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

• 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.

• 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.

(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.

(Note: By the completion of grades 9–12, Oregon students are expected to master the following standards.)

• Strand: History

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

  • Grade 9-12 Benchmark I-A—New Mexico:

    Analyze how people and events of New Mexico have influenced United States and world history since statehood.

    Performance Standards

    1. Compare and contrast the relationships over time of Native American tribes in New Mexico with other cultures.
    2. Analyze the geographic, economic, social and political factors of New Mexico that impact United States and world history, to include:
       • a. land grant and treaty issues unresolved to present day and continuing to impact relations between and among citizens at the state, tribal and federal government levels;
       • b. role of water issues as they relate to development of industry, population growth, historical issues and current acequia systems/water organizations;
       • c. urban development;
       • d. role of the federal government (e.g., military bases, national laboratories, national parks, Indian reservations, transportation systems, water projects);
       • e. unique role of New Mexico in the 21st century as a ìminority majorityî state.
    3. Analyze the role and impact of New Mexico and New Mexicans in World War II (e.g., Navajo code talkers, New Mexico national guard, internment camps, Manhattan project, Bataan death march).
    4. Analyze the impact of the arts, sciences and technology of New Mexico since World War II (e.g., artists, cultural artifacts, nuclear weapons, the arms race, technological advances, scientific developments, high-tech industries, federal laboratories).
    5. Explain how New Mexico history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include: analyze perspectives that have shaped the structures of historical knowledge; describe ways historians study the past; explain connections made between the past and the present and their impact.

  • Grade 9-12 Benchmark I-B—United States:

    Analyze and evaluate the impact of major eras, events and individuals in United States history since the civil war and reconstruction.

    Performance Standards

    1. Analyze the impact and changes that reconstruction had on the historical, political and social development of the United States.
    2. Analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the industrial revolution, including:
       • a. innovations in technology, evolution of marketing techniques, changes to the standard of living and the rise of consumer culture;
       • b. rise of business leaders and their companies as major forces in America (e.g., John D. Rockefeller, Andrew Carnegie);
       • c. development of monopolies and their impact on economic and political policies (e.g., laissez-faire economics, trusts, trust busting);
       • d. growth of cities (e.g., influx of immigrants, rural-to-urban migrations, racial and ethnic conflicts that resulted);
       • e. efforts of workers to improve working conditions (e.g., organizing labor unions, strikes, strike breakers);
       • f. rise and effect of reform movements (e.g., Populists, William Jennings Bryan, Jane Addams, muckrakers);
       • g. conservation of natural resources (e.g., the Grand Canyon, Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National Reclamation Act of 1902);
       • h. progressive reforms (e.g., the national income tax, direct election of senators, womenís suffrage, prohibition).
    3. Analyze the United Statesí expanding role in the world during the late 19th and 20th centuries, to include:
       • a. causes for a change in foreign policy from isolationism to interventionism; causes and consequences of the Spanish American war;
       • b. expanding influence in the western hemisphere (e.g., the Panama canal, Roosevelt corollary added to the Monroe doctrine, the ìbig stickî policy, ìdollar diplomacyî);
       • c. events that led to the United Statesí involvement in World War I; United Statesí rationale for entry into World War I and impact on military process, public opinion and policy;
       • d. United Statesí mobilization in World War I (e.g., its impact on politics, economics and society);
       • e. United Statesí impact on the outcome of World War I; United Statesí role in settling the peace (e.g., Woodrow Wilson, treaty of Versailles, league of nations, Senator Henry Cabot Lodge, Sr.).
    4. Analyze the major political, economic and social developments that occurred between World War I and World War II, to include:
       • a. social liberation and conservative reaction during the 1920s (e.g., flappers, prohibition, the Scopes trial, the red scare);
       • b. causes of the great depression (e.g., over production, under consumption, credit structure);
       • c. rise of youth culture in the ìjazz ageî;
       • d. development of mass/popular culture (e.g., rise of radio, movies, professional sports, popular literature);
       • e. human and natural crises of the great depression, (e.g., unemployment, food lines, the dust bowl, western migration of midwest farmers);
       • f. changes in policies, role of government and issues that emerged from the new deal (e.g., the works programs, social security, challenges to the supreme court);
       • g. role of changing demographics on traditional communities and social structures.
    5. Analyze the role of the United States in World War II, to include:
       • a. reasons the United States moved from a policy of isolationism to involvement after the bombing of Pearl Harbor;
       • b. events on the home front to support the war effort (e.g., war bond drives, mobilization of the war industry, women and minorities in the work force);
       • c. major turning points in the war (e.g., the battle of Midway, D-Day invasion, dropping of atomic bombs on Japan).
    6. Analyze the development of voting and civil rights for all groups in the United States following reconstruction, to include:
       • a. intent and impact of the 13th, 14th and 15th Amendments to the constitution;
       • b. segregation as enforced by Jim Crow laws following reconstruction;
       • c. key court cases (e.g., Plessy v. Ferguson, Brown v. Board of Education of Topeka, Roe v. Wade);
       • d. roles and methods of civil rights advocates (e.g., Martin Luther King, Jr., Malcolm X, Rosa Parks, Russell Means, CÈsar Ch·vez);
       • e. the passage and effect of the voting rights legislation on minorities (e.g., 19th amendment, role of Arizona supreme court decision on Native Americans, their disenfranchisement under Arizona constitution and subsequent changes made in other state constitutions regarding Native American voting rights - such as New Mexico, 1962, 1964 Civil Rights Act, Voting Act of 1965, 24th Amendment);
       • f. impact and reaction to the efforts to pass the Equal Rights Amendment;
       • g. rise of black power, brown power, American Indian movement, united farm workers.
    7. Analyze the impact of World War II and the cold war on United Statesí foreign and domestic policy, to include:
       • a. origins, dynamics and consequences of the cold war tensions between the United States and the Soviet Union;
       • b. new role of the United States as a world leader (e.g., Marshall plan, NATO);
       • c. need for, establishment and support of the united nations;
       • d. implementation of the foreign policy of containment, including the Truman doctrine;
       • e. Red Scare (e.g., McCarthyism, House Un-American Activities Committee, nuclear weapons, arms race);
       • f. external confrontations with communism (e.g., the Berlin blockade, Berlin wall, Bay of Pigs, Cuban missile crisis, Korea, Vietnam war);
       • g. Sputnik and the space race;
       • h. image of 1950s affluent society;
       • i. political protests of Vietnam war);
       • j. counterculture in the 1960s.
    8. Analyze the impact of the post-cold war Era on United Statesí foreign policy, to include:
       • a. role of the United States in supporting democracy in eastern Europe following the collapse of the Berlin wall;
       • b. new allegiances in defining the new world order;
       • c. role of technology in the information age.
    9. Explain how United States history represents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:
       • a. analyze perspectives that have shaped the structures of historical knowledge;
       • b. describe ways historians study the past;
       • c. explain connections made between the past and the present and their impact.

  • Grade 9-12 Benchmark I-C—World:

    Analyze and interpret the major eras and important turning points in world history from the age of enlightenment to the present, to develop an understanding of the complexity of the human experience.

    Performance Standards

    1. Describe and explain how the renaissance and reformation influenced education, art, religion and government in Europe, to include:
       • a. development of renaissance artistic and literary traditions (e.g., Michelangelo, Leonardo da Vinci, Shakespeare);
       • b. development of protestantism (e.g., Martin Luther, John Calvin);
       • c. religious conflict and persecutions (e.g., Spanish inquisition).
    2. Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations;
    3. Explain and analyze revolutions (e.g., democratic, scientific, technological, social) as they evolved throughout the enlightenment and their enduring effects on political, economic and cultural institutions, to include:
       • a. Copernican view of the universe and Newtonís natural laws;
       • b. tension and cooperation between religion and new scientific discoveries;
       • c. impact of Galileoís ideas and the introduction of the scientific method as a means of understanding the universe;
       • d. events and ideas that led to parliamentary government (English civil war, glorious revolution);
       • e. enlightenment philosophies used to support events leading to American and French revolutions;
       • f. Napoleonic era (e.g., codification of law); Latin Americaís wars of independence.
    4. Analyze the pattern of historical change as evidenced by the industrial revolution, to include:
       • a. conditions that promoted industrialization;
       • b. how scientific and technological innovations brought about change;
       • c. impact of population changes (e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe);
       • d. evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration);
       • e. political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx);
       • f. status and roles of women and minorities.
    5. Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:
       • a. clash of cultures;
       • b. British empire expands around the world;
       • c. nationalism (e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations).
    6. Describe and analyze the geographic, political, economic, religious and social structures of the civilizations of east Asia;
    7. Analyze and evaluate the causes, events and effects of World War I, to include:
       • a. rise of nationalism (e.g., unification of Germany, Otto Von Bismarckís leadership);
       • b. rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman empire);
       • c. major turning points and the importance of geographic, military and political factors in decisions and outcomes;
       • d. human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks);
       • e. effects of loss of human potential through devastation of populations and their successive generations;
       • f. effects of the Russian revolution and the implementation of communist rule.
    8. Analyze and evaluate the causes, events and impacts of World War II from various perspectives, to include:
       • a. failures and successes of the treaty of Versailles and the league of nations; rise of totalitarianism (e.g., Nazi Germanyís policies of European domination, holocaust);
       • b. political, diplomatic and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco);
       • c. principal theaters of battle, major turning points and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, ìisland-hopping,î D-Day invasion, Stalingrad, atomic bombs dropped on Japan).
    9. Analyze and evaluate international developments following World War II, the cold war and post-cold war, to include:
       • a. war crime trials;
       • b. creation of the state of Israel and resulting conflicts in the middle east;
       • c. rebuilding of western Europe (e.g., Marshall Plan, NATO);
       • d. Soviet control of eastern Europe (e.g., Warsaw pact, Hungarian revolt);
       • e. creation and role of the united nations;
       • f. Mao Zedong and the Chinese revolution (e.g., long march, Taiwan, cultural revolution);
       • g. national security in the changing world order;
       • h. technologyís role in ending the cold war;
       • i. fluidity of political alliances;
       • j. new threats to peace;
       • k. reasons for the collapse of the Soviet Union and the end of the cold war;
       • l. use of technology in the information age.
    10. Evaluate the ideologies and outcomes of independence movements in the emerging third world to include:
        • a. French Indochina and the Vietnam war (e.g., the role of Ho Chi Minh);
        • b. Mohandas Gandhiís non-violence movement for Indiaís independence;
        • c. apartheid in South Africa and evolution from white minority government (e.g., Nelson Mandela, Desmond Tutu);
        • d. middle east conflicts (Israel, Palestine, Egypt).
    11. Analyze historical and modern-day policies of the western hemisphere, with emphasis on Mexico and Canada, to include:
        • a. expansion of democracy in western hemisphere;
        • b. immigration and migration issues;
        • c. changes in foreign policy brings spiraling impact on each nation and international relations, trade.
    12. Explain how world history presents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:
        • a. analyze perspectives that have shaped the structures of historical knowledge;
        • b. describe ways historians study the past;
        • c. explain connections made between the past and the present and their impact.

  • Grade 9-12 Benchmark I-D—Skills:

    Use critical thinking skills to understand and communicate perspectives of individuals, groups and societies from multiple contexts.

    Performance Standards

    1. Understand how to use the skills of historical analysis to apply to current social, political, geographic and economic issues.
    2. Apply chronological and spatial thinking to understand the importance of events.
    3. Describe primary and secondary sources and their uses in research.
    4. Explain how to use a variety of historical research methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas).
    5. Distinguish ìfactsî from authorsí opinions and evaluate an authorís implicit and explicit philosophical assumptions, beliefs or biases about the subject.
    6. Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants.
    7. Analyze the evolution of particular historical and contemporary perspectives.
    8. Explain how to use technological tools to research data, verify facts and information, and communicate findings.

• Strand: Geography

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

  • Grade 9-12 Benchmark II-A:

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

    Performance Standards

    1. Evaluate and select appropriate geographic representations to analyze and explain natural and man-made issues and problems.
    2. Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlement patterns.

  • Grade 9-12 Benchmark II-B:

    Analyze natural and man-made characteristics of worldwide locales; describe regions, their interrelationships and patterns of change.

    Performance Standards

    1. Analyze the interrelationships among natural and human processes that shape the geographic connections and characteristics of regions, including connections among economic development, urbanization, population growth and environmental change.
    2. Analyze how the character and meaning of a place is related to its economic, social and cultural characteristics, and why diverse groups in society view places and regions differently.
    3. Analyze and evaluate changes in regions and recognize the patterns and causes of those changes (e.g., mining, tourism).
    4. Analyze and evaluate why places and regions are important to human identity (e.g., sacred tribal grounds, culturally unified neighborhoods).

  • Grade 9-12 Benchmark II-C:

    Analyze the impact of people, places and natural environments upon the past and present in terms of our ability to plan for the future.

    Performance Standards

    1. Analyze the fundamental role that geography has played in human history (e.g., the Russian winter on the defeat of Napoleonís army and the same effect in World War II).
    2. Compare and contrast how different viewpoints influence policy regarding the use and management of natural resources.
    3. Analyze the role that spatial relationships have played in effecting historic events.
    4. Analyze the use of and effectiveness of technology in the study of geography.

  • Grade 9-12 Benchmark II-D:

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

    Performance Standards

    1. Analyze how the earthís physical processes are dynamic and interactive.
    2. Analyze the importance of ecosystems in understanding environments.
    3. Explain and analyze how water is a scare resource in New Mexico, both in quantity and quality.
    4. Explain the dynamics of the four basic components of the earthís physical systems (atmosphere, biosphere, lithosphere and hydrosphere).

  • Grade 9-12 Benchmark II-E:

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

    Performance Standards

    1. Analyze the factors influencing economic activities (e.g., mining, ranching, agriculture, tribal gaming, tourism, high tech) that have resulted in New Mexicoís population growth.
    2. Analyze the effects of geographic factors on major events in United States and world history.
    3. Analyze the interrelationships among settlement, migration, population-distribution patterns, land forms and climates in developing and developed countries.
    4. How cooperation and conflict are involved in shaping the distribution of political, social and economic factors in New Mexico, United States and throughout the world (e.g., land grants, border issues, United States territories, Israel and the middle east, the former Soviet Union, and Sub-Saharan Africa).
    5. Analyze how cultures shape characteristics of a region.
    6. Analyze how differing points of view and self-interest play a role in conflict over territory and resources (e.g., impact of culture, politics, strategic locations, resources).
    7. Evaluate the effects of technology on the developments, changes to, and interactions of cultures.

  • Grade 9-12 Benchmark II-F:

    Analyze and evaluate the effects of human and natural interactions in terms of changes in the meaning, use, distribution and importance of resources in order to predict our global capacity to support human activity.

    Performance Standards

    1. Compare the ways man-made and natural processes modify the environment and how these modifications impact resource allocations.
    2. Analyze how environmental changes bring about and impact resources.
    3. Analyze the geographic factors that influence the major world patterns of economic activity, economic connections among different regions, changing alignments in world trade partners and the potential redistribution of resources based on changing patterns and alignments.

• Strand: Civics and Government

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

  • Grade 9-12 Benchmark III-A:

    Compare and analyze the structure, power and purpose of government at the local, state, tribal and national levels as set forth in their respective constitutions or governance documents.

    Performance Standards

    1. Analyze the structure, powers and role of the legislative branch of the United States government, to include: specific powers delegated in Article I of the constitution; checks and balances described in the federalist papers, Number 51; lawmaking process; role of leadership within congress; federalist and antifederalist positions.
    2. Analyze the structure, powers and role of the executive branch of the United States government, to include: specific powers delegated in Article II of the constitution; checks and balances; development of the cabinet and federal bureaucracy; roles and duties of the presidency, including those acquired over time such as ìhead of stateî and ìhead of a political party.î
    3. Examine the election of the president through the nomination process, national conventions and electoral college.
    4. Analyze the structure, powers and role of the judicial branch of the United States government, including landmark United States supreme court decisions, to include: specific powers delegated by the Constitution in Article III and described in the federalist papers, Numbers 78-83; checks and balances; judicial review as developed in Marbury v. Madison; issues raised in McCulloch v. Maryland; dual court system of state and federal governments, including their organization and jurisdiction.
    5. Analyze the rights, protections, limits and freedoms included within the United States constitution and bill of rights, to include: constitutional mandates such as the right of habeas corpus, no bill of attainder and the prohibition of the ex post facto laws; 1st Amendment guarantees freedom of religion, speech, press, assembly, and petition; 4th, 5th and 6th Amendments address search and seizure, rights of the accused, right to a fair and speedy trial, and other legal protections; 14th Amendment protection of due process and equal protection under the law; conflicts which occur between rights, including tensions between the right to a fair trial and freedom of the press and between majority rule and individual rights; expansion of voting rights, limitation of presidential terms, etc.
    6. Compare and contrast the structure and powers of New Mexicoís government as expressed in the New Mexico constitution with that of the United States constitution, to include: direct democracy in the initiative, referendum and recall process; impeachment process; process of voter registration and voting; role of primary elections to nominate candidates; how a bill becomes a law; executive officers and their respective powers; New Mexico courts, appointment of judges, and election and retainment processes for judges; organization of county and municipal governments.
    7. Describe and analyze the powers and responsibilities (including the concept of legitimate power) of local, state, tribal and national governments.

  • Grade 9-12 Benchmark III-B:

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

    Performance Standards

    1. Analyze the qualities of effective leadership.
    2. Evaluate the impact of United States political, tribal and social leaders on New Mexico and the nation.
    3. Analyze the contributions of symbols, songs and traditions toward promoting a sense of unity at the state and national levels.
    4. Evaluate the role of New Mexico and United States symbols, icons, songs and traditions in providing continuity over time.

  • Grade 9-12 Benchmark III-C:

    Compare and contrast the philosophical foundations of the United Statesí political system in terms of the purpose of government, including its historical sources and ideals, with those of other governments in the world.

    Performance Standards

    1. Analyze the structure, function and powers of the federal government (e.g., legislative, executive, and judicial branches).
    2. Analyze and explain the philosophical foundations of the American political system in terms of the inalienable rights of people and the purpose of government, to include: Iroquois league and its organizational structure for effective governance; basic philosophical principles of John Locke expressed in the second treatise of government (nature, equality, and dissolution of government); foundation principles of laws by William Blackstone (laws in general and absolute rights of individuals); importance of the founders of the rights of Englishmen, the Magna Carta and representative government in England.
    3. Analyze the fundamental principles in the declaration of independence.
    4. Analyze the historical sources and ideals of the structure of the United States government, to include: principles of democracy; essential principles of a republican form of government; code of law put forth in the Code of Hammurabi; separation of powers as expressed by the Baron of Montesquieu; checks and balances as expressed by Thomas Hobbs; ideas of individual rights developed in the English bill of rights; role of philosophers in supporting changes in governments in the 18th and 19th centuries (e.g., Locke, Rousseau, Voltaire).
    5. Compare and contrast the concepts of courts and justice from Henry II of England to the court system of today.
    6. Compare and contrast the unitary, confederal and federal systems.
    7. Analyze the ways powers are distributed and shared in a parliamentary system.
    8. Compare and contrast the different philosophies, structures and institutions of democratic versus totalitarian systems of government.
    9. Analyze and evaluate the concept of limited government and the rule of law.
    10. Compare and contrast the characteristics of representative governments.
    11. Compare and contrast characteristics of Native American governments with early United States government.
    12. Compare and contrast the philosophical foundations of forms of government to understand the purpose of the corresponding political systems (e.g., socialism, capitalism, secular, theocratic, totalitarian).
    13. Analyze the role that the United States has played as a constitutional republican government for nations around the world.

  • Grade 9-12 Benchmark III- D:

    Understand how to exercise rights and responsibilities as citizens by participating in civic life and using skills that include interacting, monitoring and influencing.

    Performance Standards

    1. Describe and analyze the influence of the non-elected (e.g., staff, lobbyists, interest groups).
    2. Analyze the rights and obligations of citizens in the United States, to include: connections between self-interest, the common good and the essential element of civic virtue, as described in the federalist papers, Numbers 5 and 49; obeying the law, serving on juries, paying taxes, voting, registering for selective service and military service.
    3. Demonstrate the skills needed to participate in government at all levels, including: analyze public issues and the political system; evaluate candidates and their positions; debate current issues.
    4. Analyze factors that influence the formation of public opinion (e.g., media, print, advertising, news broadcasts, magazines, radio).
    5. Evaluate standards, conflicts and issues related to universal human rights and their impact on public policy.

• Strand: Economics

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

  • Grade 9-12 Benchmark IV-A:

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

    Performance Standards

    1. Analyze ìopportunity costsî as a factor resulting from the process of decision making.
    2. Understand how socioeconomic stratification (SES) arises and how it affects human motivation, using data.
    3. Understand the relationship between socioeconomic stratification and cultural values.
    4. Analyze and evaluate the impact of economic choices on the allocation of scarce resources.
    5. Describe and analyze how economic incentives allow individuals, households, businesses, governments and societies to use scarce human, financial and natural resources more efficiently to meet economic goals.
    6. Evaluate present and future economic costs and economic risks in the use of productive resources associated with investments.
    7. Understand labor markets and how they work.
    8. Describe and analyze the three major divisions of economics: macro-, micro- and consumer.
    9. Understand the relationship between essential learning skills and workforce requirements (e.g., school to work initiatives, service learning) as they relate to supply and demand in the labor market.
    10. Use quantitative data to analyze economic information.
    11. Analyze various investment strategies available when meeting personal and business goals.
    12. Understand the basis of supply and demand and marginal productivity.
    13. Understand personal financing (e.g., banking, credit, debit, lending institutions).

  • Grade 9-12 Benchmark IV-B:

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

    Performance Standards

    1. Analyze the historic origins of the economic systems of capitalism, socialism and communism.
    2. Compare the relationships between and among contemporary countries with differing economic systems.
    3. Understand the distribution and characteristics of economic systems throughout the world, to include: (e.g., characteristics of command, market, and traditional economies; how command, market and traditional economies operate in specific countries; comparison of the ways that people satisfy their basic needs through the production of goods and services).
    4. Analyze the importance of, and issues related to the location and management of the factors of production.
    5. Describe how changes in technology, transportation and communication affect the location and patterns of economic activities in New Mexico and the United States.
    6. Analyze the roles played by local, state, tribal and national governments in both public and private sectors of the United States system.
    7. Understand the relationship between the United States' governmental policies and international trade.
    8. Evaluate economic systems by their ability to achieve broad societal goals (e.g., efficiency, equity, security, employment, stability, economic growth).
    9. Explain how businesses (e.g., sole proprietorships, partnerships, corporations, franchises) are organized and financed in the United States economy.
    10. Interpret measurements of inflation and unemployment and relate them to the general economic "health" of the national economy.
    11. Analyze the impact of fiscal policy on an economic system (e.g., deficit, surplus, inflation).
    12. Compare and contrast different types of taxes (e.g., progressive, regressive, proportional).
    13. Analyze the effects of specific government regulations on different economically- designated groups (e.g., consumers, employees, businesses).
    14. Compare, analyze and evaluate the positive and negative aspects of American capitalism in relationship to other economic systems.
    15. Describe and evaluate how the United States economy moved from being manufacturing-based to information-driven.
    16. Analyze the reasons for uneven economic growth-based changes (e.g., demographic, political, economic).
    17. Analyze the economic ramifications of entrepreneurship.

  • Grade 9-12 Benchmark IV-C:

    Analyze and evaluate the patterns and results of trade, exchange and interdependence between the United States and the world since 1900.

    Performance Standards

    1. Analyze foreign and domestic issues related to United States economic growth since 1900.
    2. Analyze significant economic developments between World War I and World War II, to include: economic growth and prosperity of the 1920s; causes of the great depression and the effects on United States economy and government; new deal measures enacted to counter the great depression; expansion of government under new deal.
    3. Analyze the effects of World War II, the cold war and post-cold war on contemporary society, to include: economic effects of World War II on the home front; United States prosperity of the 1950s; impact of the cold war on business cycle and defense spending; recession of 1980s; technology boom and consequent economic slow-down of 2000.
    4. Describe the relationship between the United States' international trade policies and its economic system.
    5. Identify and analyze the international differences in resources, productivity and prices that are a basis for international trade.
    6. Explain the comparative advantage of a nation when it can produce a product at a lower "opportunity cost" than its trading partner.
    7. Evaluate the effect on international trade of domestic policies that either encourage or discourage exchange of goods and services and investments abroad.
    8. Analyze and evaluate how domestic policies can affect the balance of trade between nations.
    9. Explain and describe how the federal reserve system and monetary policies (e.g., open market, discount rate, change in reserve requirements) are used to promote price stability, maximum employment, and economic growth.
    10. Identify how monetary policies can affect exchange rates and international trade.
    11. Analyze and evaluate the use of technology affecting economic development.
    12. Describe and analyze multinational entities (e.g., NAFTA, European Union) in economic and social terms.

The Social Studies Academic Content Standards revision contains syllabi for six high school social studies courses: American History, Modern World History, American Government, Economics and Financial Literacy, Contemporary World Issues and World Geography. Each contains a course and broad topics which are further clarified with content statements. Grade levels are not specified for any of the courses.

The syllabi, adopted by the State Board of Education in 2010, are available for districts to use as they plan course offerings. Three units of social studies credit are required for graduation from high school, including a half unit of credit in American History and a half unit of credit in American Government. No decision has been made yet about connecting specific courses to end-of-course exams. The inclusion of particular courses in the standards is not meant to require that all of these courses be offered or limit the choice of courses which districts may offer in their social studies programs.

American History

Theme: This course examines the history of the United States of America from 1877 to the present. The federal republic has withstood challenges to its national security and expanded the rights and roles of its citizens. The episodes of its past have shaped the nature of the country today and prepared it to attend to the challenges of tomorrow. Understanding how these events came to pass and their meaning for today’s citizens is the purpose of this course. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.

• Topic: Historical Thinking and Skills

  Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

  Content Statements

  • 1. Historical events provide opportunities to examine alternative courses of action..
  • 2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
  • 3. Historians develop theses and use evidence to support or refute positions.
  • 4. Historians analyze cause, effect, sequence, and correlation in historical events,
    including multiple causation and long- and short-term causal relations.

• Topic: Industrialization and Progressivism (1877-1920)

  Ignited by post-Civil War demand and fueled by technological advancements, large-scale industrialization began in the United States during the late 1800s. Growing industries enticed foreign immigration, fostered urbanization, gave rise to the American labor movement and developed the infrastructure that facilitated the settling of the West. A period of progressive reform emerged in response to political corruption and practices of big business.

  Content Statements

  • 5. The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society.
  • 6. The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor.
  • 7. Immigration, internal migration and urbanization transformed American life.
  • 8. Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized.
  • 9. The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption.

• Topic: Foreign Affairs from Imperialism to Post-World War I (1898-1930)

  The industrial and territorial growth of the United States fostered expansion overseas. Greater involvement in the world set the stage for American participation in World War I and attempts to preserve post-war peace.

  Content Statements

  • 10. As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power.
  • 11. After WWI, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treaty ratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in international affairs.

• Topic: Prosperity, Depression and the New Deal (1919-1941)

  The post-World War I period was characterized by economic, social and political turmoil. Post- war prosperity brought about changes to American popular culture. However, economic disruptions growing out the war years led to worldwide depression. The United States attempted to deal with the Great Depression through economic programs created by the federal government.

  Content Statements

  • 12. Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I.
  • 13. An improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions.
  • 14. Movements such as the Harlem Renaissance, African-American migration, women’s suffrage and Prohibition all contributed to social change.
  • 15. The Great Depression was caused, in part, by the federal government’s monetary policies, stock market speculation, and increasing consumer debt. The role of the federal government expanded as a result of the Great Depression.

• Topic: From Isolation to World War (1930-1945)

  The isolationist approach to foreign policy meant U.S. leadership in world affairs diminished after World War I. Overseas, certain nations saw the growth of tyrannical governments which reasserted their power through aggression and created conditions leading to the Second World War. After Pearl Harbor, the United States entered World War II, which changed the country’s focus from isolationism to international involvement.

  Content Statements

  • 16. During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere as well as retain an isolationist approach to events in Europe and Asia until the beginning of WWII.
  • 17. The United States mobilization of its economic and military resources during World War II brought significant changes to American society.
  • 18. Use of atomic weapons changed the nature of war, altered the balance of power and began the nuclear age.

• Topic: The Cold War (1945-1991)

  The United States and the Union of Soviet Socialist Republics (U.S.S.R.) emerged as the two strongest powers in international affairs. Ideologically opposed, they challenged one another in a series of confrontations known as the Cold War. The costs of this prolonged contest weakened the U.S.S.R. so that it collapsed due to internal upheavals as well as American pressure. The Cold War had social and political implications in the United States.

  Content Statements

  • 19. The United States followed a policy of containment during the Cold War in response to the spread of communism.
  • 20. The Second Red Scare and McCarthyism reflected Cold War fears in American society.
  • 21. The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.
  • 22. The collapse of communist governments in Eastern Europe and the U.S.S.R. brought an end to the Cold War.

• Topic: Social Transformations in the United States (1945-1994)

  A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, the increase in immigration and the expansion of civil rights.

  Content Statements

  • 23. Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights.
  • 24. The postwar economic boom, greatly affected by advances in science, produced epic changes in American life.
  • 25. The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act have had social and political effects.
  • 26. Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare and national security.

• Topic: United States and the Post-Cold War World (1991 to Present)

  The United States emerged from the Cold War as a dominant leader in world affairs amidst a globalized economy, political terrorism and the proliferation of nuclear weapons.

  Content Statements

  • 27. Improved global communications, international trade, transnational business organizations, overseas competition and the shift from manufacturing to service industries have impacted the American economy.
  • 28. The United States faced new political, national security and economic challenges in the post-Cold War world and following the attacks on September 11, 2001.

American Government

Theme: How the American people govern themselves at national, state and local levels of government is the basis for this course. Students can impact issues addressed by local governments through service learning and senior projects.

• Topic: Civic Involvement

  Students can engage societal problems and participate in opportunities to contribute to the common good through governmental and nongovernmental channels.

  Content Statements

  • 1. Opportunities for civic engagement with the structures of government are made possible through political and public policy processes.
  • 2. Political parties, interest groups and the media provide opportunities for civic involvement through various means.

• Topic: Civic Participation and Skills

  Democratic government is enhanced when individuals exercise the skills to effectively participate in civic affairs.

  Content Statements

  • 3. Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups.
  • 4. The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences.

• Topic: Basic Principles of the U.S. Constitution

  Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and provide structure for the government of the United States.

  Content Statements

  • 5. As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.
  • 6. Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices.

• Topic: Structure and Functions of the Federal Government

  Three branches compose the basic structure of the federal government. Public policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws.

  Content Statements

  • 7. Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.
  • 8. The political process creates a dynamic interaction among the three branches of government in addressing current issues.

• Topic: Role of the People

  The government of the United States protects the freedoms of its people and provides opportunities for citizens to participate in the political process.

  Content Statements

  • 9. In the United States, people have rights which protect them from undue governmental interference. Rights carry responsibilities which help define how people use their rights and which require respect for the rights of others.
  • 10. Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

• Topic: Ohio’s State and Local Governments

  The State of Ohio acts within the framework of the U.S. Constitution and extends powers and functions to local governments.

  Content Statements

  • 11. As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States.
  • 12. Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.

• Topic: Public Policy

  Federal, state and local governments address problems and issues by making decisions, creating laws, enforcing regulations and taking action.

  Content Statements

  • 13. A variety of entities within the three branches of government, at all levels, address public policy issues which arise in domestic and international affairs.
  • 14. Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy.

• Topic: Government and the Economy

  The actions of government play a major role in the flow of economic activity. Governments consume and produce goods and services. Fiscal and monetary policies, as well as economic regulations, provide the means for government intervention in the economy.

  Content Statements

  • 15. The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.
  • 16. The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy.

Modern World History

Theme: This course examines world events from 1600 to the present. It explores the impact of the democratic and industrial revolutions, the forces that led to world domination by European powers, the wars that changed empires, the ideas that led to independence movements and the effects of global interdependence. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.

• Topic: Historical Thinking and Skills

  Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

  Content Statements

  • 1. Historical events provide opportunities to examine alternative courses of action.
  • 2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
  • 3. Historians develop theses and use evidence to support or refute positions.
  • 4. Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations.

• Topic: Age of Enlightenment (1600-1800)

  The Age of Enlightenment developed from the Scientific Revolution of the 16th and 17th centuries. A new focus on reasoning was used to understand social, political and economic institutions.

  Content Statements

  • 5. The Scientific Revolution impacted religious, political, and cultural institutions by challenging how people viewed the world.
  • 6. Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions.
  • 7. Enlightenment ideas challenged practices related to religious authority, absolute rule and mercantilism.

• Topic: Age of Revolutions (1750-1914)

  The Age of Revolutions was a period of two world-encompassing and interrelated developments: the democratic revolution and the industrial revolution. Both had political, economic and social consequences on a global scale.

  Content Statements

  • 8. Enlightenment ideas on the relationship of the individual and the government influenced the American Revolution, French Revolution and Latin American wars for independence.
  • 9. Industrialization had social, political and economic effects on Western Europe and the world.

• Topic: Imperialism (1800-1914)

  The industrialized nations embarked upon a competition for overseas empires that had profound implications for the entire world. This “new imperialism” focused on the underdeveloped world and led to the domination and exploitation of Asia, Africa and Latin America.

  Content Statements

  • 10. Imperial expansion had political, economic and social roots.
  • 11. Imperialism involved land acquisition, extraction of raw materials, spread of Western
    values and direct political control.
  • 12. The consequences of imperialism were viewed differently by the colonizers and the
    colonized.

• Topic: Achievements and Crises (1900-1945)

  The first half of the 20th century was one of rapid technological advances. It was a period when the tensions between industrialized nations resulted in World War I and set the stage for World War II. While World War II transformed the balance of world power, it was the most destructive and costly war in terms of human casualties and material resources expended.

  Content Statements

  • 13. Advances in technology, communication and transportation improved lives, but also had negative consequences.
  • 14. The causes of World War I included militarism, imperialism, nationalism and alliances.
  • 15. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement which in turn led to World War II.
  • 16. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust, the state-sponsored mass murder of Jews and other groups, during World War II.
  • 17. World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age.

• Topic: The Cold War (1945-1991)

  Conflicting political and economic ideologies after World War II resulted in the Cold War. The Cold War overlapped with the era of decolonization and national liberation.

  Content Statements

  • 18. The United States and the Soviet Union became superpowers and competed for global influence.
  • 19. Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.
  • 20. Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East.
  • 21. Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia.
  • 22. Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples.

• Topic: Globalization (1991-Present)

  The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights, and changes in the global economy present new challenges.

  Content Statements

  • 23. The break-up of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non- aligned world.
  • 24. Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing.
  • 25. Political and cultural groups have struggled to achieve self-governance and self- determination.
  • 26. Emerging economic powers and improvements in technology have created a more interdependent global economy.
  • 27. Proliferation of nuclear weapons has created a challenge to world peace.
  • 28. The rapid increase of global population, coupled with an increase in life expectancy
    and mass migrations have created societal and governmental challenges.
  • 29. Environmental concerns, impacted by population growth and heightened by international competition for the world’s energy supplies, have resulted in a new environmental consciousness and a movement for the sustainability of the world’s resources.

Economics and Financial Literacy

Theme: This course explores the fundamentals that guide individuals and nations as they make choices about how to use limited resources to satisfy their wants. More specifically, it examines the ability of individuals to use knowledge and skills to manage limited financial resources effectively for a lifetime of financial security.

• Topic: Economic Decision Making and Skills

  Economic decision making relies on the analysis of data. Economists use data to explain trends and decide among economic alternatives. Individuals use data to determine the condition of their finances and to make savings and investment decisions.

  Content Statements

  • 1. Economists analyze multiple sources of data to predict trends, make inferences and arrive at conclusions.
  • 2. Reading financial reports (bank statements, stock market reports, mutual fund statements) enables individuals to make and analyze decisions about personal finances.

• Topic: Fundamentals of Economics

  Productive resources are limited and allocated in a variety of different ways. An efficient way to allocate productive resources is through markets.

  Content Statements

  • 3. People cannot have all the goods and services they want and, as a result, must choose some things and give up others.
  • 4. Different economic systems (traditional, market, command, and mixed) utilize different methods to allocate limited resources.
  • 5. Markets exist when consumers and producers interact. When supply or demand changes, market prices adjust. Those adjustments send signals and provide incentives to consumers and producers to change their own decisions.
  • 6. Competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them.

• Topic: Government and the Economy

  The health of a nation’s economy is influenced by governmental policy. Fiscal policy can be used to spur economic growth. Monetary policy can be used to moderate fluctuations in the business cycle.

  Content Statements

  • 7. A nation’s overall level of economic well-being is determined by the interaction of spending and production decisions made by all households, firms, government agencies and others in the economy. Economic well-being can be assessed by analyzing economic indicators gathered by the government.
  • 8. Economic policy decisions made by governments result in both intended and unintended consequences.

• Topic: Global Economy

  Global issues and events influence economic activities.

  Content Statements

  • 9. When regions and nations use comparative advantage to produce at the lowest cost and then trade with others, production, consumption and interdependence increase.
  • 10. Government actions, such as tariffs, quotas, subsidies, trade agreements and membership in multinational economic organizations, significantly impact international trade.

• Topic: Working and Earning

  Employment provides a means of creating personal income.

  Content Statements

  • 11. Income is determined by many factors including individual skills and abilities, work ethic and market conditions.
  • 12. Employee earning statements include information about gross wages, benefits, taxes and other deductions.

• Topic: Financial Responsibility and Money Management

  Responsible personal finance decisions are based upon reliable information and used to reach personal goals.

  Content Statements

  • 13. Financial decision-making involves considering alternatives by examining costs and benefits.
  • 14. A personal financial plan includes financial goals and a budget, including spending on goods and services, savings and investments, insurance and philanthropy.
  • 15. Different payment methods have advantages and disadvantages.

• Topic: Saving and Investing

  Saving and investing strategies help individuals achieve personal financial goals.

  Content Statements

  • 16. Saving and investing help to build wealth.
  • 17. Savings can serve as a buffer against economic hardship.
  • 18. Different costs and benefits are associated with saving and investing alternatives.
  • 19. Banks, brokerages and insurance companies provide access to investments such as certificates of deposit, stocks, bonds and mutual funds.

• Topic: Credit and Debt

  Credit and debt can be used to achieve personal financial goals.

  Content Statements

  • 20. There are costs and benefits associated with various sources of credit available from different types of financial institutions.
  • 21. Credit and debt can be managed to maintain credit worthiness.
  • 22. Consumer protection laws provide financial safeguards.

• Topic: Risk Management

  There are various strategies to help protect personal assets and wealth.

  Content Statements

  • 23. Property and liability insurance protect against risks associated with use of property.
  • 24. Health, disability and life insurance protect against risks associated with increased expenses and loss of income.
  • 25. Steps can be taken to safeguard one’s personal financial information and reduce the risk of loss.

Contemporary World Issues

The dynamics of global interactions among nations and regions present issues that affect all humanity. These dynamics include: competing beliefs and goals; methods of engagement; and conflict and cooperation. Contemporary issues have political, economic, social, historic and geographic components. Approaches to addressing global and regional issues reflect historical influences and multiple perspectives. Students can impact global issues through service learning and senior projects.

• Topic: Global Connections

  The 21st century is characterized by changing circumstances as new economies emerge and new technologies change the way people interact. Issues related to health, economics, security and the environment are universal.

  Content Statements

  • 1. Trade, alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century.
  • 2. Advances in communications technology have profound effects on the ability of governments, interest groups, individuals and the media to share information across national and cultural borders.

• Topic: Civic Participation and Skills

  Individuals and groups have the capacity to engage with others to impact global issues.

  Content Statements

  • 3. Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes. Different communication methods affect how people define and act on issues.
  • 4. Individuals can assess how effective communicators address diverse audiences.
  • 5. Individuals can identify, assess and evaluate world events, engage in deliberative civil debate and influence public processes to address global issues.
  • 6. Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.
  • 7. Individuals can participate through non-governmental organizations to help address humanitarian needs.

• Topic: Civil and Human Rights

  There are challenges to civil rights and human rights throughout the world. Politics, economics and culture can all influence perceptions of civil and human rights.

  • 8. Beliefs about civil and human rights vary among social and governmental systems.
  • 9. Nations and international organizations pursue their own interests on issues related to civil and human rights, resulting in both conflict and cooperation particularly as it relates to injustices against minority groups.
  • 10. Modern instances of genocide and ethnic cleansing present individual, organizational and national issues related to the responsibilities of participants and non-participants.

• Topic: Sustainability

  An increasingly global society is faced with the interdependency of ecological, social and economic systems. The functioning of these systems determines the sustainability of natural and human communities at local, regional, national and global levels.

  Content Statements

  • 11. Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.
  • 12. Sustainability issues are interpreted and treated differently by people viewing them from various political, economic and cultural perspectives.
  • 13. International associations and nongovernmental organizations offer means of collaboration to address sustainability issues on local, national and international levels.

• Topic: Technology

  Technological advances present issues related to costs, distribution of benefits, ethical considerations, and intended and unintended consequences.

  Content Statements

  • 14. The development and use of technology influences economic, political, ethical and social issues.
  • 15. Technologies inevitably involve trade-offs between costs and benefits. Decisions about the use of products and systems can result in intended and unintended consequences.

• Topic: National Security and International Diplomacy

  The political, economic and social goals of nations, international associations and nongovernmental organizations may be incompatible with each other and lead to conflicts.

  Content Statements

  • 16. Nations seek to ensure the security of their geographic territories, political institutions, economic systems and ways of life. Maintaining security has political, social and economic costs.
  • 17. Economic, political and social differences between global entities can lead to conflict unless mitigated through diplomacy or cooperative efforts.
  • 18. Individuals and organizations work within, or outside of, established systems of power, authority and governance to influence their own security and the security of others.

• Topic: The Global Economy

  The global economy is an international marketplace fueled by competition, trade and integration.

  • 19. The global economy creates advantages and disadvantages for different segments of the world’s population.
  • 20. Trade agreements, multinational organizations, embargoes and protectionism impact markets.
  • 21. The distribution of wealth and economic power among countries changes over time.
  • 22. The global economy creates interdependence so that economic circumstances in one country impact events in other countries.

World Geography

Theme: This course builds on students’ understanding of geography and spatial thinking. Contemporary issues are explored through the lens of geography. In addition to understanding where physical and cultural features are located and why those features are located as they are, students examine the implications of these spatial arrangements.

• Topic: Spatial Thinking and Skills

  The ability to use geographic tools to locate data spatially enables people to gain a better understanding of contemporary issues. Investigations of spatial information provide guidance in solving global problems.

  Content Statements

  • 1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes.
  • 2. Geographic representations and geospatial technologies are used to investigate, analyze and communicate the results of geographic problem solving.

• Topic: Environment and Society

  Humans adapt to and modify the environment and shape the landscape through their interaction with the land. This has both positive and negative effects on the environment.

  Content Statements

  • 3. Human modifications of the physical environment in one place often lead to changes in other places (e.g., construction of a dam provides downstream flood control, construction of a city by-pass reduces commercial activity in the city center, implementation of dry farming techniques in a region leads to new transportation links and hubs).
  • 4. Human societies use a variety of strategies to adapt to the opportunities and constraints presented by the physical environment (e.g., farming in flood plains and terraced farming, building hydroelectric plants by waterfalls and constructing hydroelectric dams, using solar panels as heat source and using extra insulation to retain heat).
  • 5. Physical processes influence the formation and distribution of renewable, nonrenewable, and flow resources (e.g., tectonic activity plays a role in the formation and location of fossil fuels, erosion plays a role in the formation of sedimentary rocks, rainfall patterns affect regional drainage patterns).
  • 6. There are costs and benefits of using renewable, nonrenewable, and flow resources (e.g., availability, sustainability, environmental impact, expense).
  • 7. Human interaction with the environment is affected by cultural characteristics (e.g., plowing with oxen or with tractors, development of water resources for industry or recreation, resource conservation or development).

• Topic: Movement

  People interact with other people, places, and things every day of their lives. They travel from one place to another; they communicate with each other; and they rely upon products, information, and ideas that come from beyond their immediate environment.

  Content Statements

  • 8. Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws).
  • 9. Human migrations impact physical and human systems (e.g., stress on food supplies in refugee camps, removal of natural obstacles to movement, harvest productivity and migrant labor, calls for an official language in countries with high immigration, reduction in city tax revenues due to urban emigration).
  • 10. Activities and patterns of trade and communication create interdependence among countries in different regions (e.g., seed corn grown in Iowa and planted in South America, high-definition televisions manufactured in Japan and viewed in the United States, news outlets from many countries available around the world via the Internet, instant access to data affects stock markets in different countries).

• Topic: Region

  A region is an area on the earth’s surface that is defined by certain unifying characteristics which give it a measure of homogeneity and distinguish it from surrounding areas. The unifying characteristics may be physical or cultural. Regions change over time.

  Content Statements

  • 11. Criteria are used to organize regions and as the criteria change, the identified regions change (e.g., types of economic activities, ethnic groups, natural vegetation).
  • 12. The characteristics of regions change over time and there are consequences related to those changes (e.g., industrial belt to rust belt, pristine locations to tourist attractions, colony to independent state).
  • 13. There are interconnections within and among physical and human regions (e.g., river systems, transportation linkages, common currency).
  • 14. Regions are used as a basis to analyze global geographic issues (e.g., desertification, political disputes, economic unions).

• Topic: Human Settlement

  People live in settlements which vary in size, composition, location, arrangement, and function. These settlements are the focus of most aspects of human life including economic activities, transportation systems, governance, communications and culture. Human settlements differ between regions, places and over time.

  Content Statements

  • 15. Patterns of settlement change over time in terms of functions, sizes, and spatial patterns (e.g., a canal town becomes an industrial city, a rural area becomes a transportation hub, cities merge into a megalopolis).
  • 16. Urbanization provides opportunities and challenges for physical and human systems in cities and their surrounding regions (e.g., development of suburbs, loss of habitat, central markets, squatter settlements on city outskirts, regional specialization in services or products, creation of ethnic enclaves).

• Topic: Globalization

  The modern world is said to be “shrinking” or “flattening” through the processes of globalization. The scale and speed of global interactions continue to increase in fields such as technology, markets, information sharing and telecommunication. Globalization has impacted human-environmental interactions, has affected the movement of people, products and ideas, and has implications for what constitutes a region and connections among existing regions.

  Content Statements

  • 17. Globalization has shaped new cultural, economic, and political ideas and entities (e.g., universal human rights, European Union, terrorist networks).
  • 18. Globalization has cultural, economic, physical and political consequences (e.g., Internet access increases availability of information, outsourcing leads to regional unemployment, development of infrastructure impacts local ecosystems and economies, computer hacking into sensitive data bases leads to insecurity).
  • 19. Global trade and communication systems reduce the effect of time on the distribution of goods, services, and information (e.g., reliance on local foods versus global trade in perishable foods, online brokering versus personal brokers, Internet access versus library access).

AL.9 Standard: World History—1500 to the Present

At the ninth-grade level, students continue the study of world history from 1500 to the present. Through historical inquiry, students gain an understanding and appreciation of history as a story of people much like themselves and become increasingly able to understand global interdependence and connections among world societies.

9.1

• 9.1. Students will:

  Describe developments in Italy and Northern Europe during the Renaissance period with respect to humanism, arts and literature, intellectual development, increased trade, and advances in technology.(History)

9.2

• 9.2.1 Students will:

  Describe the role of mercantilism and imperialism in European exploration and colonization in the sixteenth century, including the Columbian Exchange. (Economics, Geography, History, Civics and Government)

• 9.2.2 Students will practice:

  • Describing the impact of the Commercial Revolution on European society
  • Identifying major ocean currents, wind patterns, landforms, and climates affecting European exploration

  • Grade Level Example:

    marking ocean currents and wind patterns on a map

9.3

• 9.3. Students will:

  Explain causes of the Reformation and its impact, including tensions between religious and secular authorities, reformers and doctrines, the Counter-Reformation, the English Reformation, and wars of religion. (History)

9.4

• 9.4.1 Students will:

  Explain the relationship between physical geography and cultural development in India, Africa, Japan, and China in the early Global Age, including trade and travel, natural resources, and movement and isolation of peoples and ideas. (Economics, Geography, History)

• 9.4.2 Students will practice:

  • Depicting the general location of, size of, and distance between regions in the early Global Age

  • Grade Level Example:

    drawing sketch maps

9.5

• 9.5.1 Students will:

  Describe the rise of absolutism and constitutionalism and their impact on European nations. (Civics and Government)

• 9.5.2 Students will practice:

  • Contrasting philosophies of Thomas Hobbes and John Locke and the belief in the divine right of kings
  • Comparing absolutism as it developed in France, Russia, and Prussia, including the reigns of Louis XIV, Peter the Great, and Frederick the Great
  • Identifying major provisions of the Petition of Rights and the English Bill of Rights

9.6

• 9.6. Students will:

  Identify significant ideas and achievements of scientists and philosophers of the Scientific Revolution and the Age of Enlightenment. (History)

  • Grade Level Example:

    Scientific Revolution—astronomical theories of Copernicus and Galileo, Newton’s law of gravity
    Age of Enlightenment—philosophies of Montesquieu, Voltaire, and Rousseau

9.7

• 9.7.1 Students will:

  Describe the impact of the French Revolution on Europe, including political evolution, social evolution, and diffusion of nationalism and liberalism. (Geography, History, Civics and Government)

• 9.7.2 Students will practice:

  • Identifying causes of the French Revolution
  • Describing the influence of the American Revolution upon the French Revolution
  • Identifying objectives of different groups participating in the French Revolution
  • Describing the role of Napoleon as an empire builder

9.8

• 9.8. Students will:

  Compare revolutions in Latin America and the Caribbean, including Haiti, Colombia, Venezuela, Argentina, Chile, and Mexico. (Geography, History, Civics and Government)

  • Grade Level Example:

    Identifying the location of countries in Latin America

9.9

• 9.9.1 Students will:

  Describe the impact of technological inventions, conditions of labor, and the economic theories of capitalism, liberalism, socialism, and Marxism during the Industrial Revolution on the economics, society, and politics of Europe. (Economics, History, Civics and Government)

• 9.9.2 Students will practice:

  • Identifying important inventors in Europe during the Industrial Revolution
  • Comparing the Industrial Revolution in England with later revolutions in Europe

9.10

• 9.10.1 Students will:

  Describe the influence of urbanization during the nineteenth century on the Western World. (Geography, History, Civics and Government)

  • Grade Level Example:

    interaction with the environment, provisions for public health, increased opportunities for upward mobility, changes in social stratification, development of Romanticism and Realism, development of Impressionism and Cubism

• 9.10.2 Students will practice:

  • Describing the search for political democracy and social justice in the Western World

  • Grade Level Example:

    European Revolution of 1848, slavery and emancipation in the United States, emancipation of serfs in Russia, universal manhood suffrage, women’s suffrage

9.11

• 9.11.1. Students will:

  Describe the impact of European nationalism and Western imperialism as forces of global transformation, including the unification of Italy and Germany, the rise of Japan’s power in East Asia, economic roots of imperialism, imperialist ideology, colonialism and national rivalries, and United States imperialism. (Economics, History, Civics and Government)

• 9.11.2 Students will practice:

  • Describing resistance to European imperialism in Africa, Japan, and China

9.12

• 9.12.1 Students will:

  Explain causes and consequences of World War I, including imperialism, militarism, nationalism, and the alliance system. (Geography, History, Civics and Government)

• 9.12.2 Students will practice:

  • Describing the rise of Communism in Russia during World War I

  • Grade Level Example:

    return of Vladimir Lenin, rise of Bolsheviks

  • Describing military technology used during World War I
  • Identifying problems created by the Treaty of Versailles of 1919

  • Grade Level Example:

    Germany’s reparations and war guilt, international controversy over the League of Nations

  • Identifying alliances during World War I and boundary changes after World War I

9.13

• 9.13.1 Students will:

  Explain challenges of the post-World War I period. (Economics, History, Civics and Government)

  • Grade Level Example:

    1920s cultural disillusionment, colonial rebellion and turmoil in Ireland and India, attempts to achieve political stability in Europe

• 9.13.2 Students will practice:

  • Identifying causes of the Great Depression
  • Characterizing the global impact of the Great Depression

9.14

• 9.14.1 Students will:

  Describe causes and consequences of World War II. (Geography, History, Civics and Government)

  • Grade Level Example:

    causes—unanswered aggression, Axis goal of world conquest
    consequences—changes in political boundaries; Allied goals; lasting issues such as the Holocaust, Atomic Age, and Nuremberg Trials

• 9.14.2 Students will practice:

  • Explaining the rise of militarist and totalitarian states in Italy, Germany, the Soviet Union, and Japan
  • Identifying turning points of World War II in the European and Pacific Theaters
  • Depicting geographic locations of world events between 1939 and 1945
  • Identifying on a map changes in national borders as a result of World War II

9.15

• 9.15.1 Students will:

  Describe post-World War II realignment and reconstruction in Europe, Asia, and Latin America, including the end of colonial empires. (History, Civics and Government)

  • Grade Level Example:

    reconstruction of Japan; nationalism in India, Pakistan, Indonesia, and Africa; Chinese Communist Revolution; creation of Jewish state of Israel; Cuban Revolution; Central American conflicts

• 9.15.2 Students will practice:

  • Explaining origins of the Cold War

  • Grade Level Example:

    Yalta and Potsdam Conferences, ―Iron Curtain,‖ Truman Doctrine, Marshall Plan, United Nations, North Atlantic Treaty Organization (NATO), Warsaw Pact

  • Tracing the progression of the Cold War

  • Grade Level Example:

    nuclear weapons, European power struggles, Korean War, Berlin Wall, Cuban Missile Crisis, Vietnam War

9.16

• 9.16.1 Students will:

  Describe the role of nationalism, militarism, and civil war in today’s world, including the use of terrorism and modern weapons at the close of the twentieth and the beginning of the twenty-first centuries.(Economics, Geography, History, Civics and Government)

• 9.16.2 Students will practice:

  • Describing the collapse of the Soviet Empire and Russia’s struggle for democracy, free markets, and economic recovery and the roles of Mikhail Gorbachev, Ronald Reagan, and Boris Yeltsin

  • Grade Level Example:

    economic failures, demands for national and human rights, resistance from Eastern Europe, reunification of Germany

  • Describing effects of internal conflict, nationalism, and enmity in South Africa, Northern Ireland, Chile, the Middle East, Somalia and Rwanda, Cambodia, and the Balkans
  • Describing effects of internal conflict, nationalism, and enmity in South Africa, Northern Ireland, Chile, the Middle East, Somalia and Rwanda, Cambodia, and the Balkans
  • Depicting geographic locations of major world events from 1945 to the present

9.17

• 9.17.1 Students will:

  Describe emerging democracies from the late twentieth century to the present. (Economics, History, Civics and Government)

• 9.17.2 Students will practice:

  • Discussing problems and opportunities involving science, technology, and the environment in the late twentieth century

  • Grade Level Example:

    genetic engineering, space exploration

  • Identifying problems involving civil liberties and human rights from 1945 to the present and ways they have been addressed
  • Relating economic changes to social changes in countries adopting democratic forms of government