel- Palestine, Kosovo, Afghanistan, Cote d’Ivoire, Middle East, North Africa)
22. Compare and contrast political systems across historical time periods (e.g. totalitarianism/authoritarian, monarchy/theocracy, representative/parliamentary democracy).
23. Compare and contrast economic systems across historical time periods (e.g. traditional, market, command, and mixed).
24. Compare and contrast the rise and fall of prominent civilizations (e.g. Greek, Roman, Mesopotamian, India, China, Muslim empires).
25. Analyze the impact of technological and scientific change on world civilizations (e.g. printing press, gun powder, vaccine, and computers).
26. Analyze nationalism’s impact on world events (e.g. Balkans and World War I, Latin American 19th century authoritarianism, revolution and dictatorship in the Middle East, westernization in Russia, China, and Southeast Asia).
27. Analyze the cause and results of political/social revolution (e.g. October Revolution in Russia, Cuban Revolution, Industrial revolution, French revolution, 20th century revolutions in Turkey, China, India, Indonesia, Vietnam, Egypt and Iran).
28. Evaluate the role and impact of the significant individuals on historical events (e.g. Karl Marx, Gandhi, Adolf Hitler, Mao Zedong, Nelson Mandela, Arafat, Che Guevara, Gorbachev, Osama bin Laden).
29. Evaluate the impact of major belief systems on societies and nations (e.g. religions, philosophies, political theories)

Correlations

Critical Thinking and Problem Solving
Global Awareness
Financial Literacy
Civic Literacy
Communication
Collaboration
Information Literacy
Media Literacy
I&TL: 1, 2, 3, 4, 5, 6, 7
17. NCSS 1, “Culture” 18. NCSS 9, “Global Connections”
19. NCSS 6, “Power, Authority, and Governance”
20. NCSS 2, “Time, Continuity, and Change” 21. NCSS 2, ”Time, Continuity, and Change”
21. NCSS 3, “People, Places, and Environments”
21. NCSS 6. “Power, Authority, and Governance”
22. NCSS 2, “Time, Continuity, and Change”
22. NCSS 7, “Production, Distribution, and Consumption”
23. NCSS 2, “Time, Continuity, and Change” 24. NCSS 8, “Science, Technology, and Society”
25. NCSS 2, ““Time, Continuity, and Change”
26. NCSS 2, “Time, Continuity, and Change” 27. NCSS 2, “Time, Continuity, and Change”
28. NCSS 2, “Time, Continuity, and Change”

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

30. Explain how technological developments have changed our perception and understanding of location and space in the modern world (telecommunications, internet, e-mail, transportation).
31. Analyze how geographic location and physical features have influenced national histories.

Correlations

Critical Thinking and Problem Solving
Financial Literacy
Communication
I&TL: 1, 2, 3, 4, 5, 6, 7
30. NCSS 8, “Science, Technology, and Society”
31. NCSS 3, “People, Places, and Environments

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

32. Analyze how a specific environment has influenced historical developments in a region/nation of the world.
33. Analyze globalization’s impact on peoples around the world.

Correlations

Critical Thinking and Problem Solving
Global Awareness
I&TL: 1,2,3,5,6
32. NCSS 3, “People, Places, and Environments”
33. NCSS 3 “People, Places, and Environments”
33. NCSS 9, “Global Connections”

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

34. Explain how environmental factors cause human movement (e.g.’ drought, disease, natural disasters).
35. Analyze geographical influences on the United States’ development (e.g. settlement patterns, natural disasters, resources, land-use patterns).
36. Analyze migration patterns within and among nations.
37. Analyze human factors that cause migration (e.g. imperialism, discrimination, war, economic opportunity, genocide).
38. Compare and contrast migration’s impact on the country of origin and country of settlement.

Correlations

Critical Thinking and Problem Solving
Global Awareness
Communication
Collaboration
Information Literacy
I&TL: 1, 2, 3, 4, 5, 6, 7
35, 36, 37, 38, 39. NCSS 3, “People, Places, and Environments”

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

Grade Level Expectations
Students will be able to:

39. Compare and contrast how different national governments throughout the world attempt to meet their citizens’ needs.
40. Analyze the relationship between national governments and international organizations.

Correlations

Critical Thinking and Problem Solving
Civic Literacy
Global Awareness
Collaboration
Information Literacy
I&TL: 1, 2, 3, 5, 6
39, 40. NCSS 6, “Power, Authority, and Governance”

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

Grade Level Expectations
Students will be able to:

41. Analyze laws that have been modified to meet society’s changing values and needs (e.g. civil rights laws, banking regulations, Prohibition).
42. Evaluate how different factors (e.g. religion, economic class, social class, race) contribute to making and implementing laws in different government systems.
43. Explain how the Constitution limits the powers of government and protects the accused.
44. Analyze the role of technology, media and advertising in influencing voting and law making.
45. Assess the role of lobbying and citizen petitioning in shaping legislation.

Correlations

Critical Thinking and Problem Solving
Civic Literacy
ITC Literacy
Media Literacy
Communication
I&TL: 1, 2, 3, 4, 5, 6, 7
42, 43, 44, 45. NCSS 10, “Civic Ideals and Practices”
44. NCSS 4, “Individual Development, and Identity”
45. NCSS, 8 “Science, Technology, and Society”

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

46. Investigate how individuals or groups have worked to expand or limit citizens’ rights in the United States and other nations (e.g. human rights groups, Gandhi, Nelson Mandela, Mary McLeod Bethune, Martin Luther King, George McCarthy, Nazi Holocaust, Che Guevara).
47. Analyze the tension between the need for national security and protection of individual rights (e.g. World War I Sedition Act, Patriot Act).
48. Analyze historical and contemporary examples of the efforts to ensure human rights at the national and international levels (e.g. Amnesty International, Geneva Conventions, U.N. Declaration of Human Rights).

Correlations

Critical Thinking and Problem Solving
Global Awareness
Civic Literacy Communication
I&TL: 1, 2, 3, 4, 5, 6, 7
47, 48, 49. NCSS 6, “Power, Authority, and Governance”
47, 48, 49. NCSS 10, “Civic Ideals and Practices”

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

49. Describe how a nation’s availability of resources has changed over time (e.g. war, expansion, trade).
50. Analyze how the abundance or scarcity of resources affects the nation and the individual
51. Analyze how a government‘s resources can be used to influence economic decisions.

Correlations

Critical Thinking and Problem Solving
Financial Literacy
Civic Literacy
Communication
I&TL: 1, 2, 3, 4, 5, 6, 7
50, 51, 52. NCSS 7, “Production, Distribution, and Consumption”

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

52. Analyze how governments with different economic systems can influence production and distribution.
53. Examine how government activity (e.g. tariffs, taxes, social reforms) can influence an individual’s economic decisions.
54. Analyze how government policies (e.g. taxation, spending) can influence how people and businesses use resources.

Correlations

Critical Thinking and Problem Solving
Financial Literacy
Civic Literacy
I&TL: 1, 2, 3, 5, 6
53, 54, 55. NCSS 7, “Production, Distribution, and Consumption”

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

Grade Level Expectations
Students will be able to:

55. Explain how trade surpluses and deficits develop.
56. Compare and contrast free trade and fair trade.
57. Analyze ways governments and international organizations can promote or inhibit economic development.
58. Analyze factors that encourage a business to relocate to another region or country.

Correlations

Critical Thinking and Problem Solving
Financial Literacy
Civic Literacy
Global awareness
Communication
Collaboration
I&TL: 1, 2, 3, 4, 5, 6, 7
57, 58, 59. NCSS 3 “People, Places, and Environments”
56, 57, 58, 59. NCSS 7, “Production, Distribution, and Consumption”
56, 57, 58, 59. NCSS 9, “Global Connections”

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

Grade Level Expectations
Students will be able to:

59. Demonstrate the importance of viewing a culture though a variety of perspectives.
60. Analyze examples of the impact of cultural diversity in different nations (e.g. Iraq, the former Yugoslavia, Rwanda, South Africa).
61. Analyze the impact of family, religion, gender, ethnicity and socioeconomic status on personal development.
62. Analyze the impact of family, religion, gender, ethnicity and socioeconomic status on the development of culture.

Correlations

Critical Thinking and Problem Solving
Global awareness
Collaboration
I&TL: 1, 2, 3, 5, 6
60, 61, 62, 63. NCSS 1 “Culture”

Standard 2: History/Social Studies Literacy

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

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

Grade Level Expectations
Students will be able to:

1. Gather relevant and accurate information from multiple authoritative print and digital sources, using advanced searches effectively.
2. Cite specific textual evidence to support analysis of primary and secondary sources.
3. Conduct short as well as more sustained research projects to answer a question, including self-generated questions, or to solve a problem.
4. Draw information from informational texts to support analysis, reflection, and research.

Correlations

RH9-12- 1, 10
WHST9-12- 7, 8, 9
Information Literacy
Media Literacy
Critical Thinking and Problem Solving
ICT Literacy
I&TL: 1, 2, 3, 5, 6

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

Grade Level Expectations
Students will be able to:

5. Choose valid sources and provide evidence to answer a history/social studies question.
6. Determine the central ideas of, and be able to, summarize information from primary and secondary sources.
7. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
8. Determine the meaning of words and phrases as they are used in a text, including how an author uses and refines the meaning of a key term over the course of a text.
9. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole
10. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence
11. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
12. Interpret social/political messages of visuals (e.g. political cartoons, posters, photographs, art of a period)
13. Detect bias in data presented in various forms
14. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Correlations

RH9-12- 2, 3, 4, 5, 6, 7, 8
SL9-12- 3
Critical Thinking and Problem Solving
Communication
Information Literacy
Media Literacy
I&TL: 1, 2, 3, 5, 6

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

Grade Level Expectations
Students will be able to:

15. Create written work (e.g. electronic medium or persuasive pieces) that analyzes a historical event, place or person using various sources.
16. Write informative/explanatory texts about events and topics
17. Compose a thesis statement using primary and secondary sources.
18. Write arguments using discipline-specific content.
19. Write informative/explanatory texts including the narration of historical events.
20. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a common form for citation

Correlations

RH9-12- 7, 9
WHST9-12- 1, 2
Creativity and Innovation
Critical Thinking and Problem Solving
Communication
Information Literacy
Media Literacy
ICT Literacy
I&TL: 1, 2, 3, 4, 5, 6, 7

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

Grade Level Expectations
Students will be able to:

21. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
22. Prepare formal oral arguments using relevant evidence from primary and secondary sources to defend a point of view.
23. Ask relevant questions related to social studies/history to initiate, extend or debate a point of view.
24. Present claims and findings, emphasizing salient points, in a focused and coherent manner with relevant evidence, sound reasoning, and well- chosen details; use appropriate eye contact, adequate volume, and clear pronunciation

Correlations

SL9-12- 1, 2, 4, 6
Creativity and Innovation
Critical Thinking and Problem Solving
Communication
I&TL: 1, 2, 3, 4, 5, 6, 7

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

Grade Level Expectations
Students will be able to:

25. Create relevant visual social studies materials (e.g. maps. Political cartoons, charts, Web pages) to support an essay or oral report.
26. Create multipurpose visuals (e.g. graphic maps, pictographs) to present information.
27. Represent information in various formats, including strategic use of digital media to enhance understanding of findings, reasoning, and evidence and to add interest.

Correlations

SL9-12- 5
Creativity and Innovation
Communication
Media Literacy
ICT Literacy
I&TL: 1, 2, 3, 4, 5, 6, 7

Standard 3: Civic Engagement

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

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

Grade Level Expectations
Students will be able to:

1. Use evidence to develop an interpretation of a historical event.
2. Evaluate primary and secondary interpretations of a historical event.
3. Use evidence to assess the role of tradition and customs on an individual or group’s choices/decisions.
4. Predict how alternative actions by individuals or groups might have changed a historical outcome.
5. In a group or team, research, analyze and present a current issue identifying all sides (of the issue).

Correlations

Critical Thinking and Problem Solving
Information Literacy
Flexibility and Adaptability
I&TL: 1, 2, 3, 5, 6,

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

Grade Level Expectations
Students will be able to:

6. Develop criteria for assessing the actions or policies of an individual or group in the past.
7. Portray the attitudes reflected in a historical period using a variety of writing formats (eulogy, editorial, diary).
8. Develop criteria to evaluate alternative viewpoints on a contemporary issue.
9. Analyze how one’s historical memory can contribute to one’s view of a contemporary issue or event.
10. Cite examples and analyze how people and/or personal accounts can influence historical memory.

Correlations

Creativity and Innovation
Communication
Critical Thinking and Problem Solving
Collaboration
Information Literacy
Flexibility and Adaptability
I&TL: 1, 2, 3, 4, 5, 6, 7

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

Grade Level Expectations
Students will be able to:

11. Evaluate a proposed solution to a contemporary political, economic, geographic/environmental or social problem.
12. Research a current issue and predict an outcome using relevant geographic, political, economic, cultural and historical evidence.
13. Formulate a historical question and devise a research procedure that would lead to an answer.
14. Devise a plan to resolve a local contemporary issue and develop a proposal for implementation.

Correlations

Critical Thinking and Problem Solving
Collaboration
Information Literacy
Social and Cross- Cultural Skills
Flexibility and Adaptability
Productivity and Accountability
Leadership and Responsibility
I&TL: 1, 2, 3, 4, 5, 6, 7

Read more about Connecticut: 9th-Grade Standards

Vermont's Ninth Grade Standards

Article Body

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

Vermont Academic Content Standards: History and Social Sciences

Inquiry
- H&SS9-10:1—Social and Historical Questioning
  
  Students initiate an inquiry by:
  - Asking focusing, probing, and significant research questions that incorporate ideas and concepts of personal, community, or global relevance (e.g., How will recent changes in the global economy affect my community and me?).
- H&SS9-10:2—Hypothesis/Research Statement
  
  Students develop a hypothesis, thesis, or research statement by:
  - Predicting results, proposing a choice about a possible action, or interpreting relationships between facts and/or concepts.
- H&SS9-10:3—Research Plan
  
  Students design research by:
  - Establishing criteria for the quality and quantity of information needed, including primary and secondary sources.
  - Identifying tools and procedures needed for collecting, managing, and analyzing information, including a plan for citing sources (e.g., establishing a time line or schedule for research, independently identifying places to find sources).
  - Determining the best ways to present their data (e.g., Power-Point, hypercard, report, graph, etc.).
- H&SS9-10:4—Conducting Research
  
  Students conduct research by:
  - Referring to and following a detailed plan for a complex inquiry (e.g., conduct an inquiry into the several causes of WWI).
  - Locating relevant materials such as print, electronic, and human resources.
  - Applying criteria from the plan to analyze the quality and quantity of and corroborate the information gathered (e.g., citing multiple sources to verify evidence).
  - Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases.
  - Revising the research plan and locating additional materials and/or information, as needed.
  - Citing sources.
- H&SS9-10:5
  
  Students develop reasonable explanations that support the research statement by:
  - Organizing and displaying information in a manner appropriate to the research statement through maps, graphs, charts, tables, narratives, timelines, models, simulations, or dramatizations (e.g., creating a line graph from tabular data in order to convey economic trends).
  - Determining the validity and reliability of the document or information in relation to an analysis of the hypothesis (e.g., “How good is my hypothesis based on the reliable information I’ve gathered?”).
  - Choosing and using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, generalizing, sequencing, synthesizing, analyzing, inferring, deducing, and/or justifying.
  - Revising explanation as necessary based on personal reflection, peer critique, expert opinion, etc.
- H&SS9-10:6
  
  Students make connections to research by:
  - Predicting and/or recommending how conclusions can be applied to other civic, economic or social issues.
  - Using research results to support or refute the original research statement.
  - Proposing solutions to problems based on findings, and asking additional questions.
  - Identifying problems or flaws with the research process and suggesting improvements (e.g., evaluating the limitations of some sources).
  - Proposing further investigations.
- H&SS9-10:7
  
  Students communicate their findings by:
  - Developing and giving oral, written, or visual presentations for various audiences.
  - Soliciting and responding to feedback.
  - Pointing out possibilities for continued or further research.

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

History
- H&SS9-12:8
  
  Students connect the past with the present by:
  - Explaining historical origins of key ideas and concepts (e.g., Enlightenment, Manifest Destiny, religious and governmental philosophies) and how they are reinterpreted over time.
  - Assessing how lifestyles and values have undergone dramatic changes in the U.S. and world (e.g., comparing life in China under the early imperial dynasties to present -day life, and assessing the degree of similarity and difference).
  - Hypothesizing how critical events could have had different outcomes.
  - Predicting possible outcomes of current world events, and supporting these predictions.
- H&SS9-12:9
  
  Students show understanding of how humans interpret history by:
  - Locating appropriate primary and secondary sources in order to find evidence to support his or her hypothesis.
  - Reading and interpreting historic maps, and evaluating bias in these maps (e.g., size of African on European-made maps).
  - Evaluating the credibility of differing accounts of the same event(s), and recognizing any existing bias in their own writing about historical events (e.g., comparing accounts of an event in history textbook written in the early 1900s to the same account described in a more recent history text).
  - Recognizing media bias in the interpretation of world events, past and present (e.g., World War II propaganda).
  - Using technology to interpret history (e.g., using technology to access and interpret historical data ).
- H&SS9-12:10
  
  Students show understanding of past, present, and future time by:
  - Creating a historical narrative.
  - Locating relevant data for constructing a time line, and constructing time lines of significant historical developments in the nation and world, designating appropriate equidistant intervals of time and recording events according to the order in which they occurred.
  - Identifying how different cultures organize time according to key historical events (e.g., independence days, commemoration of past).
  - Interpreting data presented in time lines.
  - Measuring and calculating calendar time by days, weeks, months, years, decades, centuries, and millennia.
  - Understanding a variety of calendars (e.g., Islamic, Jewish, Chinese) and reasons for their organizational structures (e.g., political, historic, religious).
  - Making predictions, decisions, or taking a public stand on a defensible position based on an understanding of the past and present.
  - Explaining why certain key events remain the historic consciousness and others do not (e.g., the role of Pilgrims in 1628).
  - Explaining transitions between eras that occurred over time as well as those that occurred as a result of a pivotal event, and evaluating the effects of these transitions (e.g., What factors led to various democratic revolutions? What have been the long-term effects of these revolutions?).
  - Identifying why certain events are considered pivotal and how they cause us to reorder time (e.g., Muhammad’s call to prophecy, the collapse of the Soviet Union).
Physical and Cultural Geography
- H&SS9-12:11
  
  Students interpret geography and solve geographic problems by:
  - Identifying characteristics of states, countries, and continents; synthesizing and evaluating characteristics of various areas in relation to a particular variable (e.g., quality of life, economic opportunity, desirability).
  - Observing, comparing, and analyzing patterns of national, and global land use over time (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities; speculating as to which areas might be used in the future and the impact of that usage.
  - Locating the physical, political, and cultural regions the United States and the world; hypothesizing the effects of current trends on these regions (e.g., the dominance of English as an international language).
  - Predicting areas of the world that will increase in future importance and giving reasons to support this prediction.
  - Analyzing how technological and environmental changes impact settlement patterns over time (e.g., using tables and maps to show the distribution of refugees from areas affected by natural disasters).
  - Interpreting and analyzing a variety of effective representations of the earth such as maps, globes, and photographs and project future changes (e.g., analyzing maps to determine how population density has changed and will change).
  - Identifying, utilizing, and evaluating appropriate maps for specific purposes (e.g., choosing resource allocation maps in order to investigate oil distribution).
  - Using a variety of grid systems to locate places on maps and globes (e.g., UTM or Public Land Survey Systems).
  - Analyzing and synthesizing similar and dissimilar spatial patterns using geographic resources (e.g., examining levels of AIDS infection in relation to population density and literacy).
- H&SS9-12:12
  
  Students show understanding of human interaction with the environment over time by:
  - Describing and analyzing how human activity and technology currently impact the environment in the U.S. and world, and speculating the impact in the future if current trends continue.
  - Generating information related to the impact of human activities on the physical environment in the local, state, national, or global community in order to draw conclusions and recommend actions (e.g., using charts and graphs to analyze the effects of overfishing along the coast of North America or the Philippine archipelago).
  - Analyzing different viewpoints regarding resource use in the U.S. and world; expressing and supporting one’s personal viewpoint (e.g., after debating the causes and/or existence of global warming, expressing one’s opinion).
  - Analyzing multiple factors in the interaction of humans and the environment (e.g., analyzing mediating factors that influence the relationship between population distribution and environmental change).
  - Using information to analyze and evaluate the impact of current voluntary and involuntary migration patterns in the U.S. and world (ex: census data).
- H&SS9-12:13
  
  Students analyze how and why cultures continue and change over time by:
  - Analyzing and evaluating the impact of expressions of culture in Vermont, the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., analyzing the influence of black slave culture on subsequent generations of African Americans).
  - Analyzing the contributions of various cultural groups to the world, both past and present, including immigrants and native peoples; hypothesizing about the impact of the globalization of culture.
  - Analyzing how location and spatial patterns influence the spread of cultural traits (e.g., comparing clothing, food, religion/ values, government, and art across four ancient cultures in relation to location); analyzing the means by which various cultural groups try to retain their cultural identity.
  - Analyzing and evaluating ways in which culture in the United States and the world has changed and may change in the future (e.g., how might the spread of Islam change American culture in the future?).
Civics, Government and Society
- H&SS9-12:14
  
  Students act as citizens by:
  - Analyzing and evaluating changes in the interpretation of rights and responsibilities of citizenship over time (e.g., changes in voting age, changes in voting rights for women and African Americans).
  - Analyzing and evaluating the issues related to and criteria for U.S. citizenship, past and present (e.g., analyzing the issues surrounding Japanese citizens during WWII).
  - Discussing why people want to become citizens of the U.S. and/or another country (e.g., Why did Americans emigrate to the Soviet Union during the Depression?).
  - Analyzing impacts of people’s actions as members of a global community (e.g., the Kyoto Agreement).
  - Demonstrating positive interaction with group members (e.g., working with a group to draft legislation).
  - Identifying problems, proposing solutions, considering the effects of and implementing a course of action in the local community, state, nation, or world.
  - Explaining and defending one’s own point of view on issues that affect themselves and society, using information gained from reputable sources (e.g. stem cell research, health care issues, federal budget allocations).
  - Explaining, critically evaluating, and defending views that are not one’s own.
  - Analyzing ways in which political parties, campaigns, and elections encourage and discourage citizens to participate in the political process (e.g., voter registration drives, use of the Internet, negative campaign ads).
  - Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., research the far-reaching effects of Mohandas Ghandi’s beliefs and actions).
  - Analyzing how identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples (e.g. nation building in regions with disparate cultures).
  - Establishing rules and/or policies for a group, school, or community, and defending them (e.g., senior privileges, curfews).
- H&SS9-12:15
  
  Students show understanding of various forms of government by:
  - Evaluating how and why rules and laws are created, interpreted, and changed (e.g., evaluating recent decisions by the U.N.).
  - Analyzing the principles in key U.S. and international documents and how they apply to their own lives (e.g., Patriot Act, Universal Declaration of Human Rights).
  - Describing how government decisions impact citizens locally, nationally, and internationally.
  - Comparing and evaluating the basic functions, structures and purposes of governments, both past and present (e.g., democracy vs. dictatorship, internal and external protection).
  - Identifying and debating issues surrounding the basic principles of American democracy (e.g., individual rights vs. common good, majority rule vs. protection of minority rights).
  - Defining and analyzing the process for selecting leaders at state, national and international levels (e.g., analyzing pros and cons of the primary process; debating the necessity of the electoral college).
- H&SS9-12:16
  
  Students examine how different societies address issues of human interdependence by:
  - Analyzing the impact of a current or historic issue related to human rights, and explaining how the values of the time or place influenced the issue (e.g. Guantanamo, land mines, invasion of Iraq).
  - Analyzing how shared values and beliefs can create or maintain a subculture and/or counterculture (e.g., the Ku Klux Klan, Goths, Hippies).
  - Evaluating the significance of governmental and nongovernmental international organizations (e.g., World Health Organization, Doctors Without Borders, International Atomic Energy Agency, IMF).
  - After examining issues from more than one perspective, defining and defending the rights and needs of others in the community, nation, and world (e.g., gay rights, environmental protection, privatization of government).
  - Evaluating the impact of differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity, and describe their costs and benefits (e.g., affirmative action).
  - Describing how diversity contributes to change over time (e.g., how population shifts impact politics, whites becoming a minority in the U.S., interracial marriage).
  - Analyzing the impact of interdependence among states and nations (e.g., OPEC, NAFTA).
  - Analyzing the effectiveness of behaviors that are intended to foster global cooperation among groups and governments (e.g., League of Nations, nation building, coalition to fight terrorism).
  - Explaining conditions, actions, and motivations that contribute to conflict within and among individuals, communities, and nations (e.g., economic conditions, religious beliefs, political repression).
  - Proposing and defending ways to ease tensions and/or peacefully resolve conflicts (e.g., assimilation/ separatism; affirmative action; diplomacy).
- H&SS9-12:17
  
  Students examine how access to various institutions affects justice, reward, and power by:
  - Analyzing and evaluating why groups of people or individuals have accessed or were denied justice. (e.g., utilizing contemporary and current primary and secondary sources to determine how perspectives on the Nisei have changed).
  - Analyzing points of conflict between different political ideologies (e.g., creation of party platforms).
Economics
- H&SS9-12:18
  
  Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:
  - Explaining patterns and networks of economic interdependence that exist nationally and globally (e.g., currency, stock market, world trade).
  - Examining how producers in the U.S. and/or world have used natural, human, and capital resources to produce goods and services and comparing and contrasting the findings (e.g., compare the use of the labor supply in different countries).
  - Drawing conclusions about how choices within various economic systems affect the environment in the state, nation, and/or world (e.g., mixed, command, and market economies).
- H&SS9-12:19
  
  Students show understanding of the interconnectedness between government and the economy by:
  - Identifying and comparing goods and services provided by local, state, national, and international governmental and/ or nongovernmental organizations (e.g., researching and debating socialized medicine vs. private healthcare; investigating the role of the International Monetary Fund).
  - Evaluating and debating the ideological underpinnings of government and economic programs (e.g., how much welfare should governments provide, and on what bases do various governments make these decisions?).
  - Explaining the global relationship between taxation and governmental goods and services (e.g., exploring the benefits and tradeoffs of foreign aid).
  - Recognizing that regional economic unions around the world create their own currency for use as money (e.g., the switch from multiple currencies to the Euro).
  - Recognizing that world events and the strength of currencies affects services and prices (e.g., September 11, 2001 and its effect on the stock market).
- H&SS9-12:20
  
  Students make economic decisions as a consumer, producer, saver, investor, and citizen by:
  - Using economic terms to analyze and interpret global economic issues and problems (e.g., Should there be debt relief for economically unstable countries?).
  - Examining the causes and long term effects of people’s needs and/or wants exceeding their available resources, and proposing possible solutions (e.g., distribution and use of fresh water).
  - Developing strategies for earning and spending utilizing a system of accounting (e.g., creating a budget).
  - Analyzing the impact of media, time, and place on buying and saving (e.g., advertising, current events).
  - Demonstrating understanding of patterns and interdependence locally, nationally, and globally that are involved in the production of a product or service (e.g., supply and demand).

Read more about Vermont's Ninth Grade Standards

Hawaii: 9th-Grade Standards

Article Body

HI.SS.9MHH Content Standard / Course: Modern Hawaiian History
- SS.9MHH.1. Content Standard / Performance Indicator: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
  - SS.9MHH.1. Performance Indicator / Grade Level Expectation: Cause and Effect in History Describe the multiple social, political, and economic causes and effects of change in modern Hawaii
- SS.9MHH.2. Content Standard / Performance Indicator: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
  - SS.9MHH.2. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
- SS.9MHH.3. Content Standard / Performance Indicator: History MODERN HAWAIIAN HISTORY-Understand important historical events in Modern Hawaiian History
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: The Overthrow Explain the political, social, and economic causes of the Overthrow, including the Mahele, Reciprocity Treaty, and the Bayonet Constitution
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: The Overthrow Describe the role of the United States government in the Overthrow, including the various United States administrations and Minister John Stevens
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: The Overthrow Explain the events and turning points of the Overthrow, beginning with the foreign movement against Kalakaua, Liliuokalani's attempts to change the Bayonet Constitution, and her abdication from the throne
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: The Overthrow Explain the political, social, and economic effects of the Overthrow, including U.S. military presence, the Organic Act, the Territorial government, and Statehood
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: Plantations 1900-1970: Describe the political, social and economic effects of the plantation system on life in Hawaii, including ethnic tension, the evolution of Hawaii pidgin English, the school system, and the establishment of labor unions
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: Plantations 1900-1970: Examine and explain features of plantation life in Hawaii in the 20th century, including contract labor and the perquisite system
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: World War II Pearl Harbor: Identify events leading to the bombing of Pearl Harbor and describe its effects in Hawaii, such as the role of the U.S. military and anti-Japanese sentiments (including the internment camps and 442nd)
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: Contemporary People, Issues, and Events Trace the development of the platforms of political parties after World War II to the present
  - SS.9MHH.3. Performance Indicator / Grade Level Expectation: Contemporary People, Issues, and Events Analyze significant contemporary issues that influence present day Hawaii, such as the Hawaiian Renaissance, the sovereignty movement, current land issues, and the influx of new immigrant groups
- SS.9MHH.4. Content Standard / Performance Indicator: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives
  - SS.9MHH.4. Performance Indicator / Grade Level Expectation: Governance, Power and Authority Explain how governments acquire, use, and justify power, including how limited governments differ from unlimited ones
- SS.9MHH.5. Content Standard / Performance Indicator: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
  - SS.9MHH.5. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
- SS.9MHH.6. Content Standard / Performance Indicator: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
  - SS.9MHH.6. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
- SS.9MHH.7. Content Standard / Performance Indicator: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  - SS.9MHH.7. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
- SS.9MHH.8. Content Standard / Performance Indicator: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
  - SS.9MHH.8. Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
HI.SS.9PD. Content Standard / Course: Participation in a Democracy
- SS.9PD.1. Content Standard / Performance Indicator: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
  - SS.9PD.1.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
- SS.9PD.2. Content Standard / Performance Indicator: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
  - SS.9PD.2.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
- SS.9PD.3. Content Standard / Performance Indicator: History PARTICIPATION IN A DEMOCRACY-Understand important historical events and ideas related to the development of civics and political science
  - SS.9PD.3.1 Performance Indicator / Grade Level Expectation: Enlightenment Describe how ideas of the Enlightenment influenced the American political system
  - SS.9PD.3.2 Performance Indicator / Grade Level Expectation: Early Historical Events Describe how historical events and ideas have influenced American constitutional democracy
  - SS.9PD.3.3 Performance Indicator / Grade Level Expectation: Historical Challenges to the Constitution Describe how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights
- SS.9PD.4. Content Standard / Performance Indicator: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives
  - SS.9PD.4.1 Performance Indicator / Grade Level Expectation: Political Institutions Governance, Power, and Authority: Explain how governments derive authority
  - SS.9PD.4.2 Performance Indicator / Grade Level Expectation: Political Institutions Governance, Power, and Authority: Describe how the American Constitution embodies the principles of rule of law, popular sovereignty, separation of powers, checks and balances, and limited government
  - SS.9PD.4.3 Performance Indicator / Grade Level Expectation: Political Institutions Governance, Power, and Authority: Assess the extent to which the American values of common good, equality of opportunity, and individual rights have been realized
- SS.9PD.5. Content Standard / Performance Indicator: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
  - SS.9PD.5.1 Performance Indicator / Grade Level Expectation: Rights and Responsibilities of Citizens Explain the rights, duties, and responsibilities of citizens in a democracy and the relationship between them
  - SS.9PD.5.2 Performance Indicator / Grade Level Expectation: Citizenship Participation Investigate how citizens can monitor and advocate for a local, state, or national issue
  - SS.9PD.5.3 Performance Indicator / Grade Level Expectation: Citizenship Participation Compare the characteristics of major political parties based upon the philosophy, platform, and support base
  - SS.9PD.5.4 Performance Indicator / Grade Level Expectation: Citizenship Participation Explain the role of a citizen in the electoral process
  - SS.9PD.5.5 Performance Indicator / Grade Level Expectation: Citizenship Participation Demonstrate the role of a citizen in civic action by selecting a problem, gathering information, proposing a solution, creating an action plan, and showing evidence of implementation
- SS.9PD.6. Content Standard / Performance Indicator: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
  - SS.9PD.6.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
- SS.9PD.7. Content Standard / Performance Indicator: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  - SS.9PD.7.1 Performance Indicator / Grade Level Expectation: There are no benchmarks for this standard for this Grade/Course.
- SS.9PD.8. Content Standard / Performance Indicator: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
  - SS.9PD.8.1 Performance Indicator / Grade Level Expectation: Economic Role of Government Describe the economic functions of government, including providing public goods and services, maintaining competition, redistributing income, correcting for externalities, and stabilizing the economy
  - SS.9PD.8.2 Performance Indicator / Grade Level Expectation: Economic Role of Government Explain how people, individually and collectively, participate in the U.S. economy
  - SS.9PD.8.3 Performance Indicator / Grade Level Expectation: United States in the World Economy Evaluate the degree to which the United States affects and is affected by international economic policies

Read more about Hawaii: 9th-Grade Standards

Idaho: 9th-Grade Standards

Article Body

((Note: Between grades 69, Idaho students are expected to cover the following standards.)

Geography: Eastern Hemisphere

Standard 1: History

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

Goal 1.8:

Build an understanding of the cultural and social development of human civilization.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.1.8.1 Describe major aspects of the civilizations of the Eastern Hemisphere prior to European contact.
- 6-9.GEH.1.8.2 Examine the impact of Europeans on indigenous cultures in the Eastern Hemisphere.
- 6-9.GEH.1.8.3 Compare various approaches to European colonization in the Eastern Hemisphere.
- 6-9.GEH.1.8.4 Explain how and why events may be interpreted differently according to the points of view of participants and observers.
- 6-9.GEH.1.8.5 Describe the historical origins, central beliefs, and spread of major religions, including Judaism, Christianity, Islam, Hinduism, Buddhism, and Confucianism.
Standard 2: Geography

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

Goal 2.1:

Analyze the spatial organizations of people, places, and environment on the earth’s surface.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.2.1.1 Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each. (469.01b)
- 6-9.GEH.2.1.2 Apply latitude and longitude to locate places on Earth and describe the uses of technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).
- 6-9.GEH.2.1.3 Use mental maps to answer geographic questions. (469.01b)
- 6-9.GEH.2.1.4 Analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event. (473.01a)
Goal 2.2:

Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.2.2.1 Explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth. (469.03f)
- 6-9.GEH.2.2.2 Locate, map, and describe the climate regions of the Eastern Hemisphere and their impact on human activity and living conditions.
- 6-9.GEH.2.2.3 Identify major biomes and explain ways in which the natural environment of places in the Eastern Hemisphere relates to their climate. (469.03a)
- 6-9.GEH.2.2.4 Explain how physical processes have shaped Earth’s surface. Classify these processes according to those that have built up Earth’s surface (mountain-building and alluvial deposition) and those that wear away at Earth’s surface (erosion). (469.03c)
- 6-9.GEH.2.2.5 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)
Goal 2.3:

Trace the migration and settlement of human populations on the earth’s surface.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.2.3.1 Identify the names and locations of countries and major cities in the Eastern Hemisphere.
- 6-9.GEH.2.3.2 Describe major physical characteristics of regions in the Eastern Hemisphere.
- 6-9.GEH.2.3.3 Identify patterns of population distribution and growth in the Eastern Hemisphere and explain changes in these patterns, which have occurred over time. (469.04b)
Goal 2.4:

Analyze the human and physical characteristics of different places and regions.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.2.4.1 Use maps, charts, and graphs to compare rural and urban populations in selected countries in the Eastern Hemisphere.
- 6-9.GEH.2.4.2 Compare and contrast cultural patterns in the Eastern Hemisphere, such as language, religion, and ethnicity. (469.04c)
- 6-9.GEH.2.4.3 Analyze the locations of the major manufacturing and agricultural regions of the Eastern Hemisphere.
Goal 2.5:

Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.2.5.1 Analyze the distribution of natural resources in the Eastern Hemisphere.
- 6-9.GEH.2.5.2 Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of the Eastern Hemisphere. (469.05c)
- 6-9.GEH.2.5.3 Give examples of how land forms and water, climate, and natural vegetation have influenced historical trends and developments in the Eastern Hemisphere. (469.06c)
- 6-9.GEH.2.5.4 Identify contrasting perspectives of environmental issues that affect the Eastern Hemisphere.
- 6-9.GEH.2.5.5 Explain how human-induced changes in the physical environment in one place can cause changes in another place, such as acid rain, air and water pollution, deforestation. (469.05b)
Standard 3: Economics

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

Goal 3.1:

Explain basic economic concepts.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.3.1.1 Define scarcity and its impact on decision making such as trade and settlement.
Goal 3.2:

Identify different influences on economic systems.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.3.2.1 Describe how different economic systems in the Eastern Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce.
- 6-9.GEH.3.2.2 Compare the standard of living of various countries of the Eastern Hemisphere today using Gross Domestic Product (GDP) per capita as an indicator.
- 6-9.GEH.3.2.3 Analyze current economic issues in the countries of the Eastern Hemisphere using a variety of information resources.
- 6-9.GEH.3.2.4 Identify economic connections between a local community and the countries of the Eastern Hemisphere.
- 6-9.GEH.3.2.5 Identify specific areas of the Eastern Hemisphere with important natural resource deposits.
- 6-9.GEH.3.2.6 Investigate how physical geography, productive resources, specialization, and trade have influenced the way people earn income.
Standard 4: Civics and Government

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

Goal 4.5:

Build an understanding of comparative government.
Objective(s): By the end of Geography-Eastern Hemisphere, the student will be able to:
- 6-9.GEH.4.5.1 Identify the major forms of government in the Eastern Hemisphere and compare them with the United States.
- 6-9.GEH.4.5.2 Give examples of the different routes to independence from colonial rule taken by countries.
Standard 5: Global Perspectives

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

Goal 5.1:

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

Geography: Western Hemisphere

Standard 1: History

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

Goal 1.8:

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

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

Standard 2: Geography

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

Goal 2.1:

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

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

Goal 2.2:

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

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

Goal 2.3:

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

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

Goal 2.4:

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

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

Goal 2.5:

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

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

Standard 3: Economics

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

Goal 3.1:

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

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

Goal 3.2:

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

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

Standard 4: Civics and Government

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

Goal 4.5:

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

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

Standard 5: Global Perspectives

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

Goal 5.1:

Build an understanding of multiple perspectives and global interdependence.
Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:
- 6-9.GWH.5.1.1 Discuss how social institutions, including family, religion, and education, influence behavior in different societies in the Western Hemisphere.
- 6-9.GWH.5.1.2 Give examples of how language, literature, and the arts shaped the development and transmission of culture in the Western Hemisphere.
- 6-9.GWH.5.1.3 Define ethnocentrism and give examples of how this attitude can lead to cultural misunderstandings.
- 6-9.GWH.5.1.4 Discuss present conflicts between cultural groups and nation-states in the Western Hemisphere.

World History and Civilization

Standard 1: History

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

Goal 1.6:

Explain the rise of human civilization.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.1.6.1 Describe types of evidence used by anthropologists, archaeologists, and other scholars to reconstruct early human and cultural development. (462.01a)
- 6-9.WHC.1.6.2 Describe the characteristics of early hunter-gatherer communities. (462.01b)
- 6-9.WHC.1.6.3 Analyze the characteristics of early civilizations.
Goal 1.7:

Trace how natural resources and technological advances have shaped human civilization.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.1.7.1 Explain how man adapted the environment for civilization to develop. (462.04a)
- 6-9.WHC.1.7.2 Identify the technological advances developed by Ancient, Greco Roman, Middle Ages, Early-Modern, and Modern European societies and civilizations. (462.04b)
Goal 1.8:

Build an understanding of the cultural and social development of human civilization.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.1.8.1 Find examples of how writing, art, architecture, mathematics, and science have evolved in western civilization over time. (462.05b)
- 6-9.WHC.1.8.2 Identify the origins and characteristics of different social classes.
- 6-9.WHC.1.8.3 Describe how the structure of family changes in relation to socioeconomic conditions.
Goal 1.9:

Identify the role of religion in the development of human civilization.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.1.9.1 Explain the relationship between religion and the peoples understanding of the natural world. (462.07c)
- 6-9.WHC.1.9.2 Explain how religion shaped the development of western civilization. (462.07a)
- 6-9.WHC.1.9.3 Discuss how religion influenced social behavior and created social order. (462.07b)
- 6-9.WHC.1.9.4 Describe why different religious beliefs were sources of conflict.
Standard 2: Geography

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

Goal 2.1:

Analyze the spatial organizations of people, places, and environment on the earth’s surface.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.2.1.1 Develop and interpret different kinds of maps, globes, graphs, charts, databases and models.
Goal 2.3:

Trace the migration and settlement of human populations on the earth’s surface.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.2.3.1 Identify main reasons for major migrations of people. (463.03a)
- 6-9.WHC.2.3.2 Explain how climate affects human migration and settlement. (463.03b)
- 6-9.WHC.2.3.3 Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions. (463.03c)
- 6-9.WHC.2.3.4 Explain how transportation routes stimulate growth of cities and the exchange of goods, knowledge, and technology. (463.03d)
Goal 2.4:

Analyze the human and physical characteristics of different places and regions.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.2.4.1 Explain the impact of waterways on civilizations. (463.02b)
Goal 2.5:

Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.2.5.1 Explain how the resources of an area can be the source of conflict between competing groups. (463.04a)
- 6-9.WHC.2.5.2 Illustrate how the population growth rate impacts a nation's resources. (463.04b)
- 6-9.WHC.2.5.3 Explain how rapid growth of cities can lead to economic, social, and political problems. (463.04c)
- 6-9.WHC.2.5.4 Describe how the conservation of resources is necessary to maintain a healthy environment. (463.04d)
Standard 3: Economics

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

Goal 3.1:

Explain basic economic concepts.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.3.1.1 Explain how historically people have relied on their natural resources to meet their needs. (465.01b)
- 6-9.WHC.3.1.2 List examples that show how economic opportunity and a higher standard of living are important factors in the migration of people. (465.01c)
- 6-9.WHC.3.1.3 Analyze the role of money as a means of exchange. (465.02a)
- 6-9.WHC.3.1.4 Describe alternative means of exchange. (465.02b)
Goal 3.2:

Identify different influences on economic systems.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.3.2.1 Analyze the impact of economic growth on European society. (465.03a)
- 6-9.WHC.3.2.2 Trace the evolution of hunting-gathering, agrarian, industrial and technological economic systems.
- 6-9.WHC.3.2.3 Identify influential economic thinkers and the impact of their philosophies.
- 6-9.WHC.3.2.4 Identify important economic organizations that have influenced economic growth.
Standard 4: Civics and Government

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

Goal 4.4:

Build an understanding of the evolution of democracy.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.4.4.1 Describe the role of government in population movements throughout western civilization. (462.05d)
- 6-9.WHC.4.4.2 Analyze the various political influences which shaped western civilization including the City-State, Monarchy, Republic, Nation-State, and Democracy.
- 6-9.WHC.4.4.3 Analyze and evaluate the global expansion of liberty and democracy through revolution and reform movements in challenging authoritarian or despotic regimes. (464.02a)
Standard 5: Global Perspectives

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

Goal 5.1:

Build an understanding of multiple perspectives and global interdependence.
Objective(s): By the end of World History and Civilization, the student will be able to:
- 6-9.WHC.5.1.1 Explain common reasons and consequences for the breakdown of order among nation-states, such as conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law.
- 6-9.WHC.5.1.2 Explain the global consequences of major conflicts in the 20th century, such as World War I; World War II, including the Holocaust; and the Cold War.
- 6-9.WHC.5.1.3 Evaluate why peoples unite for political, economic, and humanitarian reasons.

U.S. History I

Standard 1: History

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

Goal 1.1:

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

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

Goal 1.2:

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

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

Goal 1.3:

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

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

Goal 1.4:

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

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

Goal 1.5:

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

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

Standard 2: Geography

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

Goal 2.1:

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

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

Goal 2.2:

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

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

Goal 2.3:

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

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

Standard 3: Economics

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

Goal 3.1:

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

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

Goal 3.2:

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

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

Goal 3.3:

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

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

Standard 4: Civics and Government

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

Goal 4.1:

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

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

Goal 4.2:

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

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

Goal 4.3:

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

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

Goal 4.4:

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

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

Standard 5: Global Perspectives

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

Goal 5.1:

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

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

Read more about Idaho: 9th-Grade Standards

Indiana: 9th-Grade Standards

Article Body

IN.E. Standard: Economics
- E.1. Proficiency Statement: Scarcity and Economic Reasoning Students will understand that productive resources are limited; therefore, people, institutions and governments cannot have all the goods and services they want. As a result, people, institutions and governments must choose some things and give up others.
  - E.1.1. Indicator: Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services. (Geography)
  - E.1.2. Indicator: Explain how consumers and producers confront the condition of scarcity by making choices which involve opportunity costs and tradeoffs.
  - E.1.3. Indicator: Explain the important role of the entrepreneur in taking the risk to combine productive resources to produce goods and services.
  - E.1.4. Indicator: Describe how people respond predictably to positive and negative incentives.
  - E.1.5. Indicator: Explain that voluntary exchange occurs when all participating parties expect to gain.
  - E.1.6 . Indicator: Compare and contrast how the various economic systems (traditional, market, command, mixed) answer the questions What to produce? How to produce it? For whom to produce?
  - E.1.7. Indicator: Describe how clearly defined and enforced property rights are essential to a market economy. (Government)
  - E.1.8. Indicator: Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity and growth.
  - E.1.9. Indicator: Diagram and explain a Circular Flow Model of a market economy, showing households and businesses as decision makers, resource and money flows, and the three basic markets - product, productive resources and financial markets.
- E.2. Proficiency Statement: Supply and Demand Students will understand the role that supply and demand, prices, and profits play in determining production and distribution in a market economy.
  - E.2.1. Indicator: Define supply and demand.
  - E.2.2. Indicator: Identify factors that cause changes in market supply and demand.
  - E.2.3. Indicator: Describe the role of buyers and sellers in determining the equilibrium price.
  - E.2.4. Indicator: Describe how prices send signals to buyers and sellers.
  - E.2.5. Indicator: Recognize that consumers ultimately determine what is produced in a market economy (consumer sovereignty).
  - E.2.6. Indicator: Demonstrate how supply and demand determine equilibrium price and quantity in the product, resource and financial markets.
  - E.2.7. Indicator: Demonstrate how changes in supply and demand influence equilibrium price and quantity in the product, resource, and financial markets.
  - E.2.8. Indicator: Describe how the earnings of workers are determined by the market value of the product produced and workers' productivity.
  - E.2.9. Indicator: Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create shortages and surpluses. (Government)
  - E.2.10. Indicator: Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as price changes.
  - E.2.11. Indicator: Illustrate how investment in factories; machinery; new technology; and the health, education and training of people increases productivity and raises future standards of living. (Individuals, Society and Culture)
- E.3. Proficiency Statement: Market Structures Students will understand the organization and role of business firms and analyze the various types of market structures in the United States economy.
  - E.3.1. Indicator: Compare and contrast the following forms of business organization sole proprietorship, partnership and corporation.
  - E.3.2. Indicator: Identify the three basic ways that firms finance operations (retained earnings, stock issues and borrowing) and explain the advantages and disadvantages of each.
  - E.3.3. Indicator: Recognize that economic institutions such as labor unions, nonprofit organizations, and cooperatives evolve in market economies to help members and clients accomplish their goals. (Government; Individuals, Society and Culture)
  - E.3.4. Indicator: Identify the basic characteristics of the four market structures monopoly, oligopoly, monopolistic competition and pure competition.
  - E.3.5. Indicator: Explain how competition among many sellers lowers costs and prices.
  - E.3.6. Indicator: Demonstrate how firms determine price and output through marginal analysis.
  - E.3.7. Indicator: Explain ways that firms engage in price and non-price competition.
  - E.3.8. Indicator: Identify laws and regulations adopted in the United States to promote competition among firms. (Government)
  - E.3.9. Indicator: Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure.
  - E.3.10. Indicator: Describe the benefits of natural monopolies (economies of scale) and the purposes of government regulation of these monopolies, such as utilities. (Government)
  - E.3.11. Indicator: Explain how cartels affect product price and output.
- E.4. Proficiency Statement: The Role of Government Students will understand that typical microeconomic roles of government in a market or mixed economy are the provision of public goods and services, redistribution of income, protection of property rights, and resolution of market failures.
  - E.4.1. Indicator: Explain the basic functions of government in a market economy. (Government)
  - E.4.2. Indicator: Explain how markets produce too few public goods and how the government determines the amount to produce through looking at benefits and costs.
  - E.4.3. Indicator: Describe how the government taxing harmful spillovers and subsidizing helpful spillovers helps to resolve the inefficiency they cause.
  - E.4.4. Indicator: Describe major revenue and expenditure categories and their respective proportions of local, state and federal budgets. (Government)
  - E.4.5. Indicator: Explore the ways that tax revenue is used in the community. (Government)
  - E.4.6. Indicator: Identify taxes paid by students. (Government)
  - E.4.7. Indicator: Define progressive, proportional and regressive taxation. (Government)
- E.4.8. Proficiency Statement: Determine whether different types of taxes (including income, sales and social security) are progressive, proportional or regressive. (Government)
  - E.4.9. Indicator: Describe how costs of government policies may exceed benefits, because social or political goals other than economic efficiency are being pursued. (Government)
  - E.4.10. Indicator: Use an economic decision-making model to analyze a public policy issue. (Government)
- E.5. Proficiency Statement: National Economic Performance Students will understand the means by which economic performance is measured.
  - E.5.1. Indicator: Define aggregate supply and demand, Gross Domestic Product (GDP), economic growth, unemployment, and inflation.
  - E.5.2. Indicator: Explain how GDP, economic growth, unemployment and inflation are measured.
  - E.5.3. Indicator: Explain the limitations of using GDP to measure economic welfare.
  - E.5.4. Indicator: Explain the four phases of the business cycle (contraction, trough, expansion and peak).
  - E.5.5. Indicator: Analyze the impact of events in United States history, such as wars and technological developments, on business cycles. (History)
  - E.5.6. Indicator: Identify the different causes of inflation and explain who gains and loses because of inflation.
  - E.5.7. Indicator: Analyze the impact of inflation on students' economic decisions.
  - E.5.8. Indicator: Illustrate and explain cost-push and demand-pull inflation.
  - E.5.9. Indicator: Recognize that a country's overall level of income, employment and prices are determined by the individual spending and production decisions of households, firms and government. (Government; Individuals, Society and Culture)
  - E.5.10. Indicator: Illustrate and explain how the relationship between aggregate supply and aggregate demand is an important determinant of the levels of unemployment and inflation in an economy.
  - E.5.11. Indicator: Compare and contrast solutions for reducing unemployment. (Government)
- E.6. Proficiency Statement: Money and the Role of Financial Institutions Students will understand the role of money and financial institutions in a market economy.
  - E.6.1. Indicator: Explain the basic functions of money.
  - E.6.2. Indicator: Identify the composition of the money supply of the United States.
  - E.6.3. Indicator: Explain the role of banks and other financial institutions in the economy of the United States.
  - E.6.4. Indicator: Explain how interest rates act as an incentive for savers and borrowers.
  - E.6.5. Indicator: Describe the organization and functions of the Federal Reserve System.
  - E.6.6. Indicator: Compare and contrast credit, savings and investment services available to the consumer from financial institutions.
  - E.6.7. Indicator: Demonstrate how banks create money through the principle of fractional reserve banking.
  - E.6.8. Indicator: Research and monitor financial investments, such as stocks, bonds and mutual funds.
  - E.6.9. Indicator: Analyze the difference in borrowing costs using various rates of interest when purchasing a major item, such as a car or house.
  - E.6.10. Indicator: Formulate a savings or financial investment plan for a future goal.
- E.7. Proficiency Statement: Economic Stabilization Students will understand the macroeconomic role of the government in developing and implementing economic stabilization policies and how these policies impact the economy.
  - E.7.1. Indicator: Define and explain fiscal and monetary policy. (Government)
  - E.7.2. Indicator: Define the tools of fiscal and monetary policy. (Government)
  - E.7.3. Indicator: Describe the negative impacts of unemployment and unexpected inflation on an economy and how individuals and organizations try to protect themselves. (Individuals, Society and Culture)
  - E.7.4. Indicator: Explain how monetary policy affects the level of inflation in the economy.
  - E.7.5. Indicator: Analyze how the government uses taxing and spending decisions (fiscal policy) to promote price stability, full employment and economic growth. (Government)
  - E.7.6. Indicator: Analyze how the Federal Reserve uses monetary tools to promote price stability, full employment and economic growth. (Government)
  - E.7.7. Indicator: Predict possible future effects of the national debt on the individual and the economy. (Government)
  - E.7.8. Indicator: Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt. (Government)
  - E.7.9. Indicator: Explain how a change in monetary or fiscal policy can impact a student's purchasing decision.
- E.8. Proficiency Statement: Trade Students will understand why individuals, businesses and governments trade goods and services and how trade affects the economies of the world.
  - E.8.1. Indicator: Explain the benefits of trade among individuals, regions and countries. (Geography; Individuals, Society and Culture)
  - E.8.2. Indicator: Define and distinguish between absolute and comparative advantage.
  - E.8.3. Indicator: Define trade barriers, such as quotas and tariffs. (Government)
  - E.8.4. Indicator: Explain why countries erect barriers to trade. (Government)
  - E.8.5. Indicator: Explain the difference between balance of trade and balance of payments.
  - E.8.6. Indicator: Compare and contrast labor productivity trends in the United States and other developed countries.
  - E.8.7. Indicator: Explain how most trade occurs because of a comparative advantage in the production of a particular good or service.
  - E.8.8. Indicator: Explain how changes in exchange rates impact the purchasing power of people in the United States and other countries. (Individuals, Society and Culture)
  - E.8.9. Indicator: Evaluate the arguments for and against free trade.
  - E.8.10. Indicator: Identify skills that individuals need to be successful in the global economy.
IN.GHW. Standard: Geography and History of the World
- GHW.1. Proficiency Statement: Culture Hearths Students will examine the physical and human geographic factors associated with the origin and development of culture hearths in various regions of the world.
  - GHW.1.1. Indicator: Use maps, timelines and/or other graphic representations to identify and describe the location, distribution and main events in the development of culture hearths in Asia, Mesoamerica and North Africa. (Origins, Spatial Distribution, Human Environment Interactions, Human Livelihoods)
  - GHW.1.2. Indicator: Ask and answer geographic and historical questions about the locations and growth of culture hearths. Assess why some of these culture hearths have endured to this day, while others have declined or disappeared. (National Character, Change over Time, Physical Systems, Spatial Distribution)
  - GHW.1.3. Indicator: Analyze agricultural hearths and exchanges of crops among regions. Evaluate the impact of agriculture on the subsequent development of culture hearths in various regions of the world. (Spatial Interaction, Physical Systems, Diffusion, Human Environment Interactions)
  - GHW.1.4. Indicator: Identify and describe the factors that explain how the local and regional human and physical environments of selected culture hearths were modified over time in terms of such features as urban development and agricultural activities. (Human Environment Interactions, Spatial Variation, Change over Time, Cultural Landscape)
- GHW.2. Proficiency Statement: World Religions Students will examine the physical and human geographic factors associated with the origins, spread and impact of major world religions in different regions of the world.
  - GHW.2.1. Indicator: Map the spread over time of world religions from their points of origin and identify those that exhibit a high degree of local and/or international concentration. (Origins, Change over Time, Diffusion, Spatial Organization, Spatial Distribution)
  - GHW.2.2. Indicator: Differentiate among selected countries in terms of how their identities, cultural and physical environments, and functions and forms of government are affected by world religions. (Spatial Interaction, Spatial Variation, Change over Time, Cultural Landscape, National Character, Physical Systems)
  - GHW.2.3. Indicator: Compare and contrast different religions in terms of perspectives on the environment and attitudes toward resource use, both today and in the past. (Human Environment Interactions, Change over Time, Physical Systems)
  - GHW.2.4. Indicator: Analyze and assess the rise of fundamentalist movements in the world's major religions during contemporary times (1980-present) and describe the relationships between religious fundamentalism and the secularism and modernism associated with the Western tradition. (National Character, Change over Time, Sense of Place, Cultural Landscapes)
- GHW.3. Proficiency Statement: Population Characteristics, Distribution and Migration Students will examine the physical and human geographic factors associated with population characteristics, distribution and migration in the world and the causes and consequences associated with them.
  - GHW.3.1. Indicator: Map the distribution of the world's human population for different time periods. Analyze changes in population characteristics and population density in specific regions. (Spatial Variation, Change over Time, Spatial Distribution, Human Environment Interactions)
  - GHW.3.2. Indicator: Identify and describe the push-pull factors that resulted in the migration of human population over time and detect changes in these factors. (Origins, Change over Time, Spatial Interaction)
  - GHW.3.3. Indicator: Analyze the changes in population characteristics and physical and human environments that resulted from the migration of peoples within, between, and among world regions. (Change over Time, Diffusion, Spatial Interaction, Cultural Landscape, Sense of Place)
  - GHW.3.4. Indicator: Give examples of and evaluate how the physical and human environments in different regions have changed over time due to significant population growth or decline. (Spatial Variation, Change over Time, Cultural Landscape, Sense of Place)
  - GHW.3.5. Indicator: Analyze population trends in the local community and suggest the impact of these trends on the future of the community in relation to issues such as development, employment, health, cultural diversity, schools, political representation and sanitation. Propose strategies for dealing with the issues identified. (Change over Time, Spatial Organization, Human Livelihoods, Cultural Landscape, Sense of Place)
- GHW.4. Proficiency Statement: Exploration, Conquest, Imperialism and Post-Colonialism Students will examine the physical and human geographic factors associated with the origins, major players and events, and consequences of worldwide exploration, conquest and imperialism.
  - GHW.4.1. Indicator: Explain the causes and conditions of worldwide voyages of exploration, discovery and conquest. Identify the countries involved. Provide examples of how people modified their view of world regions as a consequence of these voyages. (Origins, Change over Time, Sense of Place, Spatial Interaction, Spatial Organization)
  - GHW.4.2. Indicator: Use maps, timelines and/or other graphic representations to show the movement, spread and changes in the worldwide exchange of flora, fauna and pathogens that resulted from transoceanic voyages of exploration and exchanges between peoples in different regions. Assess the consequences of these encounters for the people and environments involved. (Spatial Interaction, Change over Time, Diffusion, Human Environment Interactions)
  - GHW.4.3. Indicator: Identify and compare the main causes players and events of imperialism during different time periods. Examine the global extent of imperialism using a series of political maps. (Change over Time, Spatial Distribution, Spatial Interaction)
  - GHW.4.4. Indicator: Analyze and assess how the physical and human environments (including languages used) of places and regions changed as the result of differing imperialist and colonial policies. (Spatial Interaction, Change over Time, Cultural Landscape, National Character, Physical Systems, Sense of Place, Spatial Variation, Spatial Organization)
  - GHW.4.5 Indicator: Analyze and assess ways that colonialism and imperialism have persisted and continue to evolve in the contemporary world. (Spatial Distribution, Spatial Interaction, Spatial Variation, Human Livelihoods, Sense of Place, Cultural Landscapes)
- GHW.5. Proficiency Statement: Urban Growth Students will examine the physical and human geographic factors associated with the origin and growth of towns and cities in different regions of the world and with the internal spatial structure of those urban centers.
  - GHW.5.1. Indicator: Ask and answer geographic and historical questions about the origin and growth of towns and cities in different regions of the world and in different time periods. Compare and contrast the factors involved in the location and growth of towns and cities for different time periods. (Origins, Change over Time, Human Environment Interactions, Spatial Variation)
  - GHW.5.2. Indicator: Describe using maps, timelines and/or other graphic presentations, the worldwide trend toward urbanization. Assess the impact of factors such as locational advantages and disadvantages, changing transportation technologies, population growth, changing agricultural production, and the demands of industry on this trend. (Diffusion, Change over Time, Human Environment Interactions, Human Livelihoods, Spatial Interaction)
  - GHW.5.3. Indicator: Analyze the changing functions of cities over time. (Change over Time, Human Livelihoods, Sense of Place, Spatial Organization, Spatial Interaction)
  - GHW.5.4. Indicator: Describe how the internal structure of cities is similar and different in various regions of the world. Analyze and explain why these similarities and differences in structure exist. (Spatial Variation)
  - GHW.5.5. Indicator: Analyze and assess the impact of urbanization on the physical and human environments in various parts of the world. (Spatial Variation, Change over Time, Cultural Landscape, Human Environment Interactions, Sense of Place, Physical Systems)
  - GHW.6.1. Indicator: Distinguish between violent and non-violent revolution. Describe the causes and events of political revolutions in two distinct regions of the world and use maps, timelines and/or other graphic representations to document the spread of political ideas that resulted from those events to other regions of the world. (Origins, Change over Time, Spatial Variation, Diffusion)
  - GHW.6.2. Indicator: Prepare maps, timelines and/or other graphic representations showing the origin and spread of specific innovations. Assess the impact of these innovations on the human and physical environments of the regions to which they spread. (Origin, Change over Time, Diffusion, Spatial Interaction, Cultural Landscape, Sense of Place)
  - GHW.6.3. Indicator: Map the spread of innovative art forms and scientific thought from their origins to other world regions. Analyze how the spread of these ideas influenced developments in art and science for different places and regions of the world. (Diffusion, Change over Time, Spatial Interaction)
  - GHW.6.4. Indicator: Analyze how transportation and communication changes have led to both cultural convergence and divergence in the world. (Diffusion, Change over Time, Spatial Interaction)
  - GHW.6.5. Indicator: Analyze and assess the impact of the four major agricultural revolutions on the world's human and physical environments. (Human Environment Interactions, Human Livelihoods, Cultural Hearths, Spatial Organization, Change over Time)
  - GHW.6.6. Indicator: Compare and contrast the impact of the Industrial Revolution on developed countries with the economic processes acting upon less developed countries in the contemporary world. (Human Livelihoods, National Character, Origin, Diffusion, Change over Time, Human Environment Interactions)
- GHW.7. Proficiency Statement: Conflict and Cooperation Students will explore the physical and human geographic factors affecting the origins and the local, regional and supranational consequences of conflict and cooperation between and among groups of people.
  - GHW.7.1. Indicator: Recognize that conflict and cooperation among groups of people, occur for a variety of reasons including nationalist, racial, ethnic, religious, economic and resource concerns that generally involve agreements and disagreements related to territory on Earth's surface. (Spatial Interaction, Spatial Variation, National Character, Human Environment Interactions, Sense of Place)
  - GHW.7.2. Indicator: Analyze the physical and human factors involved in conflicts and violence related to nationalist, racial, ethnic, religious, economic, and/or resource issues in various parts of the world, over time. Assess the human and physical environmental consequences of the conflicts identified for study. Propose solutions to conflicts that are still ongoing. (Change over Time, Spatial Interaction, Human Environment Interactions, Sense of Place)
  - GHW.7.3. Indicator: Analyze and explain why some countries achieved independence peacefully through legal means and others achieved independence as a consequence of armed struggles or wars. (Spatial Organization, Change over Time, Spatial Interaction)
  - GHW.7.4 Indicator: Prepare maps, timelines and/or other graphic representations to trace the development and geographic extent of a variety of regional and global cooperative organizations for different time periods. Describe why each was established. Assess their success or lack of success, consequences for citizens, and the role of particular countries in achieving the goals the organizations were established to accomplish. (Origins, Spatial Interaction, Change over Time, Spatial Organization, Spatial Distribution)
- GHW.8. Proficiency Statement: Trade and Commerce Students will examine the physical and human geographic factors that encourage or impede economic interdependence between and/or among countries and the local, regional and global consequences of those exchanges.
  - GHW.8.1. Indicator: Use maps to show the location and distribution of Earth's resources. Analyze how this distribution affects trade between and among countries and regions. (Spatial Interaction, Spatial Distribution, Physical Systems, Human Environment Interactions)
  - GHW.8.2. Indicator: Prepare graphic representations, such as maps, tables and timelines, to describe the global movement of goods and services between and among countries and world regions over time. Analyze and assess the patterns and networks of economic interdependence or lack of interdependence that result. (Diffusion, Change over Time, Spatial Interaction, Spatial Organization, Human Livelihoods)
  - GHW.8.3. Indicator: Identify and describe how the physical and human environments have been altered in selected countries due to trade, commerce and industrialization. Propose strategies for controlling the impact of these forces on the environments affected. (Cultural Landscape, Change over Time, Physical Systems, Human Environment Interactions, Human Livelihoods)
  - GHW.8.4. Indicator: Analyze the impact of changing global patterns of trade and commerce on the local community. Predict the impact of these patterns in the future. (Spatial Interaction, Change over Time, Human Livelihoods)
- GHW.9. Proficiency Statement: Human and Environmental Interactions Resources, Hazards and Health: Students will examine the physical and human geographic factors associated with examples of how humans interact with the environment, such as deforestation, natural hazards and the spread of diseases, and the regional and global consequences of these interactions.
  - GHW.9.1. Indicator: Use maps to identify regions in the world where particular natural disasters occur frequently. Analyze how the physical and human environments in these regions have been modified over time in response to environmental threats. Give examples of how international efforts bring aid to these regions and assess the success of these efforts. (Human Environment Interactions, Origins, Change over Time, Physical Systems, Cultural Landscape, Spatial Interaction, Spatial Organization)
  - GHW.9.2. Indicator: Identify regional resource issues that may impede sustainability, economic expansion and/or diversification. Assess the impact of these issues on the physical and human environments of specific regions. Propose strategies for dealing with regional resources issues. (Human Environment Interactions, Spatial Distribution, Spatial Interaction, Change over Time, Spatial Organization, Physical Systems, Spatial Variation, Human Livelihoods)
  - GHW.9.3. Indicator: Identify and describe ways in which humans have used technology to modify the physical environment in order to settle areas in different world regions. Evaluate the impact of these technologies on the physical and human environments affected. (Human Environment Interactions, Spatial Interaction, Change over Time, Physical Systems)
  - GHW.9.4. Indicator: Distinguish and assess the human and physical factors associated with the spread of selected epidemics and/or pandemics over time and describe the impact of this diffusion on countries and regions. Propose strategies for limiting the spread of diseases. (Change over Time, Diffusion)
- GHW.10. Proficiency Statement: States, Nations and Nation-States Students will analyze and evaluate the physical and human geographic factors that contribute to the formation of states (countries) and the forces that function to either, unite and bind a country together or to divide a country.
  - GHW.10.1. Indicator: Differentiate between a state (country) and a nation, specifically focusing on the concepts of territorial control and self-determination of internal and foreign affairs. Analyze the relationship between nations and the states in which they lie. (National Character, Cultural Landscapes, Sense of Place)
  - GHW.10.2. Indicator: Analyze the formation of states (countries) in selected regions and identify and appraise the contribution of factors, such as nationalism, in their formation. (Change over Time, Physical Systems, Origins, National Character)
  - GHW.10.3. Indicator: Evaluate and predict the successes and failures of democratic reform movements in challenging authoritarian or despotic regimes in different countries. (Change over Time, Diffusion, Spatial Variation)
  - GHW.10.4. Indicator: Investigate and assess the impact of imperialistic policies on the formation of new countries in various regions of the world. (Change over Time, Spatial Organization)
  - GHW.10.5. Indicator: Use a variety of sources, such as atlases, written materials and statistical source materials, to identify countries of the world that are true nation-states. Draw conclusions about why certain regions of the world contain more nation-states than others. (Spatial Distribution, Spatial Variation, National Character)
  - GHW.10.6. Indicator: Analyze the human and physical geographic forces that either bind and unite (centripetal forces) or divide (centrifugal forces) a country or countries. Predict the impact of these forces on the future of these countries. Propose strategies that countries can use to overcome the impact of centrifugal forces. (Change over Time, Spatial Distribution, Spatial Variation, National Character)
- GHW.11. Proficiency Statement: Sports, Recreation and Tourism Students will examine the physical and human geographic factors associated with sports, recreation and tourism along with the local and global consequences of these activities.
  - GHW.11.1. Indicator: Use graphic representations, such as maps and timelines, to describe the spread of specific sports and/or sporting events from their geographic origins. Analyze the spatial patterns that emerge. (Origins, Change over Time, Diffusion)
  - GHW.11.2. Indicator: Analyze the ways in which people's changing views of particular places and regions as recreation and/or tourist destinations reflect cultural changes. (Change over Time, Spatial Interaction, Cultural Landscape.)
  - GHW.11.3. Indicator: Identify and assess the impact of sports and recreation on the human and physical environments in selected countries. (Change over Time, Cultural Landscape, National Character)
  - GHW.11.4. Indicator: Analyze the changing patterns of space devoted to sports and recreation in the local community and region. Predict the impact of these patterns in the future. Propose strategies for dealing with the issues identified. (Spatial Interaction, Spatial Organization, Change over Time)
  - GHW.11.5. Indicator: Analyze the impact of tourism on the physical and human environments of selected world regions. Predict the environmental impact of a continued growth in tourism in these regions. (Human Environment Interactions, Spatial Interaction, Change over Time, Spatial Variation, Spatial Organization, Physical Systems, Cultural Landscape, Human Livelihoods)
  - GHW.11.6. Indicator: Use geographical and historical knowledge and skills to analyze problems related to tourism and to propose solutions related to these problems. (Human Environment Interactions, Spatial Interaction, Change over Time, Cultural Landscape, Human Livelihoods, Sense of Place)
- GHW.12. Proficiency Statement: Global Change Students will examine the human causes of change to the environment on a global scale along with the impact of these changes on the lives of humans.
  - GHW.12.1. Indicator: Analyze global climate change (sometimes called ''global warming'') and assess the validity of this idea, the variable climate changes it forecasts for different parts of Earth, and the implications of these changes for humans (political, economic, and health and welfare). (Physical Systems, Human Environment Interactions, Change over Time, Spatial Distribution, Spatial Interaction, Spatial Variability)
  - GHW.12.2. Indicator: Explain the concepts of linear and exponential growth. Apply these concepts to geographical themes and analyze the consequences of various human responses to these trends. (Change over Time, Human Environment Interactions, Cultural Landscapes, Physical Systems)
IN.P. Standard: Psychology
- P.1. Proficiency Statement: The Scientific Method Students will understand the development of psychology as an empirical science by describing the scientific method, explaining research strategies and identifying ethical issues.
  - P.1.1. Indicator: List and explain the reasons for studying the methodology of psychology.
  - P.1.2. Indicator: Differentiate between descriptive and experimental research methods.
  - P.1.3. Indicator: List and describe key concepts in descriptive and experimental research.
  - P.1.4. Indicator: Explain the relationship among independent and dependent variables and experimental and control groups.
  - P.1.5. Indicator: Distinguish between scientific and nonscientific research.
  - P.1.6. Indicator: List and describe the key concepts, and follow the ethical guidelines created and supported by the American Psychological Association regarding the use of human and animal subjects.
  - P.1.7. Indicator: Identify ethical issues in psychological research.
  - P.1.8. Indicator: Apply the principles of research design to an appropriate experiment.
  - P.1.9. Indicator: Describe and compare quantitative and qualitative research strategies.
  - P.1.10. Indicator: Create a testable hypothesis and design and carry out appropriate research.
  - P.1.11. Indicator: Discuss the problems of attributing cause and effect to the outcomes of descriptive research.
- P.2. Proficiency Statement: Development Students will explain the process of how humans grow, learn and adapt to their environment.
  - P.2.1. Indicator: Explain the role of prenatal, perinatal and post-natal development in human behavior.
  - P.2.2. Indicator: Discuss aspects of life span development (infancy, childhood, adolescence, adulthood, later years, dying and death).
  - P.2.3. Indicator: Compare the different ways in which people develop, including physical, social, moral, cognitive, emotional, and language development.
  - P.2.4. Indicator: Describe the theories of Piaget, Erikson and Kohlberg regarding development.
  - P.2.5. Indicator: Compare children's thinking at different stages of cognitive development.
  - P.2.6. Indicator: Identify and compare the level of moral reasoning from Kohlberg's stages of moral development.
  - P.2.7. Indicator: Design and conduct experiments related to cognitive, emotional, motor, moral and language development
- P.3. Proficiency Statement: Cognition Students will understand how organisms adapt to their environment through learning, information processing and memory.
  - P.3.1. Indicator: Explain learning including operant, classical, associational, and social learning.
  - P.3.2. Indicator: Differentiate between learning, reflexes and fixed-action patterns.
  - P.3.3. Indicator: Describe the characteristics and operation of short-term and long-term memory.
  - P.3.4. Indicator: Identify factor's that interfere with memory.
  - P.3.5. Indicator: Describe mnemonic techniques for improving memory.
  - P.3.6. Indicator: Identify the brain structures related to memory.
  - P.3.7. Indicator: Explain cognition from both developmental and informational processing perspectives.
  - P.3.8. Indicator: Examine the roles of reinforcement and punishment as ways of understanding and modifying behavior.
  - P.3.9. Indicator: Explain the principles of classical conditioning, operant conditioning, observational learning and associational learning to daily life.
  - P.3.10. Indicator: Create and carry out a plan for changing one's own behavior.
  - P.3.11. Indicator: Provide example's of learning from daily life.
  - P.3.12. Indicator: Apply mnemonic's techniques to learning situations.
- P.4. Proficiency Statement: Personality, Assessment and Mental Health Students will recognize that personality is the distinctive and relatively stable pattern of behaviors, thoughts, motives, and emotions that characterize an individual. They will also identify the different types and functions of assessment instruments; understand the factors that contribute to mental health, stress and mental illness; and identify approaches for treatment of mental health problems.
  - P.4.1. Indicator: Identify the factors that may influence the formation of personality.
  - P.4.2. Indicator: Identify and describe the characteristics of the major personality theories.
  - P.4.3. Indicator: Distinguish between objective and projective techniques of personality assessment.
  - P.4.4. Indicator: Describe tests used in personality assessment.
  - P.4.5. Indicator: Distinguish between stress and distress.
  - P.4.6. Indicator: Identify environmental factors that lead to stress.
  - P.4.7. Indicator: Describe the common characteristics of abnormal behavior.
  - P.4.8. Indicator: Explain how culture influences the definition of abnormal behavior.
  - P.4.9. Indicator: Identify and describe the theories of abnormality.
  - P.4.10. Indicator: Discuss major categories of abnormal behavior.
  - P.4.11. Indicator: Describe availability and appropriateness of various modes of treatment for people with psychological disorders.
  - P.4.12. Indicator: Describe characteristic's of effective treatment and prevention.
  - P.4.13. Indicator: Explain the relationship between mental health categories and the law.
  - P.4.14. Indicator: Evaluate the influence of variables, such as culture, family and genetics, on personality development.
  - P.4.15. Indicator: Explore the impact of socio-cultural factors on personality development.
  - P.4.16. Indicator: Compare and contrast the validity and reliability of objective and projective assessment techniques.
  - P.4.17. Indicator: Develop a strategy to promote support for individuals with specific mental disorders.
  - P.4.18. Indicator: Locate sources of mental health care providers.
  - P.4.19. Indicator: Explain how one's outlook (positive or negative) can influence mental health.
  - P.4.20. Indicator: Develop a plan for raising a child with a healthy personality.
  - P.4.21. Indicator: Explain anti-social behavior using major personality theories.
- P.5. Proficiency Statement: Socio-Cultural Dimensions of Behavior Students will understand the socio-cultural dimensions of behavior including topics such as conformity, obedience, perception, attitudes and the influence of the group on the individual.
  - P.5.1. Indicator: Understand how cultural socialization determines social schema development.
  - P.5.2. Indicator: Describe the components of culture, such as symbols, language, norms and values (Geography)
  - P.5.3. Indicator: Explain how perceptions and attitudes develop.
  - P.5.4. Indicator: Describe factors that lead to conformity, obedience and nonconformity.
  - P.5.5. Indicator: Discuss the role of altruism in society.
  - P.5.6. Indicator: Describe circumstances under which conformity and obedience are likely to occur.
  - P.5.7. Indicator: Explain how attributions affect our explanations of behavior.
  - P.5.8. Indicator: List and assess some methods used to change attitudes.
  - P.5.9. Indicator: Explain how economic, social and cultural factors affect behavior. (Economics, Geography)
  - P.5.10. Indicator: Understand how social structure can affect inter-group relations.
  - P.5.11. Indicator: Identify differences between internal and external attributions.
  - P.5.12. Indicator: Discuss conflict and the processes involved in conflict resolution.
  - P.5.13. Indicator: Explain how bias and discrimination influence behavior.
  - P.5.14. Indicator: Provide positive and negative outcomes of group polarization.
  - P.5.15. Indicator: Compare the factors that lead to conformity and nonconformity.
  - P.5.16. Indicator: Describe how a social group can influence the behavior of an individual or another group.
  - P.5.17. Indicator: Explore the nature of bias and discrimination.
  - P.5.18. Indicator: Explain the role of expectations and stereotypes as they relate to attitude and behavior.
  - P.5.19. Indicator: Give example's of the bystander effect.
  - P.5.20. Indicator: Compare the effects of cooperation and competition on individuals and groups.
  - P.5.21. Indicator: Identify and explain sources of attitude formation.
- P.6. Proficiency Statement: Biological Bases of Behavior Students will investigate the structure, biochemistry and circuitry of the brain and the nervous system to understand their roles in affecting behavior, including the ability to distinguish between sensation and perception.
  - P.6.1. Indicator: List and describe the structure and function of the major regions of the brain.
  - P.6.2. Indicator: Identify the role of the corpus callosum.
  - P.6.3. Indicator: Describe the structure and function of the neuron in relation to how the brain works.
  - P.6.4. Indicator: Identify the major divisions and subdivisions of the nervous system.
  - P.6.5. Indicator: List the methods for studying the brain.
  - P.6.6. Indicator: Understand the structure and function of the endocrine system.
  - P.6.7. Indicator: Explain how heredity interacts with the environment to influence behavior.
  - P.6.8. Indicator: Distinguish between conscious and unconscious perception.
  - P.6.9. Indicator: List and describe the location and function of the major brain regions.
  - P.6.10. Indicator: Describe the relationship among DNA, genes and chromosomes.
  - P.6.11. Indicator: Compare and contrast the influence of the left and right hemispheres on the function of the brain.
  - P.6.12. Indicator: Explain sensory adaptation, sensory deprivation and the importance of selective attention.
  - P.6.13. Indicator: List and explain the psychological influences and experiences on perception.
  - P.6.14. Indicator: Compare the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission.
  - P.6.15. Indicator: Identify how vision, motor, language and other functions are regulated by each hemisphere.
  - P.6.16. Indicator: Give example's of how hormones are linked to behavior.
  - P.6.17. Indicator: Give examples of how the environment selects traits and behaviors that increase the survival rate of organisms.
  - P.6.18. Indicator: Discuss the possible effects of heredity and environment on behavior.
  - P.6.19. Indicator: Explain the function of the sympathetic and parasympathetic nervous system on heart rate or other physiological responses in an emotional situation.
IN.S. Standard: Sociology
- S.1. Proficiency Statement: Foundations of Sociology as a Social Science Students will describe the development of sociology as a social science, by identifying methods and strategies of research and by examining the contributions of sociology to the understanding of social issues.
  - S.1.1. Indicator: Discuss the development of the field of sociology as a social science. (History)
  - S.1.2. Indicator: Identify early leading theorists within social science. (History)
  - S.1.3. Indicator: Compare sociology with other social science disciplines. (Economics, Government, Geography, History)
  - S.1.4. Indicator: Examine changing points of view of social issues, such as poverty, crime and discrimination. (History)
  - S.1.5. Indicator: Evaluate various types of sociologic research methods. (History)
  - S.1.6. Indicator: Distinguish fact from opinion in data sources to analyze various points of view about a social issue.
  - S.1.7. Indicator: Determine cause-and-effect relationship issues among events as they relate to sociology.
  - S.1.8. Indicator: Identify, evaluate and use appropriate reference materials and technology to interpret information about cultural life in the United States and other world cultures, both in the past and today. (Geography, History)
  - S.1.9. Indicator: Prepare original written and oral reports and presentations on specific events, people or historical eras as related to sociological research. (History)
  - S.1.10. Indicator: Develop a working definition of sociology that has personal application.
  - S.1.11. Indicator: Choose a social issue and conduct research using the scientific method of inquiry, including developing a hypothesis, conducting research, interpreting data and drawing conclusions about the issue.
- S.2. Proficiency Statement: Culture Students will examine the influence of culture on the individual and the way cultural transmission is accomplished. They will study the way culture defines how people in a society behave in relation to groups and to physical objects. They will also learn that human behavior is learned within the society. Through the culture, individuals learn the relationships, structures, patterns and processes to be members of the society.
  - S.2.1. Indicator: Define the key components of a culture, such as knowledge, language and communication, customs, values, norms, and physical objects. (Geography, History)
  - S.2.2. Indicator: Explain the differences between a culture and a society.
  - S.2.3. Indicator: Recognize the influences of genetic inheritance and culture on human behavior.
  - S.2.4. Indicator: Give examples of subcultures and describe what makes them unique.
  - S.2.5. Indicator: Compare social norms among various subcultures.
  - S.2.6. Indicator: Identify the factors that promote cultural diversity within the United States. (Economics, Government, Geography, History)
  - S.2.7. Indicator: Explain how various practices of the culture create differences within group behavior.
  - S.2.8. Indicator: Compare and contrast different types of societies, such as hunting and gathering, agrarian, industrial, and post-industrial. (Economics, History)
  - S.2.9. Indicator: Prepare original written and oral reports and presentations on specific events, people or historical eras as related to sociological research. (History)
  - S.2.10. Indicator: Work independently and cooperatively in class and the school and provide leadership in age-appropriate activities.
  - S.2.11. Indicator: Identify both rights and responsibilities the individual has to the group. (Government)
  - S.2.12. Indicator: Demonstrate democratic approaches to managing disagreements and resolving conflicts. (Government)
  - S.2.13. Indicator: Compare and contrast ideas about citizenship and cultural participation from the past with those of the present community. (Government, History)
- S.3. Proficiency Statement: Social Status Students will identify how social status influences individual and group behaviors and how that status relates to the position a person occupies within a social group.
  - S.3.1. Indicator: Describe how social status affects social order. (Economics, History)
  - S.3.2. Indicator: Explain how roles and role expectations can lead to role conflict. (History)
  - S.3.3. Indicator: Examine and analyze various points of view relating to historical and current events. (History)
  - S.3.4. Indicator: Determine cause-and-effect relationship's among historical events, themes, and concepts in United States and world history as they relate to sociology. (Economics, History)
  - S.3.5. Indicator: Conduct research on the various types of status found in the local community using various types of data gathering.
- S.4. Proficiency Statement: Social Groups Students will explore the impacts of social groups on individual and group behavior. They will understand that social groups are comprised of people who share some common characteristics, such as common interests, beliefs, behavior, feelings, thoughts and contact with each other.
  - S.4.1. Indicator: Describe how individuals are affected by the different social groups to which they belong.
  - S.4.2. Indicator: Identify major characteristics of social groups familiar to the students.
  - S.4.3. Indicator: Examine the ways that groups function, such as roles, interactions and leadership. (Government)
  - S.4.4. Indicator: Discuss the social norms of at least two groups to which the student belongs.
  - S.4.5. Indicator: Analyze what can occur when the rules of behavior are broken and analyze the possible consequences for unacceptable behavior.
  - S.4.6. Indicator: Identify the various types of norms (folkways, mores, laws and taboos) and explain why these rules of behavior are considered important to society.
  - S.4.7. Indicator: Discuss the concept of deviance and how society discourages deviant behavior using social control.
  - S.4.8. Indicator: Explain how students are members of primary and secondary groups and how those group memberships influence students' behavior.
  - S.4.9. Indicator: Discuss how formal organizations influence behavior of their members. (Government, History)
  - S.4.10. Indicator: Distinguish the degree of assimilation that ethnic, cultural and social groups achieve within the United States culture. (History)
  - S.4.11. Indicator: Discuss how humans interact in a variety of social settings.
  - S.4.12. Indicator: Determine the cultural patterns of behavior within such social groups as rural/urban or rich/poor. (Economics, Geography)
  - S.4.13. Indicator: Investigate and compare the ideas about citizenship and cultural participation of social groups from the past with those of the present community.
- S.5. Proficiency Statement: Social Institutions Students will identify the effects of social institutions on individual and group behavior. They will understand that social institutions are the social groups in which an individual participates, and that these institutions influence the development of the individual through the socialization process.
  - S.5.1. Indicator: Identify basic social institutions and explain their impact on individuals, groups and organizations within society and how they transmit the values of society.
  - S.5.2. Indicator: Discuss the concept of political power and factors that influence political power. (Government)
  - S.5.3. Indicator: Discuss how societies recognize rites of passage.
  - S.5.4. Indicator: Investigate stereotypes of the various United States subcultures, such as ''American Indian,'' ''American cowboys,'' ''teenagers,'' ''Americans,'' ''gangs'' and ''hippies,'' from a world perspective. (History)
  - S.5.5. Indicator: Define ethnocentrism and explain how it can be beneficial or destructive to a culture.
  - S.5.6. Indicator: Identify the factors that influence change in social norms over time. (History)
  - S.5.7. Indicator: Use various resources to interpret information about cultural life in the United States and other world cultures, both in the past and today. (History)
  - S.5.8. Indicator: Analyze the primary and secondary groups common to different age groups in society.
  - S.5.9. Indicator: Conduct research and analysis on an issue associated with social structure or social institutions.
  - S.5.10. Indicator: Identify both rights and responsibilities the individual has to primary and secondary groups. (Government)
  - S.5.11. Indicator: Demonstrate democratic approaches to managing disagreements and solving conflicts. (Government)
  - S.5.12. Indicator: Explain how roles and role expectations can lead to role conflict.
- S.6. Proficiency Statement: Social Change Students will examine the changing nature of society. They will explain that social change addresses the disruption of social functions caused by numerous factors and that some changes are minor and others are major.
  - S.6.1. Indicator: Describe how and why societies change over time. (Economics, Geography, History)
  - S.6.2. Indicator: Examine various social influences that can lead to immediate and long-term changes. (Economics, Geography, History)
  - S.6.3. Indicator: Describe how collective behavior can influence and change society.
  - S.6.4. Indicator: Examine how technological innovations and scientific discoveries have influenced major social institutions. (Economics, History)
  - S.6.5. Indicator: Discuss how social interactions and culture could be affected in the future due to innovations in science and technological change. (Economics, History)
  - S.6.6. Indicator: Describe how the role of the mass media has changed over time and project what changes might occur in the future.
  - S.6.7. Indicator: Distinguish major differences between social movements and collective behavior with examples from history and the contemporary world. (History)
  - S.6.8. Indicator: Investigate the consequences to society as a result of changes. (Economics, Government, Geography, History)
  - S.6.9. Indicator: Trace the development of the use of a specific type of technology in the community. (History)
  - S.6.10. Indicator: Propose a plan to improve a social structure, and design the means needed to implement the change. (Economics)
  - S.6.11. Indicator: Cite example's of the use of technology in social research.
  - S.6.12. Indicator: Evaluate a current issue that has resulted from scientific discoveries and/or technological innovations. (Economics, History)
- S.7. Proficiency Statement: Social Problems Students will analyze a range of social problems in today's world. Social problems result from imbalances within the social system and affect a large number of people in an adverse way.
  - S.7.1. Indicator: Identify characteristic's of a ''social'' problem, as opposed to an ''individual'' problem.
  - S.7.2. Indicator: Describe how social problems have changed over time. (History)
  - S.7.3. Indicator: Explain how patterns of behavior are found with certain social problems.
  - S.7.4. Indicator: Discuss the implications of social problems for society.
  - S.7.5. Indicator: Examine how individual and group responses are often associated with social problems.
  - S.7.6. Indicator: Evaluate possible solutions to resolving social problems and the consequences that might result from those solutions.
  - S.7.7. Indicator: Survey local agencies involved in addressing social problems to determine the extent of the problems in the local community. (Economics, Government)
  - S.7.8. Indicator: Design and carry out school- and community-based projects to address a local aspect of a social problem. (Economics)
- S.8. Proficiency Statement: Individual and Community Students will examine the role of the individual as a member of the community. They will also explore both individual and collective behavior.
  - S.8.1. Indicator: Describe the traditions, roles and expectations necessary for a community to continue. (History)
  - S.8.2. Indicator: Describe how collective behavior (working in groups) can influence and change society. Use historical and contemporary examples to define collective behavior. (History)
  - S.8.3. Indicator: Discuss theories that attempt to explain collective behavior.
  - S.8.4. Indicator: Define a social issue to be analyzed.
  - S.8.5. Indicator: Examine factor's that could lead to the breakdown and disruption of an existing community. (Economics, Government, Geography, History)
  - S.8.6. Indicator: Discuss the impact of leaders of different social movements. (History)
  - S.8.7. Indicator: Define propaganda and discuss the methods of propaganda used to influence social behavior.
  - S.8.8. Indicator: Discuss both the benefits and social costs of collective behavior in society.
  - S.8.9. Indicator: Determine a cause-and-effect relationship among historical events, themes and concepts in United States and world history as they relate to sociology. (History)
  - S.8.10. Indicator: Identify a community social problem and discuss appropriate actions to address the problem. (Economics)
  - S.8.11. Indicator: Investigate how incorrect communications, such as rumors or gossip, can influence group behavior.
IN.USG. Standard: United States Government
- USG.1. Proficiency Statement: The Nature of Politics and Government Students will identify, define, compare and contrast ideas regarding the nature of government, politics and civic life, and explain how these ideas have influenced contemporary political and legal systems. They will also explain the importance of government, politics and civic engagement in a democratic republic, and demonstrate how citizens participate in civic and political life in their own communities.
  - USG.1.1. Indicator: Define civic life, political life and private life and describe the activities of individuals in each of these spheres. (Individuals, Society and Culture)
  - USG.1.2. Indicator: Define the terms and explain the relationship between politics, government, and public policy. (Economics)
  - USG.1.3. Indicator: Describe the purposes and functions of government through the interpretation of the Preamble of the United States Constitution. (Economics)
  - USG.1.4. Indicator: Define and contrast types of government including, direct democracy, monarchy, oligarchy, and totalitarianism. (History; Individuals, Society and Culture)
  - USG.1.5. Indicator: Compare and contrast characteristics of limited and unlimited governments and provide historical and contemporary examples of each type of government.
  - USG.1.6. Indicator: Compare and contrast unitary, confederal, and federal systems of government.
  - USG.1.7. Indicator: Explain how civil society contributes to the maintenance of limited government in a representative democracy or democratic republic, such as the United States. (Individuals, Society and Culture)
  - USG.1.8. Indicator: Define and provide examples of constitutionalism, rule of law, limited government and popular sovereignty in the United States Constitution and explain the relationship of these three constitutional principles to the protection of the rights of individuals. (History; Individuals, Society and Culture)
  - USG.1.9. Indicator: Explain the importance of a written constitution in establishing and maintaining the principles of rule of law and limited government.
  - USG.1.10. Indicator: Describe the sources of authority from ancient to modern times that provided governmental legitimacy. (History; Individuals, Society and Culture)
  - USG.1.11. Indicator: Describe how the United States Constitution establishes majority rule while protecting minority rights and balances the common good with individual liberties. (History; Individuals, Society and Culture)
- USG.2. Proficiency Statement: Foundations of Government in the United States Students will identify and define ideas at the core of government and politics in the United States, interpret Founding-Era documents and events associated with the core ideas, and explain how commitment to these foundational ideas constitutes a common American civic identity. They will also analyze issues about the meaning and application of these core ideas to government, politics and civic life, and demonstrate how citizens apply these foundational ideas in civic and political life.
  - USG.2.1. Indicator: Summarize the colonial, revolutionary and Founding-Era experiences and events that led to the writing, ratification and implementation of the United States Constitution (1787) and Bill of Rights (1791). (History; Individuals, Society and Culture)
  - USG.2.2. Indicator: Define and provide examples of foundational ideas of American government, including natural rights philosophy, social contract, popular sovereignty, constitutionalism, representative democracy, political factions, federalism and individual rights, which are embedded in Founding-Era documents.
  - USG.2.3. Indicator: Explain how a common and shared American civic identity is based on commitment to foundational ideas in Founding-Era documents and in core documents of subsequent periods of United States history. (History)
  - USG.2.4. Indicator: Compare and contrast the ideas of the Federalists and the Anti-Federalists regarding the respective roles of state and national government on ratification of the United States Constitution (1787-1788). (History)
  - USG.2.5. Indicator: Define and provide historical and contemporary examples of fundamental principles and values of American political and civic life, including liberty, security, the common good, justice, equality, law and order, rights of individuals, and social diversity. (Individuals, Society and Culture)
  - USG.2.6. Indicator: Explain the importance for communities comprised of diverse individuals and groups to make a common commitment to fundamental principles and values of American democracy. (History; Individuals, Society and Culture)
  - USG.2.7. Indicator: Identify and explain historical and contemporary efforts to narrow discrepancies between fundamental principles and values of American democracy and realities of American political and civic life. (History; Individuals, Society and Culture)
- USG.3. Proficiency Statement: Purposes, Principles and Institutions of Government in the United States Students will explain how purposes, principles and institutions of government for the American people are established in the United States Constitution and reflected in the Indiana Constitution. They will also describe the structures and functions of American constitutional government at national, state and local levels and practice skills of citizenship in relationship to their constitutional government.
  - USG.3.1. Indicator: Analyze the United States Constitution and explain characteristics of government in the United States, which define it as a federal, presidential, constitutional and representative democracy.
  - USG.3.2. Indicator: Explain the constitutional principles of federalism, separation of powers, the system of checks and balances, representative democracy, and popular sovereignty; provide examples of these principles in the governments of the United States and the state of Indiana.
  - USG.3.3. Indicator: Identify and describe provisions of the United States Constitution and the Indiana Constitution that define and distribute powers and authority of the federal or state government.
  - USG.3.4. Indicator: Explain the relationship between limited government and a market economy. (Economics)
  - USG.3.5. Indicator: Explain the section of Article IV, Section 4, of the United States Constitution which says, ''The United States shall guarantee to every State in the Union a Republican form of government.'' (History)
  - USG.3.6. Indicator: Compare and contrast the enumerated implied and denied powers in the United States Constitution and the Indiana Constitution.
  - USG.3.7. Indicator: Explain the relationships among branches of the United States government and Indiana government, which involve separation and sharing of powers as a means to limited government.
  - USG.3.8. Indicator: Describe the fiscal and monetary policies incorporated by the United States government and Indiana government and evaluate how they affect individuals, groups and businesses. (Economics)
  - USG.3.9. Indicator: Explain how a bill becomes law in the legislative process of the United States.
  - USG.3.10. Indicator: Describe the procedures for amending the United States Constitution and analyze why it is so difficult to amend the Constitution.
  - USG.3.11. Indicator: Analyze the functions of the judicial branch of the United States and Indiana governments with emphasis on the principles of due process, judicial review and an independent judiciary.
  - USG.3.12. Indicator: Analyze the functions of major departments of the executive branch in the United States and in Indiana. (Individuals, Society and Culture)
  - USG.3.13. Indicator: Explain the electoral process in terms of election laws and election systems on the national, state and local level.
  - USG.3.14. Indicator: Summarize the evolution of political parties and their ideologies in the American governmental system and analyze their functions in elections and government at national, state and local levels of the federal system. (History; Individuals, Society and Culture)
  - USG.3.15. Indicator: Explain and evaluate the original purpose and function of the Electoral College and its relevance today.
  - USG.3.16. Indicator: Explain the organization of state and local governments in Indiana and analyze how they affect the lives of citizens. (Individuals, Society and Culture)
  - USG.3.17. Indicator: Identify special interest groups and explain their impact on the development of state and local public policy. (Economics; History; Individuals, Society and Culture)
  - USG.3.18. Indicator: Identify and analyze decisions by the United States Supreme Court about the constitutional principles of separation of powers and checks and balances in such landmark cases as Marbury v. Madison (1803), Baker v. Carr (1962), United States v. Nixon (1974), Clinton v. City of New York (1998) and Bush v. Gore (2000). (History; Individuals, Society and Culture)
  - USG.3.19. Indicator: Identify and analyze decisions by the United States Supreme Court about the constitutional principle of federalism in cases such as McCulloch v. Maryland (1819), Alden v. Maine (1999) and the denial of certiorari for the Terri Schiavo case (2005). (History; Individuals, Society and Culture)
  - USG.3.20. Indicator: Describe the influence of the media on public opinion and public policy.
- USG.4. Proficiency Statement: The Relationship of the United States to Other Nations in World Affairs Students will analyze the interactions between the United States and other nations and evaluate the role of the United States in world affairs.
  - USG.4.1. Indicator: Compare and contrast governments throughout the world with the United States government in terms of source of the government's power.
  - USG.4.2. Indicator: Describe how different governments interact in world affairs. (Individuals, Society and Culture)
  - USG.4.3. Indicator: Identify and describe contemporary examples of conflict among nations. (Economics; Individuals, Society and Culture)
  - USG.4.4. Indicator: Identify the costs and benefits to the United States of participating in international organizations. (Economics; Individuals, Society and Culture)
  - USG.4.5. Indicator: Analyze powers the United States Constitution gives to the executive, legislative and judicial branches of government in the area of foreign affairs. (History; Individuals, Society and Culture)
  - USG.4.6. Indicator: Identify and describe strategies available to the United States government to achieve foreign policy objectives. (Economics; Geography; History; Individuals, Society and Culture)
  - USG.4.7. Indicator: Describe the influence individuals, businesses, labor and other organizations exercise on United States foreign policy. (Economics; Individuals, Society and Culture)
  - USG.4.8. Indicator: Provide examples of non-governmental international organizations and explain their role in international affairs. (Economics; Individuals, Society and Culture)
  - USG.4.9. Indicator: Identify world issues, including political, cultural, demographic, economic and environmental challenges that affect the United States foreign policy in specific regions of the world.
  - USG.4.10. Indicator: Discuss specific foreign policy issues that impact local community and state interests. (Economics; Individuals, Society and Culture)
- USG.5. Proficiency Statement: Roles of Citizens in the United States Students will explain the idea of citizenship in the United States, describe the roles of United States citizens, and identify and explain the rights and responsibilities of United States citizens. They will also examine how citizens can participate responsibly and effectively in the civic and political life of the United States.
  - USG.5.1. Indicator: Define the legal meaning of citizenship in the United States.
  - USG.5.2. Indicator: Describe the requirements for citizenship in the United States and residency in Indiana and deliberate on criteria used for attaining both. (Individuals, Society and Culture)
  - USG.5.3. Indicator: Analyze the roles of citizens in Indiana and the United States. (Individuals, Society and Culture)
  - USG.5.4. Indicator: Discuss the individual's legal obligation to obey the law, serve as a juror and pay taxes.
  - USG.5.5. Indicator: Identify and describe the civil and constitutional rights found in the United States Constitution and Bill of Rights and expanded by decisions of the United States Supreme Court. (Economics; Individuals, Society and Culture)
  - USG.5.6. Indicator: Identify when it is constitutional for governments to limit the rights of individuals.
  - USG.5.7. Indicator: Explain and give examples of important citizen actions that monitor and influence local, state, and national government as individuals and members of interest groups.
  - USG.5.8. Indicator: Explain how citizens in the United States participate in public elections as voters and supporters of candidates for public office.
  - USG.5.9. Indicator: Describe opportunities available to individuals' to contribute to the well-being of their communities and participate responsibly in the political process at local, state, and national levels of government.
  - USG.5.10. Indicator: Analyze and evaluate decisions about civil rights and liberties of individuals in landmark cases of the United States Supreme Court.
  - USG.5.11. Indicator: Give examples of the role that individual citizens can play in world affairs.
  - USG.5.12. Indicator: Use information from a variety of resources to describe and discuss American political issues such as environmental issues, women's rights and affirmative action.
IN.USH. Standard: United States History
- USH.1. Proficiency Statement: Early National Development 1775 to 1877: Students will review and summarize key ideas, events, and developments from the Founding Era through the Civil War and Reconstruction from 1775 to 1877.
  - USH.1.1. Indicator: Read key documents from the Founding Era and explain major ideas about government, individual rights and the general welfare embedded in these documents. (Government)
  - USH.1.2. Indicator: Explain major themes in the early history of the United States. (Economics, Government)
  - USH.1.3. Indicator: Describe the controversies pertaining to slavery, abolitionism, Dred Scott v. Sanford (1856) and social reform movements. (Government, Economics)
  - USH.1.4. Indicator: Describe causes and lasting effects of the Civil War and Reconstruction as well as the political controversies surrounding this time. (Government, Economics)
- USH.2. Proficiency Statement: Development of the Industrial United States 1870 to 1900: Students will examine the political, economic, social and cultural development of the United States during the period from 1870 to 1900.
  - USH.2.1. Indicator: Describe economic developments that transformed the United States into a major industrial power and identify the factors necessary for industrialization. (Economics)
  - USH.2.2. Indicator: Identify key ideas, movements and inventions and explain their impact on rural communities and urban communities in the United States. (Economics, Sociology)
  - USH.2.3. Indicator: Identify the contributions of individuals and groups and explain developments associated with industrialization and immigration. (Government; Economics; Individuals, Society and Culture)
  - USH.2.4. Indicator: Describe the growth of unions and the labor movement and identify important labor leaders associated with these movements. (Government, Economics)
  - USH.2.5. Indicator: Compare and contrast government attempts to regulate business and industry. (Government, Economics)
  - USH.2.6. Indicator: Describe the federal government's policy regarding migration of settlers and the removal of Native American Indians to western territories. (Government; Geography; Individuals, Society and Culture)
  - USH.2.7. Indicator: Describe and analyze the lasting effect of ''separate but equal'' established by the U.S. Supreme Court in Plessey v. Ferguson (1896). (Government; Individuals, Society and Culture)
- USH.3. Proficiency Statement: Emergence of the Modern United States 1897 to 1920: Students will examine the political, economic, social and cultural development of the United States during the period from 1897 to 1920.
  - USH.3.1. Indicator: Identify the events and people central to the transformation of the United States into a world power. (Government, Geography)
  - USH.3.2. Indicator: Explain how ''The Roosevelt Corollary'' (1904) modified the Monroe Doctrine (1823) justifying a new direction in United States foreign policy. (Government)
  - USH.3.3. Indicator: Compare President Woodrow Wilson's ''Fourteen Points'' address to the views of British leader David Lloyd George and French leader Georges Clemenceau regarding a treaty to end World War I. (Government, Geography)
  - USH.3.4. Indicator: Summarize the Versailles Treaty, the formation and purpose of League of Nations and the interrelationship between the two. (Government)
  - USH.3.5. Indicator: Identify and compare the reforms of Theodore Roosevelt, William Howard Taft and Woodrow Wilson.
  - USH.3.6. Indicator: Identify the contributions to American culture made by individuals and groups. (Individuals, Society and Culture)
  - USH.3.7. Indicator: Explain the impact of immigration, industrialization and urbanization in promoting economic growth. (Economics, Geography)
  - USH.3.8. Indicator: Describe the Progressive movement and its impact on political, economic and social reform. (Government; Economics; Individuals, Society and Culture)
  - USH.3.9. Indicator: Explain the constitutional significance of the following landmark decisions of the United States Supreme Court Northern Securities Company v. United States (1904), Muller v. Oregon (1908), Schenck v. United States (1919) and Abrams v. United States (1919).
- USH.4. Proficiency Statement: Modern United States Prosperity and Depression 1920s and 1939: Students will examine the political, economic, social and cultural development of the United States during the period from 1920 to 1939.
  - USH.4.1. Indicator: Give examples of support shifting to big business during the postwar period between World War I and the Great Depression. (Government, Economics)
  - USH.4.2. Indicator: Describe the development of popular culture. (Individuals, Society and Culture)
  - USH.4.3. Indicator: Explain how America reacted to a changing society by examining issues associated with the Red Scare, Prohibition, the Scopes Trial, the changing role of women and African-Americans, the Ku Klux Klan, the Palmer Raids, the National Origins Act, and restrictions on immigration. (Government; Economics; Geography; Individuals, Society and Culture)
  - USH.4.4. Indicator: Describe the stock market crash of 1929 and the impact it had on politics, economics and America's standard of living. (Government, Economics)
  - USH.4.5. Indicator: Identify and describe the contributions of political and social reformers during the Great Depression. (Government; Economics; Individuals, Society and Culture)
  - USH.4.6. Indicator: Describe New Deal legislation and its effect on government expansion and compare and contrast their views of New Deal proponents and opponents. (Government, Economics)
  - USH.4.7. Indicator: Describe technological developments during the 1920s and their impact on rural and urban America. (Economics; Geography; Individuals, Society and Culture)
  - USH.4.8. Indicator: Describe the cause and effect of American isolationism during the 1930s. (Government, Economics, Geography)
- USH.5. Proficiency Statement: The United States and World War II 1939 to 1945: Students will examine the causes and course of World War II, the effects of the war on United States society and culture, and the consequences for United States involvement in world affairs.
  - USH.5.1. Indicator: Compare and contrast President Franklin D. Roosevelt's world view with that of Germany's Adolf Hitler. (Government; Individuals, Society and Culture)
  - USH.5.2. Indicator: Identify and describe key events that resulted in the United States entry into World War II. (Government, Geography)
  - USH.5.3. Indicator: Identify and describe key leaders and events during World War II. (Government)
  - USH.5.4. Indicator: Describe Hitler's ''final solution'' policy and identify the Allied responses to the Holocaust. (Government, Geography)
  - USH.5.5. Indicator: Explain the significance of the Supreme Court cases Korematsu v. United States (1944) and Hirabayashi v. United States (1943), dealing with individual rights and national security during World War II. (Government)
  - USH.5.6. Indicator: Identify and describe the impact of World War II on American culture and economic life. (Government; Economics; Geography; Individuals, Society and Culture)
- USH.6. Proficiency Statement: Postwar United States 1945 to 1960: Students will examine the political, economic, social and cultural development of the United States during the period from 1945 to 1960.
  - USH.6.1. Indicator: Describe the domino theory and its relationship to the principle of containment. Identify key events and individuals as well as their connections to post World War II tensions (Cold War). (Government, Geography)
  - USH.6.2. Indicator: Summarize the early struggle for civil rights and identify events and people associated with this struggle. (Government; Economics; Individuals, Society and Culture)
  - USH.6.3. Indicator: Describe the constitutional significance and lasting effects of the United States Supreme Court case Brown v. Board of Education. (Government; Economics; Individuals, Society and Culture)
  - USH.6.4. Indicator: Summarize the economic and social changes in American life brought about by converting a wartime economy to a peace-time economy. (Economics; Individuals, Society and Culture)
- USH.7. Proficiency Statement: The United States in Troubled Times 1960 to 1980: Students will examine the political, economic, social and cultural development of the United States during the period from 1960 to 1980.
  - USH.7.1. Indicator: Explain the civil rights movement of the 1960s and 1970s by describing the ideas and actions of federal and state leaders, grassroots movements, and central organizations that were active in the movement. (Government; Economics; Individuals, Society and Culture)
  - USH.7.2. Indicator: Read Reverend Martin Luther King, Jr.'s ''I Have a Dream'' speech (1963) and ''Letter from Birmingham Jail'' (1963) and summarize the main ideas in each. (Government, Economics)
  - USH.7.3. Indicator: Identify and describe federal programs, policies and legal rulings designed to improve the lives of Americans during the 1960s. (Government, Economics)
  - USH.7.4. Indicator: Identify the problems confronting women, immigrants and Native American Indians during this period of economic and social change and describe the solutions to these problems. (Government; Economics; Individuals, Society and Culture)
  - USH.7.5. Indicator: Identify and describe United States foreign policy issues during the 1960s and 1970s. (Government, Geography)
  - USH.7.6. Indicator: Explain and analyze changing relations between the United States and the Soviet Union from 1960 to 1980 as demonstrated by the Cuban Missile Crisis, the crisis in Berlin, the U-2 incident, the space race and the SALT agreements.(Government, Geography)
  - USH.7.7. Indicator: Describe United States' involvement in Vietnam and reactions by Americans to this involvement.
  - USH.7.8. Indicator: Identify causes and the effects of Richard Nixon's decision to resign the Presidency and explain the constitutional significance of the Watergate Scandal and the United States Supreme Court case United States v. Nixon. (Government)
- USH.8. Proficiency Statement: The Contemporary United States 1980 to the Present: Students will examine the political, economic, social and cultural development of the United States during the period from 1980 to the present.
  - USH.8.1. Indicator: Describe United States domestic issues and identify trends that occur from 1980 to the present.
  - USH.8.2. Indicator: Identify and describe important United States foreign policy issues, the people involved and the impact on the country. (Government, Geography, Economics)
  - USH.8.3. Indicator: Explain the constitutional significance of the following landmark decisions of the United States Supreme Court Westside Community School District v. Mergens (1990), Reno v. American Civil Liberties Union (1997), Mitchell v. Helms (2000) and Bush v. Gore (2000).
  - USH.8.4. Indicator: Describe developing trends in science and technology and explain how they impact the lives of Americans today.
  - USH.8.5. Indicator: Describe social, economic and political issues and how they impact individuals and organizations. (Government; Economics; Geography; Individuals, Society and Culture)
  - USH.8.6. Indicator: Analyze the impact of globalization on U.S. economic, political and foreign policy. (Government, Economics, Geography)
- USH.9. Proficiency Statement: Historical Thinking Students will conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining its accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation.
  - USH.9.1. Indicator: Identify patterns of historical succession and duration in which historical events have unfolded and apply them to explain continuity and change.
  - USH.9.2. Indicator: Locate and analyze primary sources and secondary sources related to an event or issue of the past.
  - USH.9.3. Indicator: Investigate and interpret multiple causation in historical actions and analyze cause-and-effect relationships.
  - USH.9.4. Indicator: Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.
  - USH.9.5. Indicator: Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.
  - USH.9.6. Indicator: Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.
IN.WG. Standard: World Geography
- WG.1. Proficiency Statement: The World in Spatial Terms Students will acquire a framework for examining the world in spatial terms. They will use and evaluate maps, globes, atlases and grid-referenced technologies, such as remote sensing, Geographic Information Systems (GIS) and Global Positioning Systems (GPS), to acquire, evaluate, analyze and report information about people, places and environments on Earth's surface.
  - WG.1.1. Indicator: Explain Earth's grid system and locate places using degrees of latitude and longitude. Use Earth's grid to examine important human issues, such as where particular crops can be grown and what animals can be domesticated in particular areas.
  - WG.1.2. Indicator: Demonstrate that, as an attempt to represent the round Earth on flat paper, all maps distort. Be able to evaluate distortions associated with any given projection.
  - WG.1.3. Indicator: Evaluate the source of particular maps to determine possible biases contained in them.
  - WG.1.4. Indicator: Create and compare mental maps or personal perceptions of places. Explain how experiences and culture influence these perceptions and identify ways in which mental maps influence decisions. (Individuals, Society and Culture)
  - WG.1.5. Indicator: Use locational technology such as remote sensing, Global Positioning Systems (GPS), and Geographic Information Systems (GIS), to establish spatial relationships.
  - WG.1.6. Indicator: Evaluate the applications of geographic tools (locational technologies) and supporting technologies to serve particular purposes.
  - WG.1.7. Indicator: Ask geographic questions and obtain answers from a variety of sources, such as books, atlases and other written materials; statistical source material; fieldwork and interviews; remote sensing; and GIS. Reach conclusions and give oral, written, graphic and cartographic expression to conclusions.
- WG.2. Proficiency Statement: Places and Regions Students will acquire a framework for thinking geographically about places and regions. They will identify the physical and human characteristics of places and regions. They will understand that people create regions to interpret Earth's complexity, and how culture and experience influence people's perception of places and regions.
  - WG.2.1. Indicator: Name and locate the world's continents, major bodies of water, major mountain ranges, major river systems, all countries and major cities.
  - WG.2.2. Indicator: Give examples of how and why places and regions change or do not change over time.
  - WG.2.3. Indicator: Give examples and analyze ways in which people's changing views of places and regions reflect cultural changes.
  - WG.2.4. Indicator: Explain how the concept of ''region'' is used as a way of categorizing, interpreting and ordering complex information about Earth.
  - WG.2.5. Indicator: Give examples of how people create regions to understand Earth's complexity (Individuals, Society and Culture)
- WG.3. Proficiency Statement: Physical Systems Students will acquire a framework for thinking geographically about Earth's physical systems. They will explain the physical processes that shape the patterns of Earth's surface and the characteristics and spatial distribution of ecosystems on Earth's surface.
  - WG.3.1. Indicator: Define Earth's physical systems atmosphere, lithosphere, biosphere or hydrosphere. Categorize the elements of the natural environment as belonging to one of the four components.
  - WG.3.2. Indicator: Identify and account for the distribution pattern of the world's climates, taking into account the Earth/Sun relationship, ocean currents, prevailing winds, and latitude and longitude.
  - WG.3.3. Indicator: Describe the world patterns of natural vegetation and biodiversity and their relations to world climate patterns.
  - WG.3.4. Indicator: Explain and give examples of the physical processes that shape Earth's surface that result in existing landforms and identify specific places where these processes occur.
  - WG.3.5. Indicator: Illustrate and graph with precision the occurrence of earthquakes on Earth over a given period of time (at least several months) and draw conclusions concerning regions of tectonic instability.
- WG.4. Proficiency Statement: Human Systems Students will acquire a framework for thinking geographically about human activities that shape Earth's surface. They will examine the characteristics, distribution and migration of human populations on Earth's surface; investigate the characteristics, distribution and complexity of Earth's cultural mosaics; analyze the patterns and networks of economic interdependence on Earth's surface; examine the processes, patterns and functions of human settlement; and consider how the forces of cooperation and conflict among people influence the division and control of Earth's surface.
  - WG.4.1. Indicator: Explain Earth's grid system and locate places using degrees of latitude and longitude. Use Earth's grid to examine important human issues, such as where particular crops can be grown and what animals can be domesticated in particular areas.
  - WG.4.2. Indicator: Characteristics, Distribution and Migration of Human Populations Develop maps of human migration and settlement patterns at different times in history and compare them to the present. (Government; History; Individuals, Society and Culture)
  - WG.4.3. Indicator: Characteristics, Distribution and Migration of Human Populations Hypothesize about the impact of push factors and pull factors on human migration in selected regions and about changes in these factors over time. (Economics; Government; History; Individuals, Society and Culture)
  - WG.4.4. Indicator: Characteristics, Distribution and Migration of Human Populations Evaluate the impact of human migration on physical and human systems. (Economic; Government; Individuals, Society and Culture
  - WG.4.5. Indicator: Characteristics, Distribution and Migration of Human Populations Assess the consequences of population growth or decline in various parts of the United States and determine whether the local community is shrinking or growing.
  - WG.4.6. Indicator: Characteristics, Distribution and Complexity of Cultural Mosaics Map the distribution patterns of the world's major religions and identify cultural features associated with each. (History; Individuals, Society and Culture)
  - WG.4.7. Indicator: Characteristics, Distribution and Complexity of Cultural Mosaics Map the distribution pattern of the world's major languages. Map and explain the concept of a lingua franca in various parts of the world. (History; Individuals, Society and Culture)
  - WG.4.8. Indicator: Characteristics, Distribution and Complexity of Cultural Mosaics Explain how changes in communication and transportation technology contribute to the spread of ideas and to cultural convergence and divergence. (Individuals, Society and Culture)
  - WG.4.9. Indicator: Economic Interdependence (Globalization) Identify patterns of economic activity in terms of primary (growing or extracting), secondary (manufacturing) and tertiary (distributing and services) activities. Plot data and draw conclusions about how the percentage of the working population in each of these categories varies by country and changes over time.
  - WG.4.10. Indicator: Economic Interdependence (Globalization) Describe and locate on maps the worldwide occurrence of the three major economic systems -traditional, planned and market - and describe the characteristics of each. (Economics)
  - WG.4.11. Indicator: Economic Interdependence (Globalization) Compare the levels of economic development of countries of the world in terms of Gross Domestic Product per capita and key demographic and social indicators. Map and summarize the results.
  - WG.4.12. Indicator: Economic Interdependence (Globalization) Explain the meaning of the word infrastructure and analyze its relationship to a country's level of development. (Economics; Government; Individuals, Society and Culture)
  - WG.4.13. Indicator: Economic Interdependence (Globalization) Identify contemporary spatial patterns in the movement of goods and services throughout the world.
  - WG.4.14. Indicator: Economic Interdependence (Globalization) Describe and illustrate the economic interdependence of countries and regions. (Economics)
  - WG.4.15. Indicator: Economic Interdependence (Globalization) Assess the growing worldwide impact of tourism and recreation and explain the economic, social and political effects of these activities.
  - WG.4.16. Indicator: Human Settlement Describe and explain the worldwide trend toward urbanization and be able to graph the trend. (Individuals, Society and Culture)
  - WG.4.17. Indicator: Human Settlement Explain how the internal structures of cities vary in different regions of the world and give examples. (Individuals, Society and Culture)
  - WG.4.18. Indicator: Human Settlement Analyze the changing functions of cities over time. (History; Individuals, Society and Culture)
  - WG.4.19. Indicator: Cooperation and Conflict Identify specific situations where human or cultural factors are involved in geographic conflict and identify different viewpoints in the conflict. Create scenarios under which these cultural factors would no longer trigger conflict. (Economics; Government; Individuals, Society and Culture)
  - WG.4.20. Indicator: Cooperation and Conflict Identify international organizations of global power and influence (North Atlantic Treaty Organization/ NATO, the United Nations, the European Union, Association of Southeast Asian Nations/ASEAN) and report on the impact of each. (Economics, Government)
- WG.5. Proficiency Statement: Environment and Society Students will acquire a framework for thinking geographically about the environment and society. They will analyze ways in which humans affect and are affected by their physical environment and the changes that occur in the meaning, distribution and importance of resources.
  - WG.5.1. Indicator: Identify and describe the effect of human interaction on the world's environment. (Economics; Government; Individuals, Society and Culture)
  - WG.5.2. Indicator: Identify solutions to problems caused by environmental changes brought on by human activity. (Economics; Government; Individuals, Society and Culture)
  - WG.5.3. Indicator: Map the occurrence and describe the effects of natural hazards throughout the world and explain ways to cope with them. (Government; Individuals, Society and Culture)
  - WG.5.4. Indicator: Analyze the possible effect of a natural disaster on the local community and devise plans to cope with a disaster so as to minimize or mitigate its effects.
  - WG.5.5. Indicator: Describe how and why the ability of people to use Earth's resources to feed themselves has changed over time. (Economics; Government; History; Individuals, Society and Culture)
  - WG.5.6. Indicator: Identify patterns of world resource distribution and utilization, and explain the consequences of the use of renewable and nonrenewable resources. (Economics; Individuals, Society and Culture)
  - WG.5.7. Indicator: Identify example's from different world regions, involving the use and management of resources. Explain how different points of view influence policies relating to the use of these resources. (Economics; Government; Individuals, Society and Culture)
  - WG.5.8 Indicator: Create basic policies designed to guide the use and management of Earth's resources and that reflect multiple points of view.
IN.WH. Standard: World History and Civilization
- WH.1. Proficiency Statement: Beginnings of Human Society and the Development of Cultural Hearths Students will examine the lives of people during the beginnings of human society.
  - WH.1.1. Indicator: Trace the approximate chronology and territorial range of early human communities, and analyze the processes that led to their development.
  - WH.1.2. Indicator: Describe types of evidence and methods of investigation by which scholars have reconstructed the early history of domestication, agricultural settlement and cultural development.
  - WH.1.3. Indicator: Describe social, cultural and economic characteristics of large agricultural settlements on the basis of evidence gathered by archaeologists.
- WH.2. Proficiency Statement: Ancient Civilizations 4000 B.C. /B.C.E. to 500 A.D. /C.E.: Students will examine the characteristics of early civilizations, including those of North Africa, Southwest Asia, South Asia and East Asia from 4000 B.C. /B.C.E. to 500 A.D. /C.E.
  - WH.2.1. Indicator: Early Development of Western and Non-Western Civilizations Define civilization and identify the key differences between civilizations and other forms of social organization. (Sociology)
  - WH.2.2. Indicator: Early Development of Western and Non-Western Civilizations Compare causes and conditions by which civilizations developed in North Africa, Southwest Asia, South Asia and East Asia, and explain why the emergence of these civilizations was a decisive transformation in human history. (Geography, Sociology)
  - WH.2.3. Indicator: Early Development of Western and Non-Western Civilizations Differentiate hierarchies in the social structures of early civilized peoples and explain the influence of religious belief systems upon ancient governmental systems. (Sociology)
  - WH.2.4. Indicator: Early Development of Western and Non-Western Civilizations Explain relationships in early civilizations between the development of state authority and the growth of aristocratic power, taxation systems and institutions of coerced labor, including slavery. (Government, Economics)
  - WH.2.5. Indicator: Greek Civilization Identify and explain the significance of achievements of Greeks in mathematics, science, philosophy, architecture and the arts and their impact on various peoples and places in subsequent periods of world history. (Sociology)
  - WH.2.6. Indicator: Greek Civilization Analyze the major events of the wars between the Persians and the Greeks, reasons why the Persians failed to conquer the Greeks, and consequences of the wars for Greek civilization.
  - WH.2.7. Indicator: Greek Civilization Compare and contrast the daily life, social hierarchy, culture and institutions of Athens and Sparta; describe the rivalry between Athens and Sparta; and explain the causes and consequences of the Peloponnesian War. (Geography, Government, Sociology)
  - WH.2.8. Indicator: Greek Civilization Describe the role of Alexander the Great in the spread of Hellenism in Southwest and South Asia, North Africa; and parts of Europe.
  - WH.2.9. Indicator: Roman Civilization Describe Roman Republican government and society and trace the changes that culminated in the end of the Republic and the beginning of the Roman Empire. (History, Government, Sociology)
  - WH.2.10. Indicator: Roman Civilization Describe Roman achievement in law and technology and explain their impact on various peoples and places in subsequent periods of world history. (Psychology, Sociology)
  - WH.2.11. Indicator: Roman Civilization Explain the origins of Christianity, including the lives and teachings of Jesus and Paul, and the relationships of early Christians with officials of the Roman Empire. (Sociology)
  - WH.2.12. Indicator: Roman Civilization Analyze the causes, conditions and consequences of the spread of Christianity throughout the Roman Empire, including the policies of Emperor Constantine the Great. (Individuals, Society and Culture)
  - WH.2.13. Indicator: Roman Civilization Explain the causes, conditions and consequences of the decline and fall of the western part of the Roman Empire.
- WH.3. Proficiency Statement: Major Civilizations and Empires in Asia, Africa and the Americas 1000 B.C. /B.C.E. to 1500 A.D. /C.E.: Students will trace the development of major civilizations and empires in different regions of Asia, Africa and the Americas from 1000 B.C. /B.C.E. to 1500 A.D. /C.E.
  - WH.3.1. Indicator: Asia Trace the development and major achievements of civilization in India with particular emphasis on the rise and fall of the Maurya Empire, the ''golden period'' of the Gupta Empire, and the reign of Emperor Ashoka. (Government)
  - WH.3.2. Indicator: Asia Examine, interpret and compare the main ideas of Hinduism and Buddhism and explain their influence on civilization in India. (Psychology, Sociology)
  - WH.3.3. Indicator: Asia Explain how Buddhism spread and influenced peoples and their cultures throughout South Asia, Central Asia and East Asia. (Psychology, Sociology)
  - WH.3.4. Indicator: Asia Trace the development and major achievements of Chinese and East Asian civilizations during various key dynasties, such as the Shang, Zhou, Qin, Han, Tang and Song. (Government, Sociology)
  - WH.3.5. Indicator: Asia Describe the life of Confucius, compare and contrast the fundamental teachings of Confucianism and Daoism (Taoism), and explain the influence of these ideas on Chinese and East Asian civilizations. (Sociology)
  - WH.3.6. Indicator: Asia Describe the origins and development of Japanese society and the imperial state in Japan. (Government, Sociology)
  - WH.3.7. Indicator: Asia Describe the life of Muhammad, fundamental teachings of Islam, and connections of Islam to Judaism and Christianity. (Psychology, Sociology)
  - WH.3.8. Indicator: Asia Trace the extent and consequences of Islam's spread in Asia, the Mediterranean region and southern Europe. (Sociology)
  - WH.3.9. Indicator: Asia Explain how the community of Muslims became divided into Sunnis and Shiites and the long-term consequences of this division. (Psychology, Sociology)
  - WH.3.10. Indicator: Asia Describe and explain the rise and expansion of the Mongol empire and its consequences for Eurasian peoples, including the achievements of the great Khan in the context of Mongol society and his impact on history.
  - WH.3.11. Indicator: Africa Analyze and explain the rise and fall of the ancient Eastern and Southern African kingdoms of Kush and Axum, Abyssinia, and Zimbabwe.
  - WH.3.12. Indicator: Africa Describe the rise and fall of the ancient kingdom of Ghana and explain how it became Africa's first large empire.
  - WH.3.13. Indicator: Africa Explain the rise, development and decline of Mali and Songhai.
  - WH.3.14. Indicator: Africa Analyze and explain the origins and development of the slave trade in Africa and its connections to Arabic peoples of North Africa and Southwest Asia and to Western European peoples. (Sociology)
  - WH.3.15. Indicator: The Americas Identify the origins and explain the importance of farming in the development of pre-Columbian societies and civilizations in various regions of the Americas. (Geography, Sociology)
  - WH.3.16. Indicator: The Americas Compare and contrast the Maya, Aztec and Inca civilizations in terms of their arts, religion, sciences, economy, social hierarchy, government, armed forces and imperial expansion.
- WH.4. Proficiency Statement: Civilization 500 to 1650: Students will examine the political, economic, social and cultural development of Europe, which influenced the rise of Western Civilization, particularly the Renaissance and Reformation from 500 to 1650.
  - WH.4.1. Indicator: Describe the impact of Christian monasteries and convents on Europe, and explain how Christianity and classical Greco-Roman civilization influenced Europe after the collapse of the Roman Empire. (Sociology)
  - WH.4.2. Indicator: Describe the impact on Western Europe of the collapse of the Roman Empire.
  - WH.4.3. Indicator: Describe the rise and achievements of Charlemagne and the Empire of the Franks.
  - WH.4.4. Indicator: Explain how the idea of Christendom influenced the development of cultural unity in Europe. (Sociology)
  - WH.4.5. Indicator: Describe how technological improvements in agriculture, the growth of towns, the creation of guilds, and the development of banking during the Middle Ages, as well as the institutions of feudalism and the manorial system influenced European civilization. (Economics, Government, Sociology)
  - WH.4.6. Indicator: Analyze and compare the success of the Roman and Orthodox churches in spreading the Christian religion and civilization to peoples of Northern and Eastern Europe. (Sociology)
  - WH.4.7. Indicator: Explain the Great Schism of 1054 and the development of Eastern and Western branches of Christianity. (Sociology)
  - WH.4.8. Indicator: Explain the causes of the Crusades and their consequences for Europe and Southwest Asia, including the growth in power of the monarchies in Europe. (Government, Sociology)
  - WH.4.9. Indicator: Describe the rise, achievements, decline and demise of the Byzantine Empire; the relationships of Byzantine and Western Civilizations; the conquest of Constantinople by the Turks in 1453; and the impact on European peoples living in the Turkish (Ottoman) Empire. (Government, Sociology)
  - WH.4.10. Indicator: Trace the origins and developments of the Northern Renaissance and the Italian Renaissance. Explain Renaissance diffusion throughout Western Europe and its impact on peoples and places associated with western civilization.
  - WH.4.11. Indicator: Describe the main themes and achievements of the Protestant Reformation, including its impact on science, technology and the arts. (Sociology)
  - WH.4.12. Indicator: Analyze the factors that led to the rise and spread of the Protestant Reformation as well as the reaction of the Catholic Church. Discuss the consequences of these actions on the development of western civilization. (Sociology)
  - WH.4.13. Indicator: Explain the causes, events and consequences of wars associated with the Protestant Reformation, which culminated with the Thirty Years War, 1618 to 1648. (Economics, Government)
- WH.5. Proficiency Statement: Worldwide Exploration, Conquest and Colonization 1450 to 1750: Students will examine the causes, events, and consequences of worldwide exploration, conquest and colonization from 1450 to 1750.
  - WH.5.1. Indicator: Explain the causes and conditions of worldwide voyages of exploration and discovery by expeditions from China, Portugal, Spain, France, England and the Netherlands.
  - WH.5.2. Indicator: Explain the origins, developments and consequences of the transatlantic slave trade between Africa and the Americas. Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe and the Americas from 1450 to 1750. (Economics, Geography, Sociology)
  - WH.5.3. Indicator: Explain the origins, developments, main events and consequences of European overseas expansion through conquest and colonization in Africa, Asia and the Americas. (Economics, Geography, Sociology)
  - WH.5.4. Indicator: Identify major technological innovations in shipbuilding, navigation, and naval warfare, and explain how these technological advances were related to voyages of exploration, conquest and colonization. (Economics, Geography)
- WH.6. Proficiency Statement: Scientific, Political, Cultural and Industrial Revolutions 1500 to 1900: Students will examine the causes, events and global consequences of the scientific, political, cultural and industrial revolutions that originated in Western Europe and profoundly influenced the world from 1500 to 1900.
  - WH.6.1. Indicator: Examine how the Scientific Revolution, as well as technological changes and new forms of energy, brought about massive social, economic, and cultural change. (Economics, Government, Psychology, Sociology)
  - WH.6.2. Indicator: Trace the origins and consequences of the English Civil War on the government and society of England, and explain the significance of the Glorious Revolution of 1688 for the development of government and liberty in England and its colonies in North America. (Economics, Government)
  - WH.6.3. Indicator: Explain the concept of ''the Enlightenment'' in European history and describe its impact upon political thought and government in Europe, North America and other regions of the world. (Economics, Government)
  - WH.6.4. Indicator: Compare and contrast the causes and events of the American and French Revolutions of the late eighteenth century and explain their consequences for the growth of liberty, equality and democracy in Europe, the Americas and other parts of the world. (Government, Sociology)
  - WH.6.5. Indicator: Describe the causes, events and outcomes of the Latin American independence movements of the nineteenth century. (Government, Sociology)
  - WH.6.6. Indicator: Describe the causes and conditions of the Industrial Revolution in England, Europe and the United States, and explain the global consequences. (Economics, Geography, Sociology)
  - WH.6.7. Indicator: Analyze and evaluate the influence of Christianity, the Enlightenment and democratic revolutions and ideas in various regions of the world. (Sociology)
- WH.7. Proficiency Statement: Global Imperialism 1500 to the Present: Students will examine the origins, major events and consequences of worldwide imperialism from 1500 to the present.
  - WH.7.1. Indicator: Discuss the rise of nation-states and nationalism in Europe, North America and Asia and explain the causes, main events and global consequences of imperialism from these areas. (Government)
  - WH.7.2. Indicator: Analyze the causes and consequences of European imperialism upon the indigenous peoples of Africa, Asia and Oceania (Government, Sociology)
  - WH.7.3. Indicator: Analyze Japanese responses to challenges by Western imperial powers and the impact of these responses on Japan's subsequent development as an industrial, military and imperial power. (Economics, Government, Sociology)
- WH.8. Proficiency Statement: An Era of Global Conflicts, Challenges, Controversies and Changes 1900 to the Present: Students will analyze and explain trends and events of global significance, such as world wars, international controversies and challenges, and cross-cultural changes that have connected once-separated regions into an incipient global community.
  - WH.8.1. Indicator: Trace and explain the causes, major events and global consequences of World War I.
  - WH.8.2. Indicator: Explain causes of the February and October Revolutions of 1917 in Russia, their effects on the outcome of World War I, and the success of the Bolsheviks (Communists) in their establishment of the Union of Soviet Socialist Republics. (Economics, Government, Sociology)
  - WH.8.3. Indicator: Compare the totalitarian ideologies, institutions and leaders of the Union of Soviet Socialist Republics, Germany and Italy in the 1920s, 1930s and 1940s. (Government, Sociology)
  - WH.8.4. Indicator: Identify and analyze the causes, events and consequences of World War II.
  - WH.8.5. Indicator: Explain the origins and purposes of international alliances in the context of World War I and World War II.
  - WH.8.6. Indicator: Explain the causes and consequences of the Cold War. (Government, Psychology, Sociology)
  - WH.8.7. Indicator: Identify new post-war nations in South and Southeast Asia and Africa that were created from former colonies, and describe the reconfiguration of the African continent. (Government)
  - WH.8.8. Indicator: Describe and explain the origins of the modern state of Israel and the reactions of the peoples and states in southwest Asia. (Government)
  - WH.8.9. Indicator: Describe ethnic or nationalistic conflicts and violence in various parts of the world, including Southeastern Europe, Southwest and Central Asia, and sub-Saharan Africa. (Sociology)
  - WH.8.10. Indicator: Describe and analyze the global expansion of democracy since the 1970s and the successes or failures of democratic reform movements in challenging authoritarian or despotic regimes in Africa, Asia, Eastern Europe and Latin America.
  - WH.8.11. Indicator: Identify contemporary international organizations. Describe why each was established and assess their success, consequences for citizen and the role of particular countries in achieving the goals of each. (Economics, Government)
- WH.9. Proficiency Statement: Historical Thinking Students will conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation.
  - WH.9.1. Indicator: Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making Identify patterns of historical change and duration and construct a representation that illustrates continuity and change.
  - WH.9.2. Indicator: Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making Locate and analyze primary sources and secondary sources related to an event or issue of the past.
  - WH.9.3. Indicator: Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making Investigate and interpret multiple -causation in analyzing historical actions, and analyze cause-and-effect relationships.
  - WH.9.4. Indicator: Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.
  - WH.9.5. Indicator: Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.
  - WH.9.6. Indicator: Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.

Read more about Indiana: 9th-Grade Standards

Oregon: 9th-Grade Standards

Article Body

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

High school students study world and U.S. history from approximately 1900 to the present. They also consider the interrelationship of the levels and branches of government as they are involved in creating government policy. In Economics, students look at specialization, competition, and the creation of economic policy. They also investigate the risks of entrepreneurship, investment, and various economic policies and practices. Geography study includes using geographic representations to describe and explain resource use, depletion, and renewal, physical and climate change, population characteristics and migration, and cultural characteristics and change. Students use Social Science Analysis to fully explain issues, including the significance; to gather and analyze data; to view events, issues, or problems from varied and opposed perspectives, considering short- and long-term effects; and to reach refined, supported conclusions.

Civics and Government

Understand the origins, purposes, and functions of U.S. government, including the structure and meaning of the U.S. Constitution.
- SS.HS.CG.01 Understand the purpose of laws and government, provisions to limit power, and the ability to meet changing needs as essential ideas of the Constitution.
  - SS.HS.CG.01.01 Understand the "supremacy clause" of the U.S. Constitution as a means of resolving conflicts between state and federal law.
  - SS.HS.CG.01.02 Understand the concept of judicial review as a means of resolving conflict over the interpretation of the Constitution and the actions of government.
  - SS.HS.CG.01.03 Understand how to amend the U.S. Constitution and the Oregon Constitution, including how amendments may be introduced, what is required for passage, and how the process accommodates changing needs and the preservation of values and principles.
Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States.
- SS.HS.CG.02 Understand the interrelationship between local, state, and federal government.
  - SS.HS.CG.02.01 Understand the primary function of federal, state, and local levels of government and how the actions of one influence the workings of the others.
  - SS.HS.CG.02.02 Understand how federalism creates shared and reserved powers at each level of government.
Understand the roles of the three branches of government and explain how their powers are distributed and shared.
- SS.HS.CG.03 Understand how the branches of government have powers and limitations.
  - SS.HS.CG.03.01 Understand how laws are developed and applied to provide order, set limits, protect basic rights, and promote the common good.
  - SS.HS.CG.03.02 Understand the process by which laws are developed at the federal level, and key differences between how laws are developed at the federal level and in Oregon.
  - SS.HS.CG.03.03 Identify and understand the powers and limits to power of the Presidency.
Understand personal and political rights of citizens in the United States.
- SS.HS.CG.04 Understand the role of the courts and of the law in protecting the rights of U.S. citizens.
  - SS.HS.CG.04.01 Understand how the Bill of Rights offers protection of individual rights and how rights are limited for the benefit of the common good.
  - SS.HS.CG.04.02 Understand the role of due process in the protection of individuals.
  - SS.HS.CG.04.03 Understand how the rights of citizens have been augmented by case law decisions.
Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
- SS.HS.CG.05 Understand the civic responsibilities of U.S. citizens and how they are met.
  - SS.HS.CG.05.01 Identify the responsibilities of citizens in the United States and understand what an individual can do to meet these responsibilities.
Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations.
- SS.HS.CG.06 Understand how government policies and decisions have been influenced and changed by individuals, groups, and international organizations.
  - SS.HS.CG.06.01 Understand how U.S. political parties have influenced government policy and decisions.
  - SS.HS.CG.06.02 Understand the causes, course, and impact of the civil rights/equal rights movements.
  - SS.HS.CG.06.03 Understand the Constitutional changes that resulted from major events in the 20th century.
Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations.
- SS.HS.CG.07 Understand the purposes and functions of major international organizations and the role of the United States in them.
  - SS.HS.CG.07.01 Understand and give examples of how international organizations influence policies or decisions.
  - SS.HS.CG.07.02 Understand the purposes and functions of the United Nations, and the role of the United States in the United Nations.
  - SS.HS.CG.07.03 Understand the purpose and function of international humanitarian agencies and special interest advocacy groups, and how the United States interacts with people in other nations through these organizations.
Analyze major political systems of the world.
- SS.HS.CG.08 Understand how various forms of government function in different situations.
  - SS.HS.CG.08.01 Compare and contrast how various forms of government function in similar and different situations.

Economics

Understand that resources are limited (e.g., scarcity).
- SS.HS.EC.01 Understand how specialization and competition influence the allocation of resources.
  - SS.HS.EC.01.01 Understand how specialization increases efficiency, potential output, and consumer well being, but may have negative side effects.
Understand economic trade-offs and how choices result in both costs and benefits to individuals and society.
- SS.HS.EC.02 Understand a cost-benefit analysis of economic choices.
  - SS.HS.EC.02.01 Compare and contrast the allocation of goods and services in market and command economies.
  - SS.HS.EC.02.02 Understand how people make decisions by analyzing economic conditions and changes.
Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.
- SS.HS.EC.03 Understand how consumer demand and market price directly impact one another.
  - SS.HS.EC.03.01 Understand that competition among sellers leads to lower prices and impacts production.
  - SS.HS.EC.03.02 Understand that competition among buyers increases prices and allocates goods and services only to those who can afford them.
Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy.
- SS.HS.EC.04 Evaluate different economic systems, comparing advantages and disadvantages of each.
  - SS.HS.EC.04.01 Use cost-benefit analysis to compare and contrast economic systems.
Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy.
- SS.HS.EC.05 Understand how government can affect the national economy through policy.
- SS.HS.EC.06 Understand how government can affect international trade through tariffs, quotas and trade agreements.
  - SS.HS.EC.06.01 Understand how government responds to problems in the economy (rapid inflation or rising unemployment) with fiscal and/or monetary policies.
  - SS.HS.EC.06.02 Identify and give examples of ways that the U.S. government can affect the economy through legislation or policy decisions.
  - SS.HS.EC.06.03 Identify tariffs, quotas, and trade agreements, and understand the consequences of their use on the economy.
Understand the interdependence of the global economy and the role played by the United States.

SS.HS.EC.07 Understand the purposes and functions of major international economic organizations and the role of the United States in them.
- SS.HS.EC.07.01 Understand the purpose and function of international economic agencies and groups and how the United States interacts with people in other nations through these groups.

Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.
- SS.HS.EC.08 Understand how money makes saving and borrowing easier.
  - SS.HS.EC.08.01 Understand how money functions in the banking system and as part of fiscal policy.
Apply economic concepts and principles to issues of personal finance.
- SS.HS.EC.09 Understand the potential risks and returns of various investment opportunities, including entrepreneurship, in a market economy.
  - SS.HS.EC.09.01 Identify and give examples of potential incentives and disincentives of entrepreneurship.
  - SS.HS.EC.09.02 Identify and give examples of potential risks and returns of economic decisions under various economic conditions.
  - SS.HS.EC.09.03 Understand the risks and benefits to the use of credit.

Geography

Understand the spatial concepts of location, distance, direction, scale, movement, and region.
- SS.HS.GE.01 Understand and use geographic information using a variety of scales, patterns of distribution, and arrangement.
  - SS.HS.GE.01.01 Understand the advantages and disadvantages of using various geographic representations to depict and solve geographic problems.
Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
- SS.HS.GE.02 Interpret and evaluate information using complex geographic representations.
  - SS.HS.GE.02.01 Use a variety of geographic representations to analyze information and draw conclusions about geographic issues.
Locate major physical and human (cultural) features of the Earth.
- SS.HS.GE.03 Locate and identify places, regions, and geographic features that have played prominent roles in historical or contemporary issues and events.
  - SS.HS.GE.03.01 Locate, identify, and explain changes in countries over time.
  - SS.HS.GE.03.02 Locate and identify places and regions most prominent in contemporary events in Oregon, the United States, and the world.
Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.
- SS.HS.GE.04 Analyze changes in the physical and human characteristics of places and regions, and the effects of technology, migration, and urbanization on them.
  - SS.HS.GE.04.01 Apply geographic tools to identify change in a place over time, and to infer reasons for the change.
Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and it effects (e.g., impact on physical and human systems).
- SS.HS.GE.05 Understand how worldwide transportation and communication patterns have affected the flow and interactions of people, ideas, and products.
  - SS.HS.GE.05.01 Understand how transportation and communication systems of the present compare to those of the past, and how this changes perceptions of space and time.
  - SS.HS.GE.05.02 Understand how communication and transportation technologies contribute to trade and cultural convergence.
Understand economic, cultural, and environmental factors that influence changes in population, and evaluate the consequences of the resulting increases or decreases in population.
- SS.HS.GE.06 Analyze and evaluate the impact of economic, cultural or environmental factors that result in changes to population of cities, countries, or regions.
  - SS.HS.GE.06.01 Evaluate the consequences of economic, cultural, or environmental changes on a given population.
Understand how people and the environment are interrelated.
- SS.HS.GE.07 Understand human modifications of the physical environment and analyze their global impacts and consequences for human activity.
  - SS.HS.GE.07.01 Distinguish between renewable resources and non-renewable resources and the global consequences of mismanagement.
  - SS.HS.GE.07.02 Identify and understand different methods of extracting and using resources, and analyze and compare the effect on the environment.
- SS.HS.GE.08 Identify and give examples of changes in a physical environment, and evaluate their impact on human activity in the environment.
  - SS.HS.GE.08.01 Identify and give examples of changes in human activity due to changes in the physical environment, and analyze the impact on both.

History

Historical Skills: Interpret and reconstruct chronological relationships.
- SS.HS.HS.01 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history.
  - SS.HS.HS.01.01 Reconstruct the chronological order of significant events related to historical developments.
  - SS.HS.HS.01.02 Interpret the relationship of events occurring over time.
  - SS.HS.HS.01.03 Interpret timelines, charts and graphs illustrating chronological relationships.
Historical Skills: Analyze cause and effect relationships, including multiple causalities.
- SS.HS.HS.02 Compare and contrast institutions and ideas in history, noting cause and effect relationships.
Historical Skills: Understand, recognize, and interpret change and continuity over time.
- SS.HS.HS.03 Recognize and interpret continuity and/or change with respect to particular historical developments in the 20th century.
Historical Skills: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events.
- SS.HS.HS.04 Understand how contemporary perspectives affect historical interpretation.
World History: Understand and interpret events, issues, and developments within and across eras of world history.
- SS.HS.HS.05 Understand the causes, characteristics, lasting influence, and impact of political, economic, and social developments in world history.
  - SS.HS.HS.05.01 Understand how innovations in industry and transportation created the factory system, which led to the Industrial Revolution and transformed capitalism.
  - SS.HS.HS.05.02 Understand how the Agricultural Revolution contributed to and accompanied the Industrial Revolution.
  - SS.HS.HS.05.03 Understand the concepts of imperialism and nationalism.
  - SS.HS.HS.05.04 Understand how European colonizers interacted with indigenous populations of Africa, India, and Southeast Asia, and how the native populations responded.
  - SS.HS.HS.05.05 Understand the major consequences of imperialism in Asia and Africa at the turn of the century.
  - SS.HS.HS.05.06 Understand Japanese expansion overseas and the consequences for Japan and Asia during the 20th century.
  - SS.HS.HS.05.07 Understand the impact of the Chinese Revolution of 1911, and the cause of China's Communist Revolution in 1949.
  - SS.HS.HS.05.08 Identify and understand the causes and consequences of the Russian Revolution of 1917, and the impact on politics in nations around the world.
  - SS.HS.HS.05.09 Identify and understand the causes and consequences of the Mexican Revolution of 1911-1917.
  - SS.HS.HS.05.10 Identify and understand the causes of WWI and the reasons why the United States entered this war.
  - SS.HS.HS.05.11 Understand the character of the war on the western and eastern fronts in World War I, and how new military technology contributed to the scale and duration of the war.
  - SS.HS.HS.05.12 Understand how the terms of the Versailles Treaty and the social and economic challenges of the postwar decade set the stage for World War II.
  - SS.HS.HS.05.13 Understand how the United States and other nations responded to aggression in Europe and Asia during the first half of the 20th century.
  - SS.HS.HS.05.14 Understand isolationism and the military and economic mobilization of the United States prior to and during World War II, and its impact on American society.
  - SS.HS.HS.05.15 Understand the character of the war in Europe and the Pacific, and the role of inventions and new technology on the course of the war.
  - SS.HS.HS.05.16 Understand the systematic campaign of terror and persecution in Nazi Germany.
  - SS.HS.HS.05.17 Understand the response of the world community to the Nazis and to the Holocaust.
  - SS.HS.HS.05.18 Identify and understand the causes and consequences of the resistance movement in India.
  - SS.HS.HS.05.19 Understand the division of Europe after WWII leading to the Cold War.
  - SS.HS.HS.05.20 Understand the impact of the Cold War on individuals, groups, and nations.
  - SS.HS.HS.05.21 Understand the causes and impact of the Korean and Vietnam Wars.
U.S. History: Understand and interpret events, issues, and developments within and across eras of U.S. history.
- SS.HS.HS.06 Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history after 1900.
  - SS.HS.HS.06.01 Identify and understand the effects of 19th century reform movements on American life in the early 20th century.
  - SS.HS.HS.06.02 Understand the concerns, successes, and limitations of Progressivism.
  - SS.HS.HS.06.03 Understand how new inventions, new methods of production, and new sources of power transformed work, production, and labor in the early 20th century.
  - SS.HS.HS.06.04 Understand the changes in society and culture in the early 20th century.
  - SS.HS.HS.06.05 Understand the causes of the Great Depression and the effect of the Great Depression on the American family.
  - SS.HS.HS.06.06 Understand how the Franklin D. Roosevelt administration and the New Deal addressed the Great Depression, redefined the role of government, and had a profound impact on American life.
  - SS.HS.HS.06.07 Understand the changes that created the economic boom after World War II.
State & Local History: Understand and interpret the history of the state of Oregon.
- SS.HS.HS.07 Understand the causes, characteristics, and impact of political, economic, and social developments in Oregon state history.
  - SS.HS.HS.07.01 Identify and understand significant events, developments, groups, and people in the history of Oregon after 1900.
  - SS.HS.HS.07.02 Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon after 1900.
  - SS.HS.HS.07.03 Consider and analyze different interpretations of key events and/or issues in history from the perspective of Oregon.
State & Local History: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture.
- SS.HS.HS.08 Understand the causes, characteristics and impact, and lasting influence of political, economic, and social developments in local history.

Social Science Analysis

Define and clarify an issue so that its dimensions are well understood.
- SS.HS.SA.01 Define, research, and explain an event, issue, problem, or phenomenon and its significance to society.
Acquire and organize materials from primary and secondary sources.
- SS.HS.SA.02 Gather, analyze, use, and document information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals.
- SS.HS.SA.03 Understand what it means to be a critical consumer of information.
Explain various perspectives on an event or issue and the reasoning behind them.
- SS.HS.SA.04 Analyze an event, issue, problem, or phenomenon from varied or opposed perspectives or points of view.
Identify and analyze an issue.
- SS.HS.SA.05 Analyze an event, issue, problem, or phenomenon, identifying characteristics, influences, causes, and both short- and long-term effects.
Select a course of action to resolve an issue.
- SS.HS.SA.06 Propose, compare, and judge multiple responses, alternatives, or solutions; then reach a defensible, supported conclusion.

Read more about Oregon: 9th-Grade Standards

South Carolina's Ninth Grade Standards

SC.USHC-1. Standard / Course—United States History and the Constitution

USHC-1.1. Knowledge And Skills / Essential Question:

USHC-1.2. Knowledge And Skills / Essential Question:

USHC-1.3. Knowledge And Skills / Essential Question:

USHC-1.4. Knowledge And Skills / Essential Question:

USHC-1.5. Knowledge And Skills / Essential Question:

USHC-1.6. Knowledge And Skills / Essential Question:

USHC-1.7. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.USHC-2. Standard / Course—United States History and the Constitution

USHC-2.1. Knowledge And Skills / Essential Question:

USHC-2.2. Knowledge And Skills / Essential Question:

USHC-2.3. Knowledge And Skills / Essential Question:

USHC-2.4. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.USHC-3. Standard / Course—United States History and the Constitution

USHC-3.1. Knowledge And Skills / Essential Question:

USHC-3.2. Knowledge And Skills / Essential Question:

USHC-3.3. Knowledge And Skills / Essential Question:

USHC-3.4. Knowledge And Skills / Essential Question:

USHC-3.5. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.USHC-4. Standard / Course—United States History and the Constitution

USHC-4.1. Knowledge And Skills / Essential Question:

USHC-4.2. Knowledge And Skills / Essential Question:

USHC-4.3. Knowledge And Skills / Essential Question:

USHC-4.4. Knowledge And Skills / Essential Question:

USHC-4.5. Knowledge And Skills / Essential Question:

USHC-4.6. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.USHC-5. Standard / Course—United States History and the Constitution

USHC-5.1. Knowledge And Skills / Essential Question:

USHC-5.2. Knowledge And Skills / Essential Question:

USHC-5.3. Knowledge And Skills / Essential Question:

USHC-5.4. Knowledge And Skills / Essential Question:

USHC-5.5. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.USHC-6. Standard / Course—United States History and the Constitution

USHC-6.1. Knowledge And Skills / Essential Question:

USHC-6.2. Knowledge And Skills / Essential Question:

USHC-6.3. Knowledge And Skills / Essential Question:

USHC-6.4. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.USHC-7. Standard / Course—United States History and the Constitution

USHC-7.1. Knowledge And Skills / Essential Question:

USHC-7.2. Knowledge And Skills / Essential Question:

USHC-7.3. Knowledge And Skills / Essential Question:

USHC-7.4. Knowledge And Skills / Essential Question:

USHC-7.5. Knowledge And Skills / Essential Question:

USHC-7.6. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.USHC-8. Standard / Course—United States History and the Constitution

USHC-8.1. Knowledge And Skills / Essential Question:

USHC-8.2. Knowledge And Skills / Essential Question:

USHC-8.3. Knowledge And Skills / Essential Question:

USHC-8.4. Knowledge And Skills / Essential Question:

USHC-8.5. Knowledge And Skills / Essential Question:

USHC-8.6. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.ECON-1. Standard / Course—Economics

ECON-1.1. Knowledge And Skills / Essential Question:

ECON-1.2. Knowledge And Skills / Essential Question:

ECON-1.3. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.ECON-2. Standard / Course—Economics

ECON-2.1. Knowledge And Skills / Essential Question:

ECON-2.2. Knowledge And Skills / Essential Question:

ECON-2.3. Knowledge And Skills / Essential Question:

ECON-2.4. Knowledge And Skills / Essential Question:

ECON-2.5. Knowledge And Skills / Essential Question:

ECON-2.6. Knowledge And Skills / Essential Question:

Social Studies Literacy Skills for the Twenty-First Century:

SC.ECON-3. Standard / Course—Economics

ECON-3.1. Knowledge And Skills / Essential Question:

ECON-3.2. Knowledge And Skills / Essential Question:

ECON-3.3. Knowledge And Skills / Essential Question:

ECON-3.4. Knowledge And Skills / Essential Question:

ECON-3.5. Knowledge And Skills / Essential Question:

ECON-3.6. Knowledge And Skills / Essential Question: