GA.SSEF. Strand/topic: Economics

Fundamental Economic Concepts

• SSEF1. Standard:

  The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and trade offs for individuals, businesses, and governments.

  • SSEF1.a. Element:

    Define scarcity as a basic condition that exists when unlimited wants exceed limited productive resources.

  • SSEF1.b. Element:

    Define and give examples of productive resources (e.g., land (natural), labor (human), capital (capital goods), entrepreneurship).

  • SSEF1.c. Element:

    List a variety of strategies for allocating scarce resources.

  • SSEF1.d. Element:

    Define opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices.

• SSEF2. Standard:

  The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.

  • SSEF2.a. Element:

    Illustrate by means of a production possibilities curve the trade offs between two options.

  • SSEF2.b. Element:

    Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs.

• SSEF3. Standard:

  The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties.

  • SSEF3.a. Element:

    Give examples of how individuals and businesses specialize.

  • SSEF3.b. Element:

    Explain that both parties gain as a result of voluntary, non-fraudulent exchange.

• SSEF4. Standard:

  The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

  • SSEF4.a. Element:

    Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation.

  • SSEF4.b. Element:

    Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.

• SSEF5. Standard:

  The student will describe the roles of government in a market economy.

  • SSEF5.a. Element:

    Explain why government provides public goods and services, redistributes income, protects property rights, and resolves market failures.

  • SSEF5.b. Element:

    Give examples of government regulation and deregulation and their effects on consumers and producers.

• SSEF6. Standard:

  The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people.

  • SSEF6.a. Element:

    Define productivity as the relationship of inputs to outputs.

  • SSEF6.b. Element:

    Give illustrations of investment in equipment and technology and explain their relationship to economic growth.

  • SSEF6.c. Element:

    Give examples of how investment in education can lead to a higher standard of living.

GA.SSEM. Strand/topic: Economics

Microeconomic Concepts

• SSEMI1. Standard:

  The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money.

  • SSEMI1.a. Element:

    Illustrate by means of a circular flow diagram, the Product market; the Resource market; the real flow of goods and services between and among businesses, households, and government; and the flow of money.

  • SSEMI1.b. Element:

    Explain the role of money and how it facilitates exchange.

• SSEMI2. Standard:

  The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy.

  • SSEMI2.a. Element:

    Define the Law of Supply and the Law of Demand.

  • SSEMI2.b. Element:

    Describe the role of buyers and sellers in determining market clearing price.

  • SSEMI2.c. Element:

    Illustrate on a graph how supply and demand determine equilibrium price and quantity.

  • SSEMI2.d. Element:

    Explain how prices serve as incentives in a market economy.

• SSEMI3. Standard:

  The student will explain how markets, prices, and competition influence economic behavior.

  • SSEMI3.a. Element:

    Identify and illustrate on a graph factors that cause changes in market supply and demand.

  • SSEMI3.b. Element:

    Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages.

  • SSEMI3.c. Element:

    Define price elasticity of demand and supply.

• SSEMI4. Standard:

  The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy.

  • SSEMI4.a. Element:

    Compare and contrast three forms of business organization-sole proprietorship, partnership, and corporation.

  • SSEMI4.b. Element:

    Explain the role of profit as an incentive for entrepreneurs.

  • SSEMI4.c. Element:

    Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition.

GA.SSEMA. Strand/topic: Economics

Macroeconomic Concepts

• SSEMA1. Standard:

  The student will illustrate the means by which economic activity is measured.

  • SSEMA1.a. Element:

    Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports.

  • SSEMA1.b. Element:

    Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand.

  • SSEMA1.c. Element:

    Explain how economic growth, inflation, and unemployment are calculated.

  • SSEMA1.d. Element:

    Identify structural, cyclical, and frictional unemployment.

  • SSEMA1.e. Element:

    Define the stages of the business cycle, as well as recession and depression.

  • SSEMA1.f. Element:

    Describe the difference between the national debt and government deficits.

• SSEMA2. Standard:

  The student will explain the role and functions of the Federal Reserve System.

  • SSEMA2.a. Element:

    Describe the organization of the Federal Reserve System.

  • SSEMA2.b. Element:

    Define monetary policy.

  • SSEMA2.c. Element:

    Describe how the Federal Reserve uses the tools of monetary policy to promote price stability, full employment, and economic growth.

• SSEMA3. Standard:

  The student will explain how the government uses fiscal policy to promote price stability, full employment, and economic growth.

  • SSEMA3.a. Element:

    Define fiscal policy.

  • SSEMA3.b. Element:

    Explain the government's taxing and spending decisions.

GA.SSEIN. Strand/topic: Economics

International Economics

• SSEIN1. Standard:

  The student will explain why individuals, businesses, and governments trade goods and services.

  • SSEIN1.a. Element:

    Define and distinguish between absolute advantage and comparative advantage.

  • SSEIN1.b. Element:

    Explain that most trade takes place because of comparative advantage in the production of a good or service.

  • SSEIN1.c. Element:

    Explain the difference between balance of trade and balance of payments.

• SSEIN2. Standard:

  The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.

  • SSEIN2.a. Element:

    Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies.

  • SSEIN2.b. Element:

    Identify costs and benefits of trade barriers over time.

  • SSEIN2.c. Element:

    List specific examples of trade barriers.

  • SSEIN2.d. Element:

    List specific examples of trading blocks such as the EU, NAFTA, and ASEAN.

  • SSEIN2.e. Element:

    Evaluate arguments for and against free trade.

• SSEIN3. Standard:

  The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries.

  • SSEIN3.a. Element:

    Define exchange rate as the price of one nation's currency in terms of another nation's currency.

  • SSEIN3.b. Element:

    Locate information on exchange rates.

  • SSEIN3.c. Element:

    Interpret exchange rate tables.

  • SSEIN3.d. Element:

    Explain why, when exchange rates change, some groups benefit and others lose.

GA.SSEPF. Strand/topic: Economics

Personal Finance Economics

• SSEPF1. Standard:

  The student will apply rational decision making to personal spending and saving choices.

  • SSEPF1.a. Element:

    Explain that people respond to positive and negative incentives in predictable ways.

  • SSEPF1.b. Element:

    Use a rational decision making model to select one option over another.

  • SSEPF1.c. Element:

    Create a savings or financial investment plan for a future goal.

• SSEPF2. Standard:

  The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors.

  • SSEPF2.a. Element:

    Compare services offered by different financial institutions.

  • SSEPF2.b. Element:

    Explain reasons for the spread between interest charged and interest earned.

  • SSEPF2.c. Element:

    Give examples of the direct relationship between risk and return.

  • SSEPF2.d. Element:

    Evaluate a variety of savings and investment options; include stocks, bonds, and mutual funds.

• SSEPF3. Standard:

  The student will explain how changes in monetary and fiscal policy can have an impact on an individual's spending and saving choices.

  • SSEPF3.a. Element:

    Give examples of who benefits and who loses from inflation.

  • SSEPF3.b. Element:

    Define progressive, regressive, and proportional taxes.

  • SSEPF3.c. Element:

    Explain how an increase in sales tax affects different income groups.

• SSEPF4. Standard:

  The student will evaluate the costs and benefits of using credit.

  • SSEPF4.a. Element:

    List factors that affect credit worthiness.

  • SSEPF4.b. Element:

    Compare interest rates on loans and credit cards from different institutions.

  • SSEPF4.c. Element:

    Explain the difference between simple and compound interest rates.

• SSEPF5. Standard:

  The student will describe how insurance and other risk-management strategies protect against financial loss.

  • SSEPF5.a. Element:

    List various types of insurance such as automobile, health, life, disability, and property.

  • SSEPF5.b. Element:

    Explain the costs and benefits associated with different types of insurance.

• SSEPF6. Standard:

  The student will describe how the earnings of workers are determined in the marketplace.

  • SSEPF6.a. Element:

    Identify skills that are required to be successful in the workplace.

  • SSEPF6.b. Element:

    Explain the significance of investment in education, training, and skill development.

GA.SSUSH. Strand/topic: United States History

• SSUSH1. Standard:

  The student will describe European settlement in North America during the 17th century.

  • SSUSH1.a. Element:

    Explain Virginia's development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon's Rebellion, and the development of slavery.

  • SSUSH1.b. Element:

    Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip's War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter.

  • SSUSH1.c. Element:

    Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania.

  • SSUSH1.d. Element:

    Explain the reasons for French settlement of Quebec.

• SSUSH2. Standard:

  The student will trace the ways that the economy and society of British North America developed.

  • SSUSH2.a. Element:

    Explain the development of mercantilism and the trans-Atlantic trade.

  • SSUSH2.b. Element:

    Describe the Middle Passage, growth of the African population, and African- American culture.

  • SSUSH2.c. Element:

    Identify Benjamin Franklin as a symbol of social mobility and individualism.

  • SSUSH2.d. Element:

    Explain the significance of the Great Awakening.

• SSUSH3. Standard:

  The student will explain the primary causes of the American Revolution.

  • SSUSH3.a. Element:

    Explain how the end of Anglo-French imperial competition as seen in the French-Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

  • SSUSH3.b. Element:

    Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence.

  • SSUSH3.c. Element:

    Explain the importance of Thomas Paine's Common Sense to the movement for independence.

• SSUSH4. Standard:

  The student will identify the ideological, military, and diplomatic aspects of the American Revolution.

  • SSUSH4.a. Element:

    Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.

  • SSUSH4.b. Element:

    Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.

  • SSUSH4.c. Element:

    Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge.

  • SSUSH4.d. Element:

    Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

• SSUSH5. Standard:

  The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.

  • SSUSH5.a. Element:

    Explain how weaknesses in the Articles of Confederation and Daniel Shays' Rebellion led to a call for a stronger central government.

  • SSUSH5.b. Element:

    Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James Madison.

  • SSUSH5.c. Element:

    Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery.

  • SSUSH5.d. Element:

    Analyze how the Bill of Rights serves as a protector of individual and states' rights.

  • SSUSH5.e. Element:

    Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton).

• SSUSH6. Standard:

  The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation.

  • SSUSH6.a. Element:

    Explain the Northwest Ordinance's importance in the westward migration of Americans, and on slavery, public education, and the addition of new states.

  • SSUSH6.b. Element:

    Describe Jefferson's diplomacy in obtaining the Louisiana Purchase from France and the territory's exploration by Lewis and Clark.

  • SSUSH6.c. Element:

    Explain major reasons for the War of 1812 and the war's significance on the development of a national identity.

  • SSUSH6.d. Element:

    Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation's infrastructure.

  • SSUSH6.e. Element:

    Describe the reasons for and importance of the Monroe Doctrine.

• SSUSH7. Standard:

  The student will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

  • SSUSH7.a. Element:

    Explain the impact of the Industrial Revolution as seen in Eli Whitney's invention of the cotton gin and his development of interchangeable parts for muskets.

  • SSUSH7.b. Element:

    Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

  • SSUSH7.c. Element:

    Describe reform movements, specifically temperance, abolitionism, and public school.

  • SSUSH7.d. Element:

    Explain women's efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.

  • SSUSH7.e. Element:

    Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

• SSUSH8. Standard:

  The student will explain the relationship between growing north-south divisions and westward expansion.

  • SSUSH8.a. Element:

    Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters).

  • SSUSH8.b. Element:

    Explain the Missouri Compromise and the issue of slavery in western states and territories.

  • SSUSH8.c. Element:

    Describe the Nullification Crisis and the emergence of states' rights ideology; include the role of John C. Calhoun and development of sectionalism.

  • SSUSH8.d. Element:

    Describe the war with Mexico and the Wilmot Proviso.

  • SSUSH8.e. Element:

    Explain the Compromise of 1850.

• SSUSH9. Standard:

  The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

  • SSUSH9.a. Element:

    Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown's Raid.

  • SSUSH9.b. Element:

    Describe President Lincoln's efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus.

  • SSUSH9.c. Element:

    Describe the roles of Ulysses Grant, Robert E. Lee, 'Stonewall' Jackson, William T. Sherman, and Jefferson Davis.

  • SSUSH9.d. Element:

    Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta.

  • SSUSH9.e. Element:

    Describe the significance of the Emancipation Proclamation.

  • SSUSH9.f. Element:

    Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output.

• SSUSH10. Standard:

  The student will identify legal, political, and social dimensions of Reconstruction.

  • SSUSH10.a. Element:

    Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.

  • SSUSH10.b. Element:

    Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen's Bureau.

  • SSUSH10.c. Element:

    Describe the significance of the 13th, 14th, and 15th amendments.

  • SSUSH10.d. Element:

    Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.

  • SSUSH10.e. Element:

    Explain the impeachment of Andrew Johnson in relationship to Reconstruction.

• SSUSH11. Standard:

  The student will describe the growth of big business and technological innovations after Reconstruction.

  • SSUSH11.a. Element:

    Explain the impact of the railroads on other industries, such as steel, and on the organization of big business.

  • SSUSH11.b. Element:

    Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor.

  • SSUSH11.c. Element:

    Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies

  • SSUSH11.d. Element:

    Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life

• SSUSH12. Standard:

  The student will analyze important consequences of American industrial growth.

  • SSUSH12.a. Element:

    Describe Ellis Island, the change in immigrants' origins to southern and eastern Europe and the impact of this change on urban America.

  • SSUSH12.b. Element:

    Identify the American Federation of Labor and Samuel Gompers.

  • SSUSH12.c. Element:

    Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee.

  • SSUSH12.d. Element:

    Describe the 1894 Pullman strike as an example of industrial unrest.

• SSUSH13. Standard:

  The student will identify major efforts to reform American society and politics in the Progressive Era.

  • SSUSH13.a. Element:

    Explain Upton Sinclair's The Jungle and federal oversight of the meatpacking industry.

  • SSUSH13.b. Element:

    Identify Jane Addams and Hull House and describe the role of women in reform movements.

  • SSUSH13.c. Element:

    Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.

  • SSUSH13.d. Element:

    Explain Ida Tarbell's role as a muckraker.

  • SSUSH13.e. Element:

    Describe the significance of progressive reforms such as the initiative, recall, and referendum; direct election of senators; reform of labor laws; and efforts to improve living conditions for the poor in cities.

• SSUSH14. Standard:

  The student will explain America's evolving relationship with the world at the turn of the twentieth century.

  • SSUSH14.a. Element:

    Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast.

  • SSUSH14.b. Element:

    Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism.

  • SSUSH14.c. Element:

    Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal.

• SSUSH15. Standard:

  The student will analyze the origins and impact of U.S. involvement in World War I.

  • SSUSH15.a. Element:

    Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare.

  • SSUSH15.b. Element:

    Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist Eugene Debs.

  • SSUSH15.c. Element:

    Explain Wilson's Fourteen Points and the proposed League of Nations.

  • SSUSH15.d. Element:

    Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman suffrage.

• SSUSH16. Standard:

  The student will identify key developments in the aftermath of WW I.

  • SSUSH16.a. Element:

    Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.

  • SSUSH16.b. Element:

    Identify Henry Ford, mass production, and the automobile.

  • SSUSH16.c. Element:

    Describe the impact of radio and the movies.

  • SSUSH16.d. Element:

    Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.

• SSUSH17. Standard:

  The student will analyze the causes and consequences of the Great Depression.

  • SSUSH17.a. Element:

    Describe the causes, including overproduction, underconsumption, and stock market speculation that led to the stock market crash of 1929 and the Great Depression.

  • SSUSH17.b. Element:

    Explain the impact of the drought in the creation of the Dust Bowl.

  • SSUSH17.c. Element:

    Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles.

• SSUSH18. Standard:

  The student will describe Franklin Roosevelt's New Deal as a response to the depression and compare the ways governmental programs aided those in need.

  • SSUSH18.a. Element:

    Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment.

  • SSUSH18.b. Element:

    Explain the Wagner Act and the rise of industrial unionism.

  • SSUSH18.c. Element:

    Explain the passage of the Social Security Act as a part of the second New Deal.

  • SSUSH18.d. Element:

    Identify Eleanor Roosevelt as a symbol of social progress and women's activism.

  • SSUSH18.e. Element:

    Identify the political challenges to Roosevelt's domestic and international leadership; include the role of Huey Long, the 'court packing bill,' and the Neutrality Act.

• SSUSH19. Standard:

  The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.

  • SSUSH19.a. Element:

    Explain A. Philip Randolph's proposed march on Washington, D.C., and President Franklin D. Roosevelt's response.

  • SSUSH19.b. Element:

    Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German-Americans, and Italian-Americans.

  • SSUSH19.c. Element:

    Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin.

  • SSUSH19.d. Element:

    Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

  • SSUSH19.e. Element:

    Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb.

• SSUSH20. Standard:

  The student will analyze the domestic and international impact of the Cold War on the United States.

  • SSUSH20.a. Element:

    Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy.

  • SSUSH20.b. Element:

    Explain the impact of the new communist regime in China and the outbreak of the Korean War and how these events contributed to the rise of Senator Joseph McCarthy.

  • SSUSH20.c. Element:

    Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.

  • SSUSH20.d. Element:

    Describe the Vietnam War, the Tet offensive, and growing opposition to the war.

• SSUSH21. Standard:

  The student will explain economic growth and its impact on the United States, 1945-1970.

  • SSUSH21.a. Element:

    Describe the baby boom and its impact as shown by Levittown and the Interstate Highway Act.

  • SSUSH21.b. Element:

    Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon,1960) and news coverage of the Civil Rights Movement.

  • SSUSH21.c. Element:

    Analyze the impact of technology on American life; include the development of the personal computer and the cellular telephone.

  • SSUSH21.d. Element:

    Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower's actions.

• SSUSH22. Standard:

  The student will identify dimensions of the Civil Rights Movement, 1945-1970.

  • SSUSH22.a. Element:

    Explain the importance of President Truman's order to integrate the U.S. military and the federal government.

  • SSUSH22.b. Element:

    Identify Jackie Robinson and the integration of baseball.

  • SSUSH22.c. Element:

    Explain Brown v. Board of Education and efforts to resist the decision.

  • SSUSH22.d. Element:

    Describe the significance of Martin Luther King, Jr.'s Letter from a Birmingham Jail and his I have a dream speech.

  • SSUSH22.e. Element:

    Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

• SSUSH23. Standard:

  The student will describe and assess the impact of political developments between 1945 and 1970.

  • SSUSH23.a. Element:

    Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision.

  • SSUSH23.b. Element:

    Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation.

  • SSUSH23.c. Element:

    Explain Lyndon Johnson's Great Society; include the establishment of Medicare.

  • SSUSH23.d. Element:

    Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention.

• SSUSH24. Standard:

  The student will analyze the impact of social change movements and organizations of the 1960s.

  • SSUSH24.a. Element:

    Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition.

  • SSUSH24.b. Element:

    Describe the National Organization of Women and the origins and goals of the modern women's movement.

  • SSUSH24.c. Element:

    Analyze the anti-Vietnam War movement.

  • SSUSH24.d. Element:

    Analyze Cesar Chavez and the United Farm Workers' movement.

  • SSUSH24.e. Element:

    Explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement.

  • SSUSH24.f. Element:

    Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968).

• SSUSH25. Standard:

  The student will describe changes in national politics since 1968.

  • SSUSH25.a. Element:

    Describe President Richard M. Nixon's opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford.

  • SSUSH25.b. Element:

    Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights; include such decisions as Roe v. Wade (1973) and the Bakke decision on affirmative action.

  • SSUSH25.c. Element:

    Explain the Carter administration's efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis.

  • SSUSH25.d. Element:

    Describe domestic and international events of Ronald Reagan's presidency; include Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union.

  • SSUSH25.e. Element:

    Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his impeachment and acquittal.

  • SSUSH25.f. Element:

    Analyze the 2000 presidential election and its outcome, emphasizing the role of the electoral college.

  • SSUSH25.g. Element:

    Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq.

GA.SSWG. Strand/topic: World Geography

• SSWG1. Standard:

  The student will explain the physical aspects of geography.

  • SSWG1.a. Element:

    Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

  • SSWG1.b. Element:

    Explain how human characteristics, such as population settlement patterns, and human activities, such as agriculture and industry, can describe a place.

  • SSWG1.c. Element:

    Analyze the interrelationship between physical and human characteristics of a place.

• SSWG2. Standard:

  The student will explain the cultural aspects of geography.

  • SSWG2.a. Element:

    Describe the concept of place by explaining how the culture of a region is a product of the region's physical characteristics.

  • SSWG2.b. Element:

    Explain how cultural characteristics of a place can be used to describe a place.

  • SSWG2.c. Element:

    Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture.

  • SSWG2.d. Element:

    Explain how the development of customs and traditions help to define a culture and a people.

• SSWG3. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary North Africa/Southwest Asia.

  • SSWG3.a. Element:

    Describe the location of major physical features and their impact on North Africa/Southwest Asia.

  • SSWG3.b. Element:

    Describe the major climates of North Africa/Southwest Asia and how they have affected the development of North Africa/Southwest Asia.

  • SSWG3.c. Element:

    Analyze the impact natural resources, especially oil, have on North Africa/Southwest Asia.

  • SSWG3.d. Element:

    Analyze the impact of water supplies on the growth of population centers.

  • SSWG3.e. Element:

    Explain the impact of Judaism, Christianity, and Islam on the development of the region's culture.

  • SSWG3.f. Element:

    Explain why this region contains areas on two different continents.

  • SSWG3.g. Element:

    Describe the major ethnic and cultural groups in North Africa/Southwest Asia; include major customs and traditions.

• SSWG4. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa.

  • SSWG4.a. Element:

    Describe the location of major physical features and their impact on Sub- Saharan Africa.

  • SSWG4.b. Element:

    Describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa.

  • SSWG4.c. Element:

    Describe the pattern of population distribution in the countries of Sub- Saharan Africa in relation to urbanization and modernization.

  • SSWG4.d. Element:

    Explain how Sub-Saharan Africa's physical features have had an impact on the distribution of its population.

  • SSWG4.e. Element:

    Analyze how the migration of people such as the Bantu and Zulu has had an impact on the economic, cultural, and political aspects of Sub-Saharan Africa.

  • SSWG4.f. Element:

    Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors such as linguistic, tribal, and religious diversity; literacy levels; and the colonial legacy.

  • SSWG4.g. Element:

    Describe the ethnic and religious groups in Sub-Saharan Africa; include major customs and traditions.

  • SSWG4.h. Element:

    Analyze the impact of drought and desertification on Sub-Saharan Africa.

• SSWG5. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia.

  • SSWG5.a. Element:

    Describe the location of major physical features and their impact on the regions of Asia.

  • SSWG5.b. Element:

    Describe the major climates of each region and how they have affected each region's development.

  • SSWG5.c. Element:

    Analyze the impact of the topography and climate on population distribution in the regions.

  • SSWG5.d. Element:

    Describe the various ethnic and religious groups in the region and the effect of geography on their development and their major customs and traditions.

  • SSWG5.e. Element:

    Analyze the impact of population growth in the region on both the region and on other regions of the world; include China, India, and Japan.

  • SSWG5.f. Element:

    Explain the division of the Indian subcontinent into India and Pakistan and the eventual creation of Bangladesh.

  • SSWG5.g. Element:

    Describe the Pacific Rim and its cultural, political, and economic significance.

• SSWG6. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Europe.

  • SSWG6.a. Element:

    Describe the location of major physical features and their impact on Europe.

  • SSWG6.b. Element:

    Describe the major climates of Europe and how they have affected Europe.

  • SSWG6.c. Element:

    Analyze the importance of Europe's coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence.

  • SSWG6.d. Element:

    Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions.

  • SSWG6.e. Element:

    Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages.

  • SSWG6.f. Element:

    Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs.

  • SSWG6.g. Element:

    Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia.

• SSWG7. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Latin America.

  • SSWG7.a. Element:

    Explain why the region is known as Latin America; include cultural reasons.

  • SSWG7.b. Element:

    Describe the location of major physical features and their impact on Latin America.

  • SSWG7.c. Element:

    Describe the major climates of Latin America and how they have affected Latin America.

  • SSWG7.d. Element:

    Explain how geographic features and climatic patterns affect population distribution.

  • SSWG7.e. Element:

    Analyze the impact of natural disasters and political instability on economic activity in Latin America.

  • SSWG7.f. Element:

    Describe the various ethnic and religious groups in Latin America; include South America, Central America and the Caribbean, as well as major customs and traditions.

  • SSWG7.g. Element:

    Analyze the impact of deforestation on Latin America and explain actions being taken.

  • SSWG7.h. Element:

    Explain how Latin American countries such as Brazil are developing their resources to compete in the global market and to improve industrial productivity.

  • SSWG7.i. Element:

    Analyze the impact illegal drug production and trade have on Latin America.

• SSWG8. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Canada and the United States.

  • SSWG8.a. Element:

    Describe the location of major physical features and their impact on Canada and the United States.

  • SSWG8.b. Element:

    Describe the major climates of Canada and the United States and how they affect Canada and the United States.

  • SSWG8.c. Element:

    Explain the reasons for the population distribution in Canada and the United States.

  • SSWG8.d. Element:

    Explain how the physical geography of Canada and the United States contributed to regional growth and development.

  • SSWG8.e. Element:

    Describe the ethnic and religious groups in Canada and the United States; include major customs and traditions.

  • SSWG8.f. Element:

    Analyze how transportation and communications improvements led to the growth of industry in the United States and the consequences of such growth, especially environmentally, for both Canada and the United States.

• SSWG9. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Oceania, including Australia, New Zealand, and Antarctica.

  • SSWG9.a. Element:

    Describe the location of major physical features and their impact on the region.

  • SSWG9.b. Element:

    Describe the major climates and their impact on the region.

  • SSWG9.c. Element:

    Analyze the impact isolation has had on the cultural and biological development of the region.

  • SSWG9.d. Element:

    Describe the various ethnic and religious groups; include major customs and traditions.

  • SSWG9.e. Element:

    Explain how the migration of diverse ethnic groups and available natural resources have affected the economic and political development.

  • SSWG9.f. Element:

    Explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of 1961.

GA.SSWH. Strand/topic: World History

• SSWH1. Standard:

  The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.

  • SSWH1.a. Element:

    Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi's law code.

  • SSWH1.b. Element:

    Describe the relationship of religion and political authority in Ancient Egypt.

  • SSWH1.c. Element:

    Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.

  • SSWH1.d. Element:

    Identify early trading networks and writing systems existent in the Eastern Mediterranean, including those of the Phoenicians.

  • SSWH1.e. Element:

    Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.

• SSWH2. Standard:

  The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

  • SSWH2.a. Element:

    Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the 'Golden Age' under Gupta, and the emperor Ashoka.

  • SSWH2.b. Element:

    Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.

  • SSWH2.c. Element:

    Describe the development of Chinese civilization under the Zhou and Qin.

  • SSWH2.d. Element:

    Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia Japan, and Korea.

• SSWH3. Standard:

  The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.

  • SSWH3.a. Element:

    Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.

  • SSWH3.b. Element:

    Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle's pupil Alexander the Great and the impact of Julius and Augustus Caesar.

  • SSWH3.c. Element:

    Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.

  • SSWH3.d. Element:

    Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.

  • SSWH3.e. Element:

    Analyze the factors that led to the collapse of the western Roman Empire.

• SSWH4. Standard:

  The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.

  • SSWH4.a. Element:

    Explain the relationship of the Byzantine Empire to the Roman Empire.

  • SSWH4.b. Element:

    Describe the significance of Justinian's law code, Theodora and the role of women, and Byzantine art and architecture.

  • SSWH4.c. Element:

    Analyze the establishment of Christianity as the official religion of the Byzantine Empire.

  • SSWH4.d. Element:

    Analyze the role of Constantinople as a trading and religious center.

  • SSWH4.e. Element:

    Explain the influence of the Byzantine Empire on Russia, with particular attention to its impact on Tsar Ivan III and Kiev.

  • SSWH4.f. Element:

    Define the role of Orthodox Christianity and the Schism.

• SSWH5. Standard:

  The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.

  • SSWH5.a. Element:

    Explain the origins of Islam and the growth of the Islamic Empire.

  • SSWH5.b. Element:

    Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.

  • SSWH5.c. Element:

    Explain the reasons for the split between Sunni and Shia Muslims.

  • SSWH5.d. Element:

    Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).

  • SSWH5.e. Element:

    Describe the impact of the Crusades on both the Islamic World and Europe.

  • SSWH5.f. Element:

    Analyze the impact of the expansion of the Mongol Empire; include the stabilization of trading networks from China to the Mediterranean world.

  • SSWH5.g. Element:

    Analyze the relationship between Judaism, Christianity, and Islam.

• SSWH6. Standard:

  The student will describe the diverse characteristics of early African societies before 1800.

  • SSWH6.a. Element:

    Identify the Bantu migration patterns and contribution to settled agriculture.

  • SSWH6.b. Element:

    Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

  • SSWH6.c. Element:

    Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities.

  • SSWH6.d. Element:

    Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity.

• SSWH7. Standard:

  The student will analyze European medieval society with regard to culture, politics, society, and economics.

  • SSWH7.a. Element:

    Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.

  • SSWH7.b. Element:

    Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV.

  • SSWH7.c. Element:

    Explain the role of the church in medieval society.

  • SSWH7.d. Element:

    Describe how increasing trade led to the growth of towns and cities.

• SSWH8. Standard:

  The student will demonstrate an understanding of the development of societies in Central and South America.

  • SSWH8.a. Element:

    Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.

  • SSWH8.b. Element:

    Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

• SSWH9. Standard:

  The student will analyze change and continuity in the Renaissance and Reformation.

  • SSWH9.a. Element:

    Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.

  • SSWH9.b. Element:

    Identify artistic and scientific achievements of Leonardo da Vinci, the 'Renaissance man,' and Michelangelo.

  • SSWH9.c. Element:

    Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.

  • SSWH9.d. Element:

    Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.

  • SSWH9.e. Element:

    Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.

  • SSWH9.f. Element:

    Describe the English Reformation and the role of Henry VIII and Elizabeth I.

  • SSWH9.g. Element:

    Explain the importance of Gutenberg and the invention of the printing press.

• SSWH10. Standard:

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

  • SSWH10.a. Element:

    Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

  • SSWH10.b. Element:

    Define the Columbian Exchange and its global economic and cultural impact.

  • SSWH10.c. Element:

    Explain the role of improved technology in European exploration; include the astrolabe.

• SSWH11. Standard:

  The student will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.

  • SSWH11.a. Element:

    Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga and Kangxi.

  • SSWH11.b. Element:

    Analyze the impact of population growth and its impact on the social structure.

• SSWH12. Standard:

  The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.

  • SSWH12.a. Element:

    Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.

  • SSWH12.b. Element:

    Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

• SSWH13. Standard:

  The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.

  • SSWH13.a. Element:

    Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.

  • SSWH13.b. Element:

    Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.

• SSWH14. Standard:

  The student will analyze the Age of Revolutions and Rebellions.

  • SSWH14.a. Element:

    Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.

  • SSWH14.b. Element:

    Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).

  • SSWH14.c. Element:

    Explain Napoleon's rise to power, and his defeat; and explain the consequences for Europe.

  • SSWH14.d. Element:

    Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.

• SSWH15. Standard:

  The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.

  • SSWH15.a. Element:

    Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.

  • SSWH15.b. Element:

    Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.

  • SSWH15.c. Element:

    Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks.

  • SSWH15.d. Element:

    Describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies in Indochina, and Japanese policies in Asia.

• SSWH16. Standard:

  The student will demonstrate an understanding of long-term causes of World War I and its global impact.

  • SSWH16.a. Element:

    Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.

  • SSWH16.b. Element:

    Describe conditions on the war front for soldiers; include the Battle of Verdun.

  • SSWH16.c. Element:

    Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.

  • SSWH16.d. Element:

    Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

• SSWH17. Standard:

  The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II.

  • SSWH17.a. Element:

    Examine the impact of the war on science, art, and social thinking by identifying the cultural significance of Sigmund Freud, Albert Einstein, and Picasso.

  • SSWH17.b. Element:

    Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin's first Five Year Plan.

  • SSWH17.c. Element:

    Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan.

  • SSWH17.d. Element:

    Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Attaturk, and Mohandas Ghandi.

  • SSWH17.e. Element:

    Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments.

  • SSWH17.f. Element:

    Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German annexation of the Sudentenland.

• SSWH18. Standard:

  The student will demonstrate an understanding of the global political, economic, and social impact of World War II.

  • SSWH18.a. Element:

    Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.

  • SSWH18.b. Element:

    Identify Nazi ideology, policies, and consequences that led to the Holocaust.

  • SSWH18.c. Element:

    Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe.

  • SSWH18.d. Element:

    Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and McArthur's plan for Japan.

• SSWH19. Standard:

  The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989.

  • SSWH19.a. Element:

    Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana.

  • SSWH19.b. Element:

    Describe the formation of the state of Israel.

  • SSWH19.c. Element:

    Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972).

  • SSWH19.d. Element:

    Compare and contrast the reforms of Khrushchev and Gorbachev.

  • SSWH19.e. Element:

    Analyze efforts in the pursuit of freedom; include anti-apartheid, Tianamen Square, and the fall of the Berlin Wall.

• SSWH20. Standard:

  The student will examine change and continuity in the world since the 1960s.

  • SSWH20.a. Element:

    Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda.

  • SSWH20.b. Element:

    Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States.

  • SSWH20.c. Element:

    Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets.

  • SSWH20.d. Element:

    Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher.

• SSWH21. Standard:

  The student will analyze globalization in the contemporary world.

  • SSWH21.a. Element:

    Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers.

  • SSWH21.b. Element:

    Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization.

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

• SSRC1. Standard: Students will enhance reading in all curriculum areas by

  • SSRC1.a. Element: Reading in All Curriculum Areas

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

  • SSRC1.b. Element: Discussing books

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

  • SSRC1.c. Element: Building vocabulary knowledge

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

  • SSRC1.d. Element: Establishing context

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

GA.SSEF. Strand/topic: Economics

Fundamental Economic Concepts

• SSEF1. Standard:

  The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and trade offs for individuals, businesses, and governments.

  • SSEF1.a. Element:

    Define scarcity as a basic condition that exists when unlimited wants exceed limited productive resources.

  • SSEF1.b. Element:

    Define and give examples of productive resources (e.g., land (natural), labor (human), capital (capital goods), entrepreneurship).

  • SSEF1.c. Element:

    List a variety of strategies for allocating scarce resources.

  • SSEF1.d. Element:

    Define opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices.

• SSEF2. Standard:

  The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.

  • SSEF2.a. Element:

    Illustrate by means of a production possibilities curve the trade offs between two options.

  • SSEF2.b. Element:

    Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs.

• SSEF3. Standard:

  The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties.

  • SSEF3.a. Element:

    Give examples of how individuals and businesses specialize.

  • SSEF3.b. Element:

    Explain that both parties gain as a result of voluntary, non-fraudulent exchange.

• SSEF4. Standard:

  The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

  • SSEF4.a. Element:

    Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation.

  • SSEF4.b. Element:

    Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.

• SSEF5. Standard:

  The student will describe the roles of government in a market economy.

  • SSEF5.a. Element:

    Explain why government provides public goods and services, redistributes income, protects property rights, and resolves market failures.

  • SSEF5.b. Element:

    Give examples of government regulation and deregulation and their effects on consumers and producers.

• SSEF6. Standard:

  The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people.

  • SSEF6.a. Element:

    Define productivity as the relationship of inputs to outputs.

  • SSEF6.b. Element:

    Give illustrations of investment in equipment and technology and explain their relationship to economic growth.

  • SSEF6.c. Element:

    Give examples of how investment in education can lead to a higher standard of living.

GA.SSEM. Strand/topic: Economics

Microeconomic Concepts

• SSEMI1. Standard:

  The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money.

  • SSEMI1.a. Element:

    Illustrate by means of a circular flow diagram, the Product market; the Resource market; the real flow of goods and services between and among businesses, households, and government; and the flow of money.

  • SSEMI1.b. Element:

    Explain the role of money and how it facilitates exchange.

• SSEMI2. Standard:

  The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy.

  • SSEMI2.a. Element:

    Define the Law of Supply and the Law of Demand.

  • SSEMI2.b. Element:

    Describe the role of buyers and sellers in determining market clearing price.

  • SSEMI2.c. Element:

    Illustrate on a graph how supply and demand determine equilibrium price and quantity.

  • SSEMI2.d. Element:

    Explain how prices serve as incentives in a market economy.

• SSEMI3. Standard:

  The student will explain how markets, prices, and competition influence economic behavior.

  • SSEMI3.a. Element:

    Identify and illustrate on a graph factors that cause changes in market supply and demand.

  • SSEMI3.b. Element:

    Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages.

  • SSEMI3.c. Element:

    Define price elasticity of demand and supply.

• SSEMI4. Standard:

  The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy.

  • SSEMI4.a. Element:

    Compare and contrast three forms of business organization-sole proprietorship, partnership, and corporation.

  • SSEMI4.b. Element:

    Explain the role of profit as an incentive for entrepreneurs.

  • SSEMI4.c. Element:

    Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition.

GA.SSEMA. Strand/topic: Economics

Macroeconomic Concepts

• SSEMA1. Standard:

  The student will illustrate the means by which economic activity is measured.

  • SSEMA1.a. Element:

    Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports.

  • SSEMA1.b. Element:

    Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand.

  • SSEMA1.c. Element:

    Explain how economic growth, inflation, and unemployment are calculated.

  • SSEMA1.d. Element:

    Identify structural, cyclical, and frictional unemployment.

  • SSEMA1.e. Element:

    Define the stages of the business cycle, as well as recession and depression.

  • SSEMA1.f. Element:

    Describe the difference between the national debt and government deficits.

• SSEMA2. Standard:

  The student will explain the role and functions of the Federal Reserve System.

  • SSEMA2.a. Element:

    Describe the organization of the Federal Reserve System.

  • SSEMA2.b. Element:

    Define monetary policy.

  • SSEMA2.c. Element:

    Describe how the Federal Reserve uses the tools of monetary policy to promote price stability, full employment, and economic growth.

• SSEMA3. Standard:

  The student will explain how the government uses fiscal policy to promote price stability, full employment, and economic growth.

  • SSEMA3.a. Element:

    Define fiscal policy.

  • SSEMA3.b. Element:

    Explain the government's taxing and spending decisions.

GA.SSEIN. Strand/topic: Economics

International Economics

• SSEIN1. Standard:

  The student will explain why individuals, businesses, and governments trade goods and services.

  • SSEIN1.a. Element:

    Define and distinguish between absolute advantage and comparative advantage.

  • SSEIN1.b. Element:

    Explain that most trade takes place because of comparative advantage in the production of a good or service.

  • SSEIN1.c. Element:

    Explain the difference between balance of trade and balance of payments.

• SSEIN2. Standard:

  The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.

  • SSEIN2.a. Element:

    Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies.

  • SSEIN2.b. Element:

    Identify costs and benefits of trade barriers over time.

  • SSEIN2.c. Element:

    List specific examples of trade barriers.

  • SSEIN2.d. Element:

    List specific examples of trading blocks such as the EU, NAFTA, and ASEAN.

  • SSEIN2.e. Element:

    Evaluate arguments for and against free trade.

• SSEIN3. Standard:

  The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries.

  • SSEIN3.a. Element:

    Define exchange rate as the price of one nation's currency in terms of another nation's currency.

  • SSEIN3.b. Element:

    Locate information on exchange rates.

  • SSEIN3.c. Element:

    Interpret exchange rate tables.

  • SSEIN3.d. Element:

    Explain why, when exchange rates change, some groups benefit and others lose.

GA.SSEPF. Strand/topic: Economics

Personal Finance Economics

• SSEPF1. Standard:

  The student will apply rational decision making to personal spending and saving choices.

  • SSEPF1.a. Element:

    Explain that people respond to positive and negative incentives in predictable ways.

  • SSEPF1.b. Element:

    Use a rational decision making model to select one option over another.

  • SSEPF1.c. Element:

    Create a savings or financial investment plan for a future goal.

• SSEPF2. Standard:

  The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors.

  • SSEPF2.a. Element:

    Compare services offered by different financial institutions.

  • SSEPF2.b. Element:

    Explain reasons for the spread between interest charged and interest earned.

  • SSEPF2.c. Element:

    Give examples of the direct relationship between risk and return.

  • SSEPF2.d. Element:

    Evaluate a variety of savings and investment options; include stocks, bonds, and mutual funds.

• SSEPF3. Standard:

  The student will explain how changes in monetary and fiscal policy can have an impact on an individual's spending and saving choices.

  • SSEPF3.a. Element:

    Give examples of who benefits and who loses from inflation.

  • SSEPF3.b. Element:

    Define progressive, regressive, and proportional taxes.

  • SSEPF3.c. Element:

    Explain how an increase in sales tax affects different income groups.

• SSEPF4. Standard:

  The student will evaluate the costs and benefits of using credit.

  • SSEPF4.a. Element:

    List factors that affect credit worthiness.

  • SSEPF4.b. Element:

    Compare interest rates on loans and credit cards from different institutions.

  • SSEPF4.c. Element:

    Explain the difference between simple and compound interest rates.

• SSEPF5. Standard:

  The student will describe how insurance and other risk-management strategies protect against financial loss.

  • SSEPF5.a. Element:

    List various types of insurance such as automobile, health, life, disability, and property.

  • SSEPF5.b. Element:

    Explain the costs and benefits associated with different types of insurance.

• SSEPF6. Standard:

  The student will describe how the earnings of workers are determined in the marketplace.

  • SSEPF6.a. Element:

    Identify skills that are required to be successful in the workplace.

  • SSEPF6.b. Element:

    Explain the significance of investment in education, training, and skill development.

GA.SSUSH. Strand/topic: United States History

• SSUSH1. Standard:

  The student will describe European settlement in North America during the 17th century.

  • SSUSH1.a. Element:

    Explain Virginia's development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon's Rebellion, and the development of slavery.

  • SSUSH1.b. Element:

    Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip's War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter.

  • SSUSH1.c. Element:

    Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania.

  • SSUSH1.d. Element:

    Explain the reasons for French settlement of Quebec.

• SSUSH2. Standard:

  The student will trace the ways that the economy and society of British North America developed.

  • SSUSH2.a. Element:

    Explain the development of mercantilism and the trans-Atlantic trade.

  • SSUSH2.b. Element:

    Describe the Middle Passage, growth of the African population, and African- American culture.

  • SSUSH2.c. Element:

    Identify Benjamin Franklin as a symbol of social mobility and individualism.

  • SSUSH2.d. Element:

    Explain the significance of the Great Awakening.

• SSUSH3. Standard:

  The student will explain the primary causes of the American Revolution.

  • SSUSH3.a. Element:

    Explain how the end of Anglo-French imperial competition as seen in the French-Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

  • SSUSH3.b. Element:

    Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence.

  • SSUSH3.c. Element:

    Explain the importance of Thomas Paine's Common Sense to the movement for independence.

• SSUSH4. Standard:

  The student will identify the ideological, military, and diplomatic aspects of the American Revolution.

  • SSUSH4.a. Element:

    Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.

  • SSUSH4.b. Element:

    Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.

  • SSUSH4.c. Element:

    Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge.

  • SSUSH4.d. Element:

    Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

• SSUSH5. Standard:

  The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.

  • SSUSH5.a. Element:

    Explain how weaknesses in the Articles of Confederation and Daniel Shays' Rebellion led to a call for a stronger central government.

  • SSUSH5.b. Element:

    Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James Madison.

  • SSUSH5.c. Element:

    Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery.

  • SSUSH5.d. Element:

    Analyze how the Bill of Rights serves as a protector of individual and states' rights.

  • SSUSH5.e. Element:

    Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton).

• SSUSH6. Standard:

  The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation.

  • SSUSH6.a. Element:

    Explain the Northwest Ordinance's importance in the westward migration of Americans, and on slavery, public education, and the addition of new states.

  • SSUSH6.b. Element:

    Describe Jefferson's diplomacy in obtaining the Louisiana Purchase from France and the territory's exploration by Lewis and Clark.

  • SSUSH6.c. Element:

    Explain major reasons for the War of 1812 and the war's significance on the development of a national identity.

  • SSUSH6.d. Element:

    Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation's infrastructure.

  • SSUSH6.e. Element:

    Describe the reasons for and importance of the Monroe Doctrine.

• SSUSH7. Standard:

  The student will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

  • SSUSH7.a. Element:

    Explain the impact of the Industrial Revolution as seen in Eli Whitney's invention of the cotton gin and his development of interchangeable parts for muskets.

  • SSUSH7.b. Element:

    Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

  • SSUSH7.c. Element:

    Describe reform movements, specifically temperance, abolitionism, and public school.

  • SSUSH7.d. Element:

    Explain women's efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.

  • SSUSH7.e. Element:

    Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

• SSUSH8. Standard:

  The student will explain the relationship between growing north-south divisions and westward expansion.

  • SSUSH8.a. Element:

    Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters).

  • SSUSH8.b. Element:

    Explain the Missouri Compromise and the issue of slavery in western states and territories.

  • SSUSH8.c. Element:

    Describe the Nullification Crisis and the emergence of states' rights ideology; include the role of John C. Calhoun and development of sectionalism.

  • SSUSH8.d. Element:

    Describe the war with Mexico and the Wilmot Proviso.

  • SSUSH8.e. Element:

    Explain the Compromise of 1850.

• SSUSH9. Standard:

  The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

  • SSUSH9.a. Element:

    Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown's Raid.

  • SSUSH9.b. Element:

    Describe President Lincoln's efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus.

  • SSUSH9.c. Element:

    Describe the roles of Ulysses Grant, Robert E. Lee, 'Stonewall' Jackson, William T. Sherman, and Jefferson Davis.

  • SSUSH9.d. Element:

    Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta.

  • SSUSH9.e. Element:

    Describe the significance of the Emancipation Proclamation.

  • SSUSH9.f. Element:

    Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output.

• SSUSH10. Standard:

  The student will identify legal, political, and social dimensions of Reconstruction.

  • SSUSH10.a. Element:

    Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.

  • SSUSH10.b. Element:

    Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen's Bureau.

  • SSUSH10.c. Element:

    Describe the significance of the 13th, 14th, and 15th amendments.

  • SSUSH10.d. Element:

    Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.

  • SSUSH10.e. Element:

    Explain the impeachment of Andrew Johnson in relationship to Reconstruction.

• SSUSH11. Standard:

  The student will describe the growth of big business and technological innovations after Reconstruction.

  • SSUSH11.a. Element:

    Explain the impact of the railroads on other industries, such as steel, and on the organization of big business.

  • SSUSH11.b. Element:

    Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor.

  • SSUSH11.c. Element:

    Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies

  • SSUSH11.d. Element:

    Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life

• SSUSH12. Standard:

  The student will analyze important consequences of American industrial growth.

  • SSUSH12.a. Element:

    Describe Ellis Island, the change in immigrants' origins to southern and eastern Europe and the impact of this change on urban America.

  • SSUSH12.b. Element:

    Identify the American Federation of Labor and Samuel Gompers.

  • SSUSH12.c. Element:

    Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee.

  • SSUSH12.d. Element:

    Describe the 1894 Pullman strike as an example of industrial unrest.

• SSUSH13. Standard:

  The student will identify major efforts to reform American society and politics in the Progressive Era.

  • SSUSH13.a. Element:

    Explain Upton Sinclair's The Jungle and federal oversight of the meatpacking industry.

  • SSUSH13.b. Element:

    Identify Jane Addams and Hull House and describe the role of women in reform movements.

  • SSUSH13.c. Element:

    Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.

  • SSUSH13.d. Element:

    Explain Ida Tarbell's role as a muckraker.

  • SSUSH13.e. Element:

    Describe the significance of progressive reforms such as the initiative, recall, and referendum; direct election of senators; reform of labor laws; and efforts to improve living conditions for the poor in cities.

• SSUSH14. Standard:

  The student will explain America's evolving relationship with the world at the turn of the twentieth century.

  • SSUSH14.a. Element:

    Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast.

  • SSUSH14.b. Element:

    Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism.

  • SSUSH14.c. Element:

    Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal.

• SSUSH15. Standard:

  The student will analyze the origins and impact of U.S. involvement in World War I.

  • SSUSH15.a. Element:

    Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare.

  • SSUSH15.b. Element:

    Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist Eugene Debs.

  • SSUSH15.c. Element:

    Explain Wilson's Fourteen Points and the proposed League of Nations.

  • SSUSH15.d. Element:

    Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman suffrage.

• SSUSH16. Standard:

  The student will identify key developments in the aftermath of WW I.

  • SSUSH16.a. Element:

    Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.

  • SSUSH16.b. Element:

    Identify Henry Ford, mass production, and the automobile.

  • SSUSH16.c. Element:

    Describe the impact of radio and the movies.

  • SSUSH16.d. Element:

    Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.

• SSUSH17. Standard:

  The student will analyze the causes and consequences of the Great Depression.

  • SSUSH17.a. Element:

    Describe the causes, including overproduction, underconsumption, and stock market speculation that led to the stock market crash of 1929 and the Great Depression.

  • SSUSH17.b. Element:

    Explain the impact of the drought in the creation of the Dust Bowl.

  • SSUSH17.c. Element:

    Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles.

• SSUSH18. Standard:

  The student will describe Franklin Roosevelt's New Deal as a response to the depression and compare the ways governmental programs aided those in need.

  • SSUSH18.a. Element:

    Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment.

  • SSUSH18.b. Element:

    Explain the Wagner Act and the rise of industrial unionism.

  • SSUSH18.c. Element:

    Explain the passage of the Social Security Act as a part of the second New Deal.

  • SSUSH18.d. Element:

    Identify Eleanor Roosevelt as a symbol of social progress and women's activism.

  • SSUSH18.e. Element:

    Identify the political challenges to Roosevelt's domestic and international leadership; include the role of Huey Long, the 'court packing bill,' and the Neutrality Act.

• SSUSH19. Standard:

  The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.

  • SSUSH19.a. Element:

    Explain A. Philip Randolph's proposed march on Washington, D.C., and President Franklin D. Roosevelt's response.

  • SSUSH19.b. Element:

    Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German-Americans, and Italian-Americans.

  • SSUSH19.c. Element:

    Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin.

  • SSUSH19.d. Element:

    Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

  • SSUSH19.e. Element:

    Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb.

• SSUSH20. Standard:

  The student will analyze the domestic and international impact of the Cold War on the United States.

  • SSUSH20.a. Element:

    Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy.

  • SSUSH20.b. Element:

    Explain the impact of the new communist regime in China and the outbreak of the Korean War and how these events contributed to the rise of Senator Joseph McCarthy.

  • SSUSH20.c. Element:

    Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.

  • SSUSH20.d. Element:

    Describe the Vietnam War, the Tet offensive, and growing opposition to the war.

• SSUSH21. Standard:

  The student will explain economic growth and its impact on the United States, 1945-1970.

  • SSUSH21.a. Element:

    Describe the baby boom and its impact as shown by Levittown and the Interstate Highway Act.

  • SSUSH21.b. Element:

    Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon,1960) and news coverage of the Civil Rights Movement.

  • SSUSH21.c. Element:

    Analyze the impact of technology on American life; include the development of the personal computer and the cellular telephone.

  • SSUSH21.d. Element:

    Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower's actions.

• SSUSH22. Standard:

  The student will identify dimensions of the Civil Rights Movement, 1945-1970.

  • SSUSH22.a. Element:

    Explain the importance of President Truman's order to integrate the U.S. military and the federal government.

  • SSUSH22.b. Element:

    Identify Jackie Robinson and the integration of baseball.

  • SSUSH22.c. Element:

    Explain Brown v. Board of Education and efforts to resist the decision.

  • SSUSH22.d. Element:

    Describe the significance of Martin Luther King, Jr.'s Letter from a Birmingham Jail and his I have a dream speech.

  • SSUSH22.e. Element:

    Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

• SSUSH23. Standard:

  The student will describe and assess the impact of political developments between 1945 and 1970.

  • SSUSH23.a. Element:

    Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision.

  • SSUSH23.b. Element:

    Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation.

  • SSUSH23.c. Element:

    Explain Lyndon Johnson's Great Society; include the establishment of Medicare.

  • SSUSH23.d. Element:

    Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention.

• SSUSH24. Standard:

  The student will analyze the impact of social change movements and organizations of the 1960s.

  • SSUSH24.a. Element:

    Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition.

  • SSUSH24.b. Element:

    Describe the National Organization of Women and the origins and goals of the modern women's movement.

  • SSUSH24.c. Element:

    Analyze the anti-Vietnam War movement.

  • SSUSH24.d. Element:

    Analyze Cesar Chavez and the United Farm Workers' movement.

  • SSUSH24.e. Element:

    Explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement.

  • SSUSH24.f. Element:

    Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968).

• SSUSH25. Standard:

  The student will describe changes in national politics since 1968.

  • SSUSH25.a. Element:

    Describe President Richard M. Nixon's opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford.

  • SSUSH25.b. Element:

    Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights; include such decisions as Roe v. Wade (1973) and the Bakke decision on affirmative action.

  • SSUSH25.c. Element:

    Explain the Carter administration's efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis.

  • SSUSH25.d. Element:

    Describe domestic and international events of Ronald Reagan's presidency; include Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union.

  • SSUSH25.e. Element:

    Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his impeachment and acquittal.

  • SSUSH25.f. Element:

    Analyze the 2000 presidential election and its outcome, emphasizing the role of the electoral college.

  • SSUSH25.g. Element:

    Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq.

GA.SSWG. Strand/topic: World Geography

• SSWG1. Standard:

  The student will explain the physical aspects of geography.

  • SSWG1.a. Element:

    Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

  • SSWG1.b. Element:

    Explain how human characteristics, such as population settlement patterns, and human activities, such as agriculture and industry, can describe a place.

  • SSWG1.c. Element:

    Analyze the interrelationship between physical and human characteristics of a place.

• SSWG2. Standard:

  The student will explain the cultural aspects of geography.

  • SSWG2.a. Element:

    Describe the concept of place by explaining how the culture of a region is a product of the region's physical characteristics.

  • SSWG2.b. Element:

    Explain how cultural characteristics of a place can be used to describe a place.

  • SSWG2.c. Element:

    Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture.

  • SSWG2.d. Element:

    Explain how the development of customs and traditions help to define a culture and a people.

• SSWG3. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary North Africa/Southwest Asia.

  • SSWG3.a. Element:

    Describe the location of major physical features and their impact on North Africa/Southwest Asia.

  • SSWG3.b. Element:

    Describe the major climates of North Africa/Southwest Asia and how they have affected the development of North Africa/Southwest Asia.

  • SSWG3.c. Element:

    Analyze the impact natural resources, especially oil, have on North Africa/Southwest Asia.

  • SSWG3.d. Element:

    Analyze the impact of water supplies on the growth of population centers.

  • SSWG3.e. Element:

    Explain the impact of Judaism, Christianity, and Islam on the development of the region's culture.

  • SSWG3.f. Element:

    Explain why this region contains areas on two different continents.

  • SSWG3.g. Element:

    Describe the major ethnic and cultural groups in North Africa/Southwest Asia; include major customs and traditions.

• SSWG4. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa.

  • SSWG4.a. Element:

    Describe the location of major physical features and their impact on Sub- Saharan Africa.

  • SSWG4.b. Element:

    Describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa.

  • SSWG4.c. Element:

    Describe the pattern of population distribution in the countries of Sub- Saharan Africa in relation to urbanization and modernization.

  • SSWG4.d. Element:

    Explain how Sub-Saharan Africa's physical features have had an impact on the distribution of its population.

  • SSWG4.e. Element:

    Analyze how the migration of people such as the Bantu and Zulu has had an impact on the economic, cultural, and political aspects of Sub-Saharan Africa.

  • SSWG4.f. Element:

    Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors such as linguistic, tribal, and religious diversity; literacy levels; and the colonial legacy.

  • SSWG4.g. Element:

    Describe the ethnic and religious groups in Sub-Saharan Africa; include major customs and traditions.

  • SSWG4.h. Element:

    Analyze the impact of drought and desertification on Sub-Saharan Africa.

• SSWG5. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia.

  • SSWG5.a. Element:

    Describe the location of major physical features and their impact on the regions of Asia.

  • SSWG5.b. Element:

    Describe the major climates of each region and how they have affected each region's development.

  • SSWG5.c. Element:

    Analyze the impact of the topography and climate on population distribution in the regions.

  • SSWG5.d. Element:

    Describe the various ethnic and religious groups in the region and the effect of geography on their development and their major customs and traditions.

  • SSWG5.e. Element:

    Analyze the impact of population growth in the region on both the region and on other regions of the world; include China, India, and Japan.

  • SSWG5.f. Element:

    Explain the division of the Indian subcontinent into India and Pakistan and the eventual creation of Bangladesh.

  • SSWG5.g. Element:

    Describe the Pacific Rim and its cultural, political, and economic significance.

• SSWG6. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Europe.

  • SSWG6.a. Element:

    Describe the location of major physical features and their impact on Europe.

  • SSWG6.b. Element:

    Describe the major climates of Europe and how they have affected Europe.

  • SSWG6.c. Element:

    Analyze the importance of Europe's coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence.

  • SSWG6.d. Element:

    Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions.

  • SSWG6.e. Element:

    Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages.

  • SSWG6.f. Element:

    Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs.

  • SSWG6.g. Element:

    Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia.

• SSWG7. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Latin America.

  • SSWG7.a. Element:

    Explain why the region is known as Latin America; include cultural reasons.

  • SSWG7.b. Element:

    Describe the location of major physical features and their impact on Latin America.

  • SSWG7.c. Element:

    Describe the major climates of Latin America and how they have affected Latin America.

  • SSWG7.d. Element:

    Explain how geographic features and climatic patterns affect population distribution.

  • SSWG7.e. Element:

    Analyze the impact of natural disasters and political instability on economic activity in Latin America.

  • SSWG7.f. Element:

    Describe the various ethnic and religious groups in Latin America; include South America, Central America and the Caribbean, as well as major customs and traditions.

  • SSWG7.g. Element:

    Analyze the impact of deforestation on Latin America and explain actions being taken.

  • SSWG7.h. Element:

    Explain how Latin American countries such as Brazil are developing their resources to compete in the global market and to improve industrial productivity.

  • SSWG7.i. Element:

    Analyze the impact illegal drug production and trade have on Latin America.

• SSWG8. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Canada and the United States.

  • SSWG8.a. Element:

    Describe the location of major physical features and their impact on Canada and the United States.

  • SSWG8.b. Element:

    Describe the major climates of Canada and the United States and how they affect Canada and the United States.

  • SSWG8.c. Element:

    Explain the reasons for the population distribution in Canada and the United States.

  • SSWG8.d. Element:

    Explain how the physical geography of Canada and the United States contributed to regional growth and development.

  • SSWG8.e. Element:

    Describe the ethnic and religious groups in Canada and the United States; include major customs and traditions.

  • SSWG8.f. Element:

    Analyze how transportation and communications improvements led to the growth of industry in the United States and the consequences of such growth, especially environmentally, for both Canada and the United States.

• SSWG9. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Oceania, including Australia, New Zealand, and Antarctica.

  • SSWG9.a. Element:

    Describe the location of major physical features and their impact on the region.

  • SSWG9.b. Element:

    Describe the major climates and their impact on the region.

  • SSWG9.c. Element:

    Analyze the impact isolation has had on the cultural and biological development of the region.

  • SSWG9.d. Element:

    Describe the various ethnic and religious groups; include major customs and traditions.

  • SSWG9.e. Element:

    Explain how the migration of diverse ethnic groups and available natural resources have affected the economic and political development.

  • SSWG9.f. Element:

    Explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of 1961.

GA.SSWH. Strand/topic: World History

• SSWH1. Standard:

  The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.

  • SSWH1.a. Element:

    Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi's law code.

  • SSWH1.b. Element:

    Describe the relationship of religion and political authority in Ancient Egypt.

  • SSWH1.c. Element:

    Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.

  • SSWH1.d. Element:

    Identify early trading networks and writing systems existent in the Eastern Mediterranean, including those of the Phoenicians.

  • SSWH1.e. Element:

    Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.

• SSWH2. Standard:

  The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

  • SSWH2.a. Element:

    Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the 'Golden Age' under Gupta, and the emperor Ashoka.

  • SSWH2.b. Element:

    Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.

  • SSWH2.c. Element:

    Describe the development of Chinese civilization under the Zhou and Qin.

  • SSWH2.d. Element:

    Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia Japan, and Korea.

• SSWH3. Standard:

  The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.

  • SSWH3.a. Element:

    Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.

  • SSWH3.b. Element:

    Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle's pupil Alexander the Great and the impact of Julius and Augustus Caesar.

  • SSWH3.c. Element:

    Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.

  • SSWH3.d. Element:

    Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.

  • SSWH3.e. Element:

    Analyze the factors that led to the collapse of the western Roman Empire.

• SSWH4. Standard:

  The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.

  • SSWH4.a. Element:

    Explain the relationship of the Byzantine Empire to the Roman Empire.

  • SSWH4.b. Element:

    Describe the significance of Justinian's law code, Theodora and the role of women, and Byzantine art and architecture.

  • SSWH4.c. Element:

    Analyze the establishment of Christianity as the official religion of the Byzantine Empire.

  • SSWH4.d. Element:

    Analyze the role of Constantinople as a trading and religious center.

  • SSWH4.e. Element:

    Explain the influence of the Byzantine Empire on Russia, with particular attention to its impact on Tsar Ivan III and Kiev.

  • SSWH4.f. Element:

    Define the role of Orthodox Christianity and the Schism.

• SSWH5. Standard:

  The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.

  • SSWH5.a. Element:

    Explain the origins of Islam and the growth of the Islamic Empire.

  • SSWH5.b. Element:

    Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.

  • SSWH5.c. Element:

    Explain the reasons for the split between Sunni and Shia Muslims.

  • SSWH5.d. Element:

    Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).

  • SSWH5.e. Element:

    Describe the impact of the Crusades on both the Islamic World and Europe.

  • SSWH5.f. Element:

    Analyze the impact of the expansion of the Mongol Empire; include the stabilization of trading networks from China to the Mediterranean world.

  • SSWH5.g. Element:

    Analyze the relationship between Judaism, Christianity, and Islam.

• SSWH6. Standard:

  The student will describe the diverse characteristics of early African societies before 1800.

  • SSWH6.a. Element:

    Identify the Bantu migration patterns and contribution to settled agriculture.

  • SSWH6.b. Element:

    Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

  • SSWH6.c. Element:

    Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities.

  • SSWH6.d. Element:

    Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity.

• SSWH7. Standard:

  The student will analyze European medieval society with regard to culture, politics, society, and economics.

  • SSWH7.a. Element:

    Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.

  • SSWH7.b. Element:

    Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV.

  • SSWH7.c. Element:

    Explain the role of the church in medieval society.

  • SSWH7.d. Element:

    Describe how increasing trade led to the growth of towns and cities.

• SSWH8. Standard:

  The student will demonstrate an understanding of the development of societies in Central and South America.

  • SSWH8.a. Element:

    Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.

  • SSWH8.b. Element:

    Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

• SSWH9. Standard:

  The student will analyze change and continuity in the Renaissance and Reformation.

  • SSWH9.a. Element:

    Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.

  • SSWH9.b. Element:

    Identify artistic and scientific achievements of Leonardo da Vinci, the 'Renaissance man,' and Michelangelo.

  • SSWH9.c. Element:

    Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.

  • SSWH9.d. Element:

    Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.

  • SSWH9.e. Element:

    Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.

  • SSWH9.f. Element:

    Describe the English Reformation and the role of Henry VIII and Elizabeth I.

  • SSWH9.g. Element:

    Explain the importance of Gutenberg and the invention of the printing press.

• SSWH10. Standard:

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

  • SSWH10.a. Element:

    Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

  • SSWH10.b. Element:

    Define the Columbian Exchange and its global economic and cultural impact.

  • SSWH10.c. Element:

    Explain the role of improved technology in European exploration; include the astrolabe.

• SSWH11. Standard:

  The student will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.

  • SSWH11.a. Element:

    Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga and Kangxi.

  • SSWH11.b. Element:

    Analyze the impact of population growth and its impact on the social structure.

• SSWH12. Standard:

  The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.

  • SSWH12.a. Element:

    Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.

  • SSWH12.b. Element:

    Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

• SSWH13. Standard:

  The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.

  • SSWH13.a. Element:

    Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.

  • SSWH13.b. Element:

    Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.

• SSWH14. Standard:

  The student will analyze the Age of Revolutions and Rebellions.

  • SSWH14.a. Element:

    Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.

  • SSWH14.b. Element:

    Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).

  • SSWH14.c. Element:

    Explain Napoleon's rise to power, and his defeat; and explain the consequences for Europe.

  • SSWH14.d. Element:

    Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.

• SSWH15. Standard:

  The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.

  • SSWH15.a. Element:

    Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.

  • SSWH15.b. Element:

    Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.

  • SSWH15.c. Element:

    Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks.

  • SSWH15.d. Element:

    Describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies in Indochina, and Japanese policies in Asia.

• SSWH16. Standard:

  The student will demonstrate an understanding of long-term causes of World War I and its global impact.

  • SSWH16.a. Element:

    Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.

  • SSWH16.b. Element:

    Describe conditions on the war front for soldiers; include the Battle of Verdun.

  • SSWH16.c. Element:

    Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.

  • SSWH16.d. Element:

    Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

• SSWH17. Standard:

  The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II.

  • SSWH17.a. Element:

    Examine the impact of the war on science, art, and social thinking by identifying the cultural significance of Sigmund Freud, Albert Einstein, and Picasso.

  • SSWH17.b. Element:

    Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin's first Five Year Plan.

  • SSWH17.c. Element:

    Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan.

  • SSWH17.d. Element:

    Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Attaturk, and Mohandas Ghandi.

  • SSWH17.e. Element:

    Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments.

  • SSWH17.f. Element:

    Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German annexation of the Sudentenland.

• SSWH18. Standard:

  The student will demonstrate an understanding of the global political, economic, and social impact of World War II.

  • SSWH18.a. Element:

    Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.

  • SSWH18.b. Element:

    Identify Nazi ideology, policies, and consequences that led to the Holocaust.

  • SSWH18.c. Element:

    Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe.

  • SSWH18.d. Element:

    Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and McArthur's plan for Japan.

• SSWH19. Standard:

  The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989.

  • SSWH19.a. Element:

    Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana.

  • SSWH19.b. Element:

    Describe the formation of the state of Israel.

  • SSWH19.c. Element:

    Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972).

  • SSWH19.d. Element:

    Compare and contrast the reforms of Khrushchev and Gorbachev.

  • SSWH19.e. Element:

    Analyze efforts in the pursuit of freedom; include anti-apartheid, Tianamen Square, and the fall of the Berlin Wall.

• SSWH20. Standard:

  The student will examine change and continuity in the world since the 1960s.

  • SSWH20.a. Element:

    Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda.

  • SSWH20.b. Element:

    Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States.

  • SSWH20.c. Element:

    Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets.

  • SSWH20.d. Element:

    Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher.

• SSWH21. Standard:

  The student will analyze globalization in the contemporary world.

  • SSWH21.a. Element:

    Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers.

  • SSWH21.b. Element:

    Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization.

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

• SSRC1. Standard: Students will enhance reading in all curriculum areas by

  • SSRC1.a. Element: Reading in All Curriculum Areas

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

  • SSRC1.b. Element: Discussing books

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

  • SSRC1.c. Element: Building vocabulary knowledge

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

  • SSRC1.d. Element: Establishing context

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

GA.SSEF. Strand/topic: Economics

Fundamental Economic Concepts

• SSEF1. Standard:

  The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and trade offs for individuals, businesses, and governments.

  • SSEF1.a. Element:

    Define scarcity as a basic condition that exists when unlimited wants exceed limited productive resources.

  • SSEF1.b. Element:

    Define and give examples of productive resources (e.g., land (natural), labor (human), capital (capital goods), entrepreneurship).

  • SSEF1.c. Element:

    List a variety of strategies for allocating scarce resources.

  • SSEF1.d. Element:

    Define opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices.

• SSEF2. Standard:

  The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.

  • SSEF2.a. Element:

    Illustrate by means of a production possibilities curve the trade offs between two options.

  • SSEF2.b. Element:

    Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs.

• SSEF3. Standard:

  The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties.

  • SSEF3.a. Element:

    Give examples of how individuals and businesses specialize.

  • SSEF3.b. Element:

    Explain that both parties gain as a result of voluntary, non-fraudulent exchange.

• SSEF4. Standard:

  The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

  • SSEF4.a. Element:

    Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation.

  • SSEF4.b. Element:

    Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.

• SSEF5. Standard:

  The student will describe the roles of government in a market economy.

  • SSEF5.a. Element:

    Explain why government provides public goods and services, redistributes income, protects property rights, and resolves market failures.

  • SSEF5.b. Element:

    Give examples of government regulation and deregulation and their effects on consumers and producers.

• SSEF6. Standard:

  The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people.

  • SSEF6.a. Element:

    Define productivity as the relationship of inputs to outputs.

  • SSEF6.b. Element:

    Give illustrations of investment in equipment and technology and explain their relationship to economic growth.

  • SSEF6.c. Element:

    Give examples of how investment in education can lead to a higher standard of living.

GA.SSEM. Strand/topic: Economics

Microeconomic Concepts

• SSEMI1. Standard:

  The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money.

  • SSEMI1.a. Element:

    Illustrate by means of a circular flow diagram, the Product market; the Resource market; the real flow of goods and services between and among businesses, households, and government; and the flow of money.

  • SSEMI1.b. Element:

    Explain the role of money and how it facilitates exchange.

• SSEMI2. Standard:

  The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy.

  • SSEMI2.a. Element:

    Define the Law of Supply and the Law of Demand.

  • SSEMI2.b. Element:

    Describe the role of buyers and sellers in determining market clearing price.

  • SSEMI2.c. Element:

    Illustrate on a graph how supply and demand determine equilibrium price and quantity.

  • SSEMI2.d. Element:

    Explain how prices serve as incentives in a market economy.

• SSEMI3. Standard:

  The student will explain how markets, prices, and competition influence economic behavior.

  • SSEMI3.a. Element:

    Identify and illustrate on a graph factors that cause changes in market supply and demand.

  • SSEMI3.b. Element:

    Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages.

  • SSEMI3.c. Element:

    Define price elasticity of demand and supply.

• SSEMI4. Standard:

  The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy.

  • SSEMI4.a. Element:

    Compare and contrast three forms of business organization-sole proprietorship, partnership, and corporation.

  • SSEMI4.b. Element:

    Explain the role of profit as an incentive for entrepreneurs.

  • SSEMI4.c. Element:

    Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition.

GA.SSEMA. Strand/topic: Economics

Macroeconomic Concepts

• SSEMA1. Standard:

  The student will illustrate the means by which economic activity is measured.

  • SSEMA1.a. Element:

    Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports.

  • SSEMA1.b. Element:

    Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand.

  • SSEMA1.c. Element:

    Explain how economic growth, inflation, and unemployment are calculated.

  • SSEMA1.d. Element:

    Identify structural, cyclical, and frictional unemployment.

  • SSEMA1.e. Element:

    Define the stages of the business cycle, as well as recession and depression.

  • SSEMA1.f. Element:

    Describe the difference between the national debt and government deficits.

• SSEMA2. Standard:

  The student will explain the role and functions of the Federal Reserve System.

  • SSEMA2.a. Element:

    Describe the organization of the Federal Reserve System.

  • SSEMA2.b. Element:

    Define monetary policy.

  • SSEMA2.c. Element:

    Describe how the Federal Reserve uses the tools of monetary policy to promote price stability, full employment, and economic growth.

• SSEMA3. Standard:

  The student will explain how the government uses fiscal policy to promote price stability, full employment, and economic growth.

  • SSEMA3.a. Element:

    Define fiscal policy.

  • SSEMA3.b. Element:

    Explain the government's taxing and spending decisions.

GA.SSEIN. Strand/topic: Economics

International Economics

• SSEIN1. Standard:

  The student will explain why individuals, businesses, and governments trade goods and services.

  • SSEIN1.a. Element:

    Define and distinguish between absolute advantage and comparative advantage.

  • SSEIN1.b. Element:

    Explain that most trade takes place because of comparative advantage in the production of a good or service.

  • SSEIN1.c. Element:

    Explain the difference between balance of trade and balance of payments.

• SSEIN2. Standard:

  The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.

  • SSEIN2.a. Element:

    Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies.

  • SSEIN2.b. Element:

    Identify costs and benefits of trade barriers over time.

  • SSEIN2.c. Element:

    List specific examples of trade barriers.

  • SSEIN2.d. Element:

    List specific examples of trading blocks such as the EU, NAFTA, and ASEAN.

  • SSEIN2.e. Element:

    Evaluate arguments for and against free trade.

• SSEIN3. Standard:

  The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries.

  • SSEIN3.a. Element:

    Define exchange rate as the price of one nation's currency in terms of another nation's currency.

  • SSEIN3.b. Element:

    Locate information on exchange rates.

  • SSEIN3.c. Element:

    Interpret exchange rate tables.

  • SSEIN3.d. Element:

    Explain why, when exchange rates change, some groups benefit and others lose.

GA.SSEPF. Strand/topic: Economics

Personal Finance Economics

• SSEPF1. Standard:

  The student will apply rational decision making to personal spending and saving choices.

  • SSEPF1.a. Element:

    Explain that people respond to positive and negative incentives in predictable ways.

  • SSEPF1.b. Element:

    Use a rational decision making model to select one option over another.

  • SSEPF1.c. Element:

    Create a savings or financial investment plan for a future goal.

• SSEPF2. Standard:

  The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors.

  • SSEPF2.a. Element:

    Compare services offered by different financial institutions.

  • SSEPF2.b. Element:

    Explain reasons for the spread between interest charged and interest earned.

  • SSEPF2.c. Element:

    Give examples of the direct relationship between risk and return.

  • SSEPF2.d. Element:

    Evaluate a variety of savings and investment options; include stocks, bonds, and mutual funds.

• SSEPF3. Standard:

  The student will explain how changes in monetary and fiscal policy can have an impact on an individual's spending and saving choices.

  • SSEPF3.a. Element:

    Give examples of who benefits and who loses from inflation.

  • SSEPF3.b. Element:

    Define progressive, regressive, and proportional taxes.

  • SSEPF3.c. Element:

    Explain how an increase in sales tax affects different income groups.

• SSEPF4. Standard:

  The student will evaluate the costs and benefits of using credit.

  • SSEPF4.a. Element:

    List factors that affect credit worthiness.

  • SSEPF4.b. Element:

    Compare interest rates on loans and credit cards from different institutions.

  • SSEPF4.c. Element:

    Explain the difference between simple and compound interest rates.

• SSEPF5. Standard:

  The student will describe how insurance and other risk-management strategies protect against financial loss.

  • SSEPF5.a. Element:

    List various types of insurance such as automobile, health, life, disability, and property.

  • SSEPF5.b. Element:

    Explain the costs and benefits associated with different types of insurance.

• SSEPF6. Standard:

  The student will describe how the earnings of workers are determined in the marketplace.

  • SSEPF6.a. Element:

    Identify skills that are required to be successful in the workplace.

  • SSEPF6.b. Element:

    Explain the significance of investment in education, training, and skill development.

GA.SSUSH. Strand/topic: United States History

• SSUSH1. Standard:

  The student will describe European settlement in North America during the 17th century.

  • SSUSH1.a. Element:

    Explain Virginia's development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon's Rebellion, and the development of slavery.

  • SSUSH1.b. Element:

    Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip's War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter.

  • SSUSH1.c. Element:

    Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania.

  • SSUSH1.d. Element:

    Explain the reasons for French settlement of Quebec.

• SSUSH2. Standard:

  The student will trace the ways that the economy and society of British North America developed.

  • SSUSH2.a. Element:

    Explain the development of mercantilism and the trans-Atlantic trade.

  • SSUSH2.b. Element:

    Describe the Middle Passage, growth of the African population, and African- American culture.

  • SSUSH2.c. Element:

    Identify Benjamin Franklin as a symbol of social mobility and individualism.

  • SSUSH2.d. Element:

    Explain the significance of the Great Awakening.

• SSUSH3. Standard:

  The student will explain the primary causes of the American Revolution.

  • SSUSH3.a. Element:

    Explain how the end of Anglo-French imperial competition as seen in the French-Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

  • SSUSH3.b. Element:

    Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence.

  • SSUSH3.c. Element:

    Explain the importance of Thomas Paine's Common Sense to the movement for independence.

• SSUSH4. Standard:

  The student will identify the ideological, military, and diplomatic aspects of the American Revolution.

  • SSUSH4.a. Element:

    Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.

  • SSUSH4.b. Element:

    Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.

  • SSUSH4.c. Element:

    Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge.

  • SSUSH4.d. Element:

    Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

• SSUSH5. Standard:

  The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.

  • SSUSH5.a. Element:

    Explain how weaknesses in the Articles of Confederation and Daniel Shays' Rebellion led to a call for a stronger central government.

  • SSUSH5.b. Element:

    Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James Madison.

  • SSUSH5.c. Element:

    Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery.

  • SSUSH5.d. Element:

    Analyze how the Bill of Rights serves as a protector of individual and states' rights.

  • SSUSH5.e. Element:

    Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton).

• SSUSH6. Standard:

  The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation.

  • SSUSH6.a. Element:

    Explain the Northwest Ordinance's importance in the westward migration of Americans, and on slavery, public education, and the addition of new states.

  • SSUSH6.b. Element:

    Describe Jefferson's diplomacy in obtaining the Louisiana Purchase from France and the territory's exploration by Lewis and Clark.

  • SSUSH6.c. Element:

    Explain major reasons for the War of 1812 and the war's significance on the development of a national identity.

  • SSUSH6.d. Element:

    Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation's infrastructure.

  • SSUSH6.e. Element:

    Describe the reasons for and importance of the Monroe Doctrine.

• SSUSH7. Standard:

  The student will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

  • SSUSH7.a. Element:

    Explain the impact of the Industrial Revolution as seen in Eli Whitney's invention of the cotton gin and his development of interchangeable parts for muskets.

  • SSUSH7.b. Element:

    Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

  • SSUSH7.c. Element:

    Describe reform movements, specifically temperance, abolitionism, and public school.

  • SSUSH7.d. Element:

    Explain women's efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.

  • SSUSH7.e. Element:

    Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

• SSUSH8. Standard:

  The student will explain the relationship between growing north-south divisions and westward expansion.

  • SSUSH8.a. Element:

    Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters).

  • SSUSH8.b. Element:

    Explain the Missouri Compromise and the issue of slavery in western states and territories.

  • SSUSH8.c. Element:

    Describe the Nullification Crisis and the emergence of states' rights ideology; include the role of John C. Calhoun and development of sectionalism.

  • SSUSH8.d. Element:

    Describe the war with Mexico and the Wilmot Proviso.

  • SSUSH8.e. Element:

    Explain the Compromise of 1850.

• SSUSH9. Standard:

  The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

  • SSUSH9.a. Element:

    Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown's Raid.

  • SSUSH9.b. Element:

    Describe President Lincoln's efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus.

  • SSUSH9.c. Element:

    Describe the roles of Ulysses Grant, Robert E. Lee, 'Stonewall' Jackson, William T. Sherman, and Jefferson Davis.

  • SSUSH9.d. Element:

    Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta.

  • SSUSH9.e. Element:

    Describe the significance of the Emancipation Proclamation.

  • SSUSH9.f. Element:

    Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output.

• SSUSH10. Standard:

  The student will identify legal, political, and social dimensions of Reconstruction.

  • SSUSH10.a. Element:

    Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.

  • SSUSH10.b. Element:

    Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen's Bureau.

  • SSUSH10.c. Element:

    Describe the significance of the 13th, 14th, and 15th amendments.

  • SSUSH10.d. Element:

    Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.

  • SSUSH10.e. Element:

    Explain the impeachment of Andrew Johnson in relationship to Reconstruction.

• SSUSH11. Standard:

  The student will describe the growth of big business and technological innovations after Reconstruction.

  • SSUSH11.a. Element:

    Explain the impact of the railroads on other industries, such as steel, and on the organization of big business.

  • SSUSH11.b. Element:

    Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor.

  • SSUSH11.c. Element:

    Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies

  • SSUSH11.d. Element:

    Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life

• SSUSH12. Standard:

  The student will analyze important consequences of American industrial growth.

  • SSUSH12.a. Element:

    Describe Ellis Island, the change in immigrants' origins to southern and eastern Europe and the impact of this change on urban America.

  • SSUSH12.b. Element:

    Identify the American Federation of Labor and Samuel Gompers.

  • SSUSH12.c. Element:

    Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee.

  • SSUSH12.d. Element:

    Describe the 1894 Pullman strike as an example of industrial unrest.

• SSUSH13. Standard:

  The student will identify major efforts to reform American society and politics in the Progressive Era.

  • SSUSH13.a. Element:

    Explain Upton Sinclair's The Jungle and federal oversight of the meatpacking industry.

  • SSUSH13.b. Element:

    Identify Jane Addams and Hull House and describe the role of women in reform movements.

  • SSUSH13.c. Element:

    Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.

  • SSUSH13.d. Element:

    Explain Ida Tarbell's role as a muckraker.

  • SSUSH13.e. Element:

    Describe the significance of progressive reforms such as the initiative, recall, and referendum; direct election of senators; reform of labor laws; and efforts to improve living conditions for the poor in cities.

• SSUSH14. Standard:

  The student will explain America's evolving relationship with the world at the turn of the twentieth century.

  • SSUSH14.a. Element:

    Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast.

  • SSUSH14.b. Element:

    Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism.

  • SSUSH14.c. Element:

    Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal.

• SSUSH15. Standard:

  The student will analyze the origins and impact of U.S. involvement in World War I.

  • SSUSH15.a. Element:

    Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare.

  • SSUSH15.b. Element:

    Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist Eugene Debs.

  • SSUSH15.c. Element:

    Explain Wilson's Fourteen Points and the proposed League of Nations.

  • SSUSH15.d. Element:

    Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman suffrage.

• SSUSH16. Standard:

  The student will identify key developments in the aftermath of WW I.

  • SSUSH16.a. Element:

    Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.

  • SSUSH16.b. Element:

    Identify Henry Ford, mass production, and the automobile.

  • SSUSH16.c. Element:

    Describe the impact of radio and the movies.

  • SSUSH16.d. Element:

    Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.

• SSUSH17. Standard:

  The student will analyze the causes and consequences of the Great Depression.

  • SSUSH17.a. Element:

    Describe the causes, including overproduction, underconsumption, and stock market speculation that led to the stock market crash of 1929 and the Great Depression.

  • SSUSH17.b. Element:

    Explain the impact of the drought in the creation of the Dust Bowl.

  • SSUSH17.c. Element:

    Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles.

• SSUSH18. Standard:

  The student will describe Franklin Roosevelt's New Deal as a response to the depression and compare the ways governmental programs aided those in need.

  • SSUSH18.a. Element:

    Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment.

  • SSUSH18.b. Element:

    Explain the Wagner Act and the rise of industrial unionism.

  • SSUSH18.c. Element:

    Explain the passage of the Social Security Act as a part of the second New Deal.

  • SSUSH18.d. Element:

    Identify Eleanor Roosevelt as a symbol of social progress and women's activism.

  • SSUSH18.e. Element:

    Identify the political challenges to Roosevelt's domestic and international leadership; include the role of Huey Long, the 'court packing bill,' and the Neutrality Act.

• SSUSH19. Standard:

  The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.

  • SSUSH19.a. Element:

    Explain A. Philip Randolph's proposed march on Washington, D.C., and President Franklin D. Roosevelt's response.

  • SSUSH19.b. Element:

    Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German-Americans, and Italian-Americans.

  • SSUSH19.c. Element:

    Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin.

  • SSUSH19.d. Element:

    Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

  • SSUSH19.e. Element:

    Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb.

• SSUSH20. Standard:

  The student will analyze the domestic and international impact of the Cold War on the United States.

  • SSUSH20.a. Element:

    Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy.

  • SSUSH20.b. Element:

    Explain the impact of the new communist regime in China and the outbreak of the Korean War and how these events contributed to the rise of Senator Joseph McCarthy.

  • SSUSH20.c. Element:

    Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.

  • SSUSH20.d. Element:

    Describe the Vietnam War, the Tet offensive, and growing opposition to the war.

• SSUSH21. Standard:

  The student will explain economic growth and its impact on the United States, 1945-1970.

  • SSUSH21.a. Element:

    Describe the baby boom and its impact as shown by Levittown and the Interstate Highway Act.

  • SSUSH21.b. Element:

    Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon,1960) and news coverage of the Civil Rights Movement.

  • SSUSH21.c. Element:

    Analyze the impact of technology on American life; include the development of the personal computer and the cellular telephone.

  • SSUSH21.d. Element:

    Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower's actions.

• SSUSH22. Standard:

  The student will identify dimensions of the Civil Rights Movement, 1945-1970.

  • SSUSH22.a. Element:

    Explain the importance of President Truman's order to integrate the U.S. military and the federal government.

  • SSUSH22.b. Element:

    Identify Jackie Robinson and the integration of baseball.

  • SSUSH22.c. Element:

    Explain Brown v. Board of Education and efforts to resist the decision.

  • SSUSH22.d. Element:

    Describe the significance of Martin Luther King, Jr.'s Letter from a Birmingham Jail and his I have a dream speech.

  • SSUSH22.e. Element:

    Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

• SSUSH23. Standard:

  The student will describe and assess the impact of political developments between 1945 and 1970.

  • SSUSH23.a. Element:

    Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision.

  • SSUSH23.b. Element:

    Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation.

  • SSUSH23.c. Element:

    Explain Lyndon Johnson's Great Society; include the establishment of Medicare.

  • SSUSH23.d. Element:

    Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention.

• SSUSH24. Standard:

  The student will analyze the impact of social change movements and organizations of the 1960s.

  • SSUSH24.a. Element:

    Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition.

  • SSUSH24.b. Element:

    Describe the National Organization of Women and the origins and goals of the modern women's movement.

  • SSUSH24.c. Element:

    Analyze the anti-Vietnam War movement.

  • SSUSH24.d. Element:

    Analyze Cesar Chavez and the United Farm Workers' movement.

  • SSUSH24.e. Element:

    Explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement.

  • SSUSH24.f. Element:

    Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968).

• SSUSH25. Standard:

  The student will describe changes in national politics since 1968.

  • SSUSH25.a. Element:

    Describe President Richard M. Nixon's opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford.

  • SSUSH25.b. Element:

    Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights; include such decisions as Roe v. Wade (1973) and the Bakke decision on affirmative action.

  • SSUSH25.c. Element:

    Explain the Carter administration's efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis.

  • SSUSH25.d. Element:

    Describe domestic and international events of Ronald Reagan's presidency; include Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union.

  • SSUSH25.e. Element:

    Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his impeachment and acquittal.

  • SSUSH25.f. Element:

    Analyze the 2000 presidential election and its outcome, emphasizing the role of the electoral college.

  • SSUSH25.g. Element:

    Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq.

GA.SSWG. Strand/topic: World Geography

• SSWG1. Standard:

  The student will explain the physical aspects of geography.

  • SSWG1.a. Element:

    Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

  • SSWG1.b. Element:

    Explain how human characteristics, such as population settlement patterns, and human activities, such as agriculture and industry, can describe a place.

  • SSWG1.c. Element:

    Analyze the interrelationship between physical and human characteristics of a place.

• SSWG2. Standard:

  The student will explain the cultural aspects of geography.

  • SSWG2.a. Element:

    Describe the concept of place by explaining how the culture of a region is a product of the region's physical characteristics.

  • SSWG2.b. Element:

    Explain how cultural characteristics of a place can be used to describe a place.

  • SSWG2.c. Element:

    Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture.

  • SSWG2.d. Element:

    Explain how the development of customs and traditions help to define a culture and a people.

• SSWG3. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary North Africa/Southwest Asia.

  • SSWG3.a. Element:

    Describe the location of major physical features and their impact on North Africa/Southwest Asia.

  • SSWG3.b. Element:

    Describe the major climates of North Africa/Southwest Asia and how they have affected the development of North Africa/Southwest Asia.

  • SSWG3.c. Element:

    Analyze the impact natural resources, especially oil, have on North Africa/Southwest Asia.

  • SSWG3.d. Element:

    Analyze the impact of water supplies on the growth of population centers.

  • SSWG3.e. Element:

    Explain the impact of Judaism, Christianity, and Islam on the development of the region's culture.

  • SSWG3.f. Element:

    Explain why this region contains areas on two different continents.

  • SSWG3.g. Element:

    Describe the major ethnic and cultural groups in North Africa/Southwest Asia; include major customs and traditions.

• SSWG4. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa.

  • SSWG4.a. Element:

    Describe the location of major physical features and their impact on Sub- Saharan Africa.

  • SSWG4.b. Element:

    Describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa.

  • SSWG4.c. Element:

    Describe the pattern of population distribution in the countries of Sub- Saharan Africa in relation to urbanization and modernization.

  • SSWG4.d. Element:

    Explain how Sub-Saharan Africa's physical features have had an impact on the distribution of its population.

  • SSWG4.e. Element:

    Analyze how the migration of people such as the Bantu and Zulu has had an impact on the economic, cultural, and political aspects of Sub-Saharan Africa.

  • SSWG4.f. Element:

    Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors such as linguistic, tribal, and religious diversity; literacy levels; and the colonial legacy.

  • SSWG4.g. Element:

    Describe the ethnic and religious groups in Sub-Saharan Africa; include major customs and traditions.

  • SSWG4.h. Element:

    Analyze the impact of drought and desertification on Sub-Saharan Africa.

• SSWG5. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia.

  • SSWG5.a. Element:

    Describe the location of major physical features and their impact on the regions of Asia.

  • SSWG5.b. Element:

    Describe the major climates of each region and how they have affected each region's development.

  • SSWG5.c. Element:

    Analyze the impact of the topography and climate on population distribution in the regions.

  • SSWG5.d. Element:

    Describe the various ethnic and religious groups in the region and the effect of geography on their development and their major customs and traditions.

  • SSWG5.e. Element:

    Analyze the impact of population growth in the region on both the region and on other regions of the world; include China, India, and Japan.

  • SSWG5.f. Element:

    Explain the division of the Indian subcontinent into India and Pakistan and the eventual creation of Bangladesh.

  • SSWG5.g. Element:

    Describe the Pacific Rim and its cultural, political, and economic significance.

• SSWG6. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Europe.

  • SSWG6.a. Element:

    Describe the location of major physical features and their impact on Europe.

  • SSWG6.b. Element:

    Describe the major climates of Europe and how they have affected Europe.

  • SSWG6.c. Element:

    Analyze the importance of Europe's coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence.

  • SSWG6.d. Element:

    Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions.

  • SSWG6.e. Element:

    Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages.

  • SSWG6.f. Element:

    Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs.

  • SSWG6.g. Element:

    Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia.

• SSWG7. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Latin America.

  • SSWG7.a. Element:

    Explain why the region is known as Latin America; include cultural reasons.

  • SSWG7.b. Element:

    Describe the location of major physical features and their impact on Latin America.

  • SSWG7.c. Element:

    Describe the major climates of Latin America and how they have affected Latin America.

  • SSWG7.d. Element:

    Explain how geographic features and climatic patterns affect population distribution.

  • SSWG7.e. Element:

    Analyze the impact of natural disasters and political instability on economic activity in Latin America.

  • SSWG7.f. Element:

    Describe the various ethnic and religious groups in Latin America; include South America, Central America and the Caribbean, as well as major customs and traditions.

  • SSWG7.g. Element:

    Analyze the impact of deforestation on Latin America and explain actions being taken.

  • SSWG7.h. Element:

    Explain how Latin American countries such as Brazil are developing their resources to compete in the global market and to improve industrial productivity.

  • SSWG7.i. Element:

    Analyze the impact illegal drug production and trade have on Latin America.

• SSWG8. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Canada and the United States.

  • SSWG8.a. Element:

    Describe the location of major physical features and their impact on Canada and the United States.

  • SSWG8.b. Element:

    Describe the major climates of Canada and the United States and how they affect Canada and the United States.

  • SSWG8.c. Element:

    Explain the reasons for the population distribution in Canada and the United States.

  • SSWG8.d. Element:

    Explain how the physical geography of Canada and the United States contributed to regional growth and development.

  • SSWG8.e. Element:

    Describe the ethnic and religious groups in Canada and the United States; include major customs and traditions.

  • SSWG8.f. Element:

    Analyze how transportation and communications improvements led to the growth of industry in the United States and the consequences of such growth, especially environmentally, for both Canada and the United States.

• SSWG9. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Oceania, including Australia, New Zealand, and Antarctica.

  • SSWG9.a. Element:

    Describe the location of major physical features and their impact on the region.

  • SSWG9.b. Element:

    Describe the major climates and their impact on the region.

  • SSWG9.c. Element:

    Analyze the impact isolation has had on the cultural and biological development of the region.

  • SSWG9.d. Element:

    Describe the various ethnic and religious groups; include major customs and traditions.

  • SSWG9.e. Element:

    Explain how the migration of diverse ethnic groups and available natural resources have affected the economic and political development.

  • SSWG9.f. Element:

    Explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of 1961.

GA.SSWH. Strand/topic: World History

• SSWH1. Standard:

  The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.

  • SSWH1.a. Element:

    Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi's law code.

  • SSWH1.b. Element:

    Describe the relationship of religion and political authority in Ancient Egypt.

  • SSWH1.c. Element:

    Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.

  • SSWH1.d. Element:

    Identify early trading networks and writing systems existent in the Eastern Mediterranean, including those of the Phoenicians.

  • SSWH1.e. Element:

    Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.

• SSWH2. Standard:

  The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

  • SSWH2.a. Element:

    Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the 'Golden Age' under Gupta, and the emperor Ashoka.

  • SSWH2.b. Element:

    Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.

  • SSWH2.c. Element:

    Describe the development of Chinese civilization under the Zhou and Qin.

  • SSWH2.d. Element:

    Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia Japan, and Korea.

• SSWH3. Standard:

  The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.

  • SSWH3.a. Element:

    Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.

  • SSWH3.b. Element:

    Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle's pupil Alexander the Great and the impact of Julius and Augustus Caesar.

  • SSWH3.c. Element:

    Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.

  • SSWH3.d. Element:

    Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.

  • SSWH3.e. Element:

    Analyze the factors that led to the collapse of the western Roman Empire.

• SSWH4. Standard:

  The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.

  • SSWH4.a. Element:

    Explain the relationship of the Byzantine Empire to the Roman Empire.

  • SSWH4.b. Element:

    Describe the significance of Justinian's law code, Theodora and the role of women, and Byzantine art and architecture.

  • SSWH4.c. Element:

    Analyze the establishment of Christianity as the official religion of the Byzantine Empire.

  • SSWH4.d. Element:

    Analyze the role of Constantinople as a trading and religious center.

  • SSWH4.e. Element:

    Explain the influence of the Byzantine Empire on Russia, with particular attention to its impact on Tsar Ivan III and Kiev.

  • SSWH4.f. Element:

    Define the role of Orthodox Christianity and the Schism.

• SSWH5. Standard:

  The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.

  • SSWH5.a. Element:

    Explain the origins of Islam and the growth of the Islamic Empire.

  • SSWH5.b. Element:

    Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.

  • SSWH5.c. Element:

    Explain the reasons for the split between Sunni and Shia Muslims.

  • SSWH5.d. Element:

    Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).

  • SSWH5.e. Element:

    Describe the impact of the Crusades on both the Islamic World and Europe.

  • SSWH5.f. Element:

    Analyze the impact of the expansion of the Mongol Empire; include the stabilization of trading networks from China to the Mediterranean world.

  • SSWH5.g. Element:

    Analyze the relationship between Judaism, Christianity, and Islam.

• SSWH6. Standard:

  The student will describe the diverse characteristics of early African societies before 1800.

  • SSWH6.a. Element:

    Identify the Bantu migration patterns and contribution to settled agriculture.

  • SSWH6.b. Element:

    Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

  • SSWH6.c. Element:

    Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities.

  • SSWH6.d. Element:

    Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity.

• SSWH7. Standard:

  The student will analyze European medieval society with regard to culture, politics, society, and economics.

  • SSWH7.a. Element:

    Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.

  • SSWH7.b. Element:

    Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV.

  • SSWH7.c. Element:

    Explain the role of the church in medieval society.

  • SSWH7.d. Element:

    Describe how increasing trade led to the growth of towns and cities.

• SSWH8. Standard:

  The student will demonstrate an understanding of the development of societies in Central and South America.

  • SSWH8.a. Element:

    Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.

  • SSWH8.b. Element:

    Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

• SSWH9. Standard:

  The student will analyze change and continuity in the Renaissance and Reformation.

  • SSWH9.a. Element:

    Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.

  • SSWH9.b. Element:

    Identify artistic and scientific achievements of Leonardo da Vinci, the 'Renaissance man,' and Michelangelo.

  • SSWH9.c. Element:

    Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.

  • SSWH9.d. Element:

    Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.

  • SSWH9.e. Element:

    Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.

  • SSWH9.f. Element:

    Describe the English Reformation and the role of Henry VIII and Elizabeth I.

  • SSWH9.g. Element:

    Explain the importance of Gutenberg and the invention of the printing press.

• SSWH10. Standard:

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

  • SSWH10.a. Element:

    Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

  • SSWH10.b. Element:

    Define the Columbian Exchange and its global economic and cultural impact.

  • SSWH10.c. Element:

    Explain the role of improved technology in European exploration; include the astrolabe.

• SSWH11. Standard:

  The student will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.

  • SSWH11.a. Element:

    Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga and Kangxi.

  • SSWH11.b. Element:

    Analyze the impact of population growth and its impact on the social structure.

• SSWH12. Standard:

  The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.

  • SSWH12.a. Element:

    Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.

  • SSWH12.b. Element:

    Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

• SSWH13. Standard:

  The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.

  • SSWH13.a. Element:

    Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.

  • SSWH13.b. Element:

    Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.

• SSWH14. Standard:

  The student will analyze the Age of Revolutions and Rebellions.

  • SSWH14.a. Element:

    Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.

  • SSWH14.b. Element:

    Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).

  • SSWH14.c. Element:

    Explain Napoleon's rise to power, and his defeat; and explain the consequences for Europe.

  • SSWH14.d. Element:

    Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.

• SSWH15. Standard:

  The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.

  • SSWH15.a. Element:

    Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.

  • SSWH15.b. Element:

    Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.

  • SSWH15.c. Element:

    Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks.

  • SSWH15.d. Element:

    Describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies in Indochina, and Japanese policies in Asia.

• SSWH16. Standard:

  The student will demonstrate an understanding of long-term causes of World War I and its global impact.

  • SSWH16.a. Element:

    Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.

  • SSWH16.b. Element:

    Describe conditions on the war front for soldiers; include the Battle of Verdun.

  • SSWH16.c. Element:

    Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.

  • SSWH16.d. Element:

    Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

• SSWH17. Standard:

  The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II.

  • SSWH17.a. Element:

    Examine the impact of the war on science, art, and social thinking by identifying the cultural significance of Sigmund Freud, Albert Einstein, and Picasso.

  • SSWH17.b. Element:

    Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin's first Five Year Plan.

  • SSWH17.c. Element:

    Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan.

  • SSWH17.d. Element:

    Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Attaturk, and Mohandas Ghandi.

  • SSWH17.e. Element:

    Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments.

  • SSWH17.f. Element:

    Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German annexation of the Sudentenland.

• SSWH18. Standard:

  The student will demonstrate an understanding of the global political, economic, and social impact of World War II.

  • SSWH18.a. Element:

    Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.

  • SSWH18.b. Element:

    Identify Nazi ideology, policies, and consequences that led to the Holocaust.

  • SSWH18.c. Element:

    Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe.

  • SSWH18.d. Element:

    Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and McArthur's plan for Japan.

• SSWH19. Standard:

  The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989.

  • SSWH19.a. Element:

    Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana.

  • SSWH19.b. Element:

    Describe the formation of the state of Israel.

  • SSWH19.c. Element:

    Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972).

  • SSWH19.d. Element:

    Compare and contrast the reforms of Khrushchev and Gorbachev.

  • SSWH19.e. Element:

    Analyze efforts in the pursuit of freedom; include anti-apartheid, Tianamen Square, and the fall of the Berlin Wall.

• SSWH20. Standard:

  The student will examine change and continuity in the world since the 1960s.

  • SSWH20.a. Element:

    Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda.

  • SSWH20.b. Element:

    Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States.

  • SSWH20.c. Element:

    Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets.

  • SSWH20.d. Element:

    Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher.

• SSWH21. Standard:

  The student will analyze globalization in the contemporary world.

  • SSWH21.a. Element:

    Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers.

  • SSWH21.b. Element:

    Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization.

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

• SSRC1. Standard: Students will enhance reading in all curriculum areas by

  • SSRC1.a. Element: Reading in All Curriculum Areas

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

  • SSRC1.b. Element: Discussing books

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

  • SSRC1.c. Element: Building vocabulary knowledge

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

  • SSRC1.d. Element: Establishing context

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

GA.SS8G. Strand/topic: Georgia Studies

Geographic Understandings

• SS8G1. Standard:

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

  • SS8G1.a. Element:

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

  • SS8G1.b. Element:

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

  • SS8G1.c. Element:

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

  • SS8G1.d. Element:

    Evaluate the impact of climate on Georgia's development.

• SS8G2. Standard:

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

  • SS8G2.a. Element:

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

  • SS8G2.b. Element:

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

  • SS8G2.c. Element:

    Explain how the three transportation systems provide jobs for Georgians.

GA.SS8CG. Strand/topic: Georgia Studies

Government/Civic Understandings

• SS8CG1. Standard:

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

  • SS8CG1.a. Element:

    Explain the basic structure of the Georgia state constitution.

  • SS8CG1.b. Element:

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

  • SS8CG1.c. Element:

    Describe the rights and responsibilities of citizens.

  • SS8CG1.d. Element:

    Explain voting requirements and elections in Georgia.

  • SS8CG1.e. Element:

    Explain the role of political parties in government.

• SS8CG2. Standard:

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

  • SS8CG2.a. Element:

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

  • SS8CG2.b. Element:

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

  • SS8CG2.c. Element:

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

• SS8CG3. Standard:

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

  • SS8CG3.a. Element:

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

  • SS8CG3.b. Element:

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

• SS8CG4. Standard:

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

  • SS8CG4.a. Element:

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

  • SS8CG4.b. Element:

    Explain the difference between criminal law and civil law.

  • SS8CG4.c. Element:

    Describe the history of the juvenile court.

  • SS8CG4.d. Element:

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

  • SS8CG4.e. Element:

    Describe the rights of juveniles when taken into custody.

  • SS8CG4.f. Element:

    Describe ways to avoid trouble and settle disputes peacefully.

• SS8CG5. Standard:

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

  • SS8CG5.a. Element:

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

  • SS8CG5.b. Element:

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

  • SS8CG5.c. Element:

    Describe the functions of special-purpose governments.

• SS8CG6. Standard:

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

  • SS8CG6.a. Element:

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

  • SS8CG6.b. Element:

    Describe the rights of juveniles when taken into custody.

  • SS8CG6.c. Element:

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

  • SS8CG6.d. Element:

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

GA.SS8E. Strand/topic: Georgia Studies

Economic Understandings

• SS8E1. Standard:

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

• SS8E2. Standard:

  The student will explain the benefits of free trade.

  • SS8E2.a. Element:

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

  • SS8E2.b. Element:

    Explain Georgia's role in world trade today.

• SS8E3. Standard:

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

  • SS8E3.a. Element:

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

  • SS8E3.b. Element:

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

  • SS8E3.c. Element:

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

• SS8E4. Standard:

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

  • SS8E4.a. Element:

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

  • SS8E4.b. Element:

    Explain the distribution of state revenue to provide services.

  • SS8E4.c. Element:

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

• SS8E5. Standard:

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

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

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

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

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

  • SS8RC1.b. Element: Discussing books

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

  • SS8RC1.c. Element: Building vocabulary knowledge

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

  • SS8RC1.d. Element: Establishing context

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

GA.SSEF. Strand/topic: Economics

Fundamental Economic Concepts

• SSEF1. Standard:

  The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and trade offs for individuals, businesses, and governments.

  • SSEF1.a. Element:

    Define scarcity as a basic condition that exists when unlimited wants exceed limited productive resources.

  • SSEF1.b. Element:

    Define and give examples of productive resources (e.g., land (natural), labor (human), capital (capital goods), entrepreneurship).

  • SSEF1.c. Element:

    List a variety of strategies for allocating scarce resources.

  • SSEF1.d. Element:

    Define opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices.

• SSEF2. Standard:

  The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.

  • SSEF2.a. Element:

    Illustrate by means of a production possibilities curve the trade offs between two options.

  • SSEF2.b. Element:

    Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs.

• SSEF3. Standard:

  The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties.

  • SSEF3.a. Element:

    Give examples of how individuals and businesses specialize.

  • SSEF3.b. Element:

    Explain that both parties gain as a result of voluntary, non-fraudulent exchange.

• SSEF4. Standard:

  The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

  • SSEF4.a. Element:

    Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation.

  • SSEF4.b. Element:

    Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.

• SSEF5. Standard:

  The student will describe the roles of government in a market economy.

  • SSEF5.a. Element:

    Explain why government provides public goods and services, redistributes income, protects property rights, and resolves market failures.

  • SSEF5.b. Element:

    Give examples of government regulation and deregulation and their effects on consumers and producers.

• SSEF6. Standard:

  The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people.

  • SSEF6.a. Element:

    Define productivity as the relationship of inputs to outputs.

  • SSEF6.b. Element:

    Give illustrations of investment in equipment and technology and explain their relationship to economic growth.

  • SSEF6.c. Element:

    Give examples of how investment in education can lead to a higher standard of living.

GA.SSEM. Strand/topic: Economics

Microeconomic Concepts

• SSEMI1. Standard:

  The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money.

  • SSEMI1.a. Element:

    Illustrate by means of a circular flow diagram, the Product market; the Resource market; the real flow of goods and services between and among businesses, households, and government; and the flow of money.

  • SSEMI1.b. Element:

    Explain the role of money and how it facilitates exchange.

• SSEMI2. Standard:

  The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy.

  • SSEMI2.a. Element:

    Define the Law of Supply and the Law of Demand.

  • SSEMI2.b. Element:

    Describe the role of buyers and sellers in determining market clearing price.

  • SSEMI2.c. Element:

    Illustrate on a graph how supply and demand determine equilibrium price and quantity.

  • SSEMI2.d. Element:

    Explain how prices serve as incentives in a market economy.

• SSEMI3. Standard:

  The student will explain how markets, prices, and competition influence economic behavior.

  • SSEMI3.a. Element:

    Identify and illustrate on a graph factors that cause changes in market supply and demand.

  • SSEMI3.b. Element:

    Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages.

  • SSEMI3.c. Element:

    Define price elasticity of demand and supply.

• SSEMI4. Standard:

  The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy.

  • SSEMI4.a. Element:

    Compare and contrast three forms of business organization-sole proprietorship, partnership, and corporation.

  • SSEMI4.b. Element:

    Explain the role of profit as an incentive for entrepreneurs.

  • SSEMI4.c. Element:

    Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition.

GA.SSEMA. Strand/topic: Economics

Macroeconomic Concepts

• SSEMA1. Standard:

  The student will illustrate the means by which economic activity is measured.

  • SSEMA1.a. Element:

    Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports.

  • SSEMA1.b. Element:

    Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand.

  • SSEMA1.c. Element:

    Explain how economic growth, inflation, and unemployment are calculated.

  • SSEMA1.d. Element:

    Identify structural, cyclical, and frictional unemployment.

  • SSEMA1.e. Element:

    Define the stages of the business cycle, as well as recession and depression.

  • SSEMA1.f. Element:

    Describe the difference between the national debt and government deficits.

• SSEMA2. Standard:

  The student will explain the role and functions of the Federal Reserve System.

  • SSEMA2.a. Element:

    Describe the organization of the Federal Reserve System.

  • SSEMA2.b. Element:

    Define monetary policy.

  • SSEMA2.c. Element:

    Describe how the Federal Reserve uses the tools of monetary policy to promote price stability, full employment, and economic growth.

• SSEMA3. Standard:

  The student will explain how the government uses fiscal policy to promote price stability, full employment, and economic growth.

  • SSEMA3.a. Element:

    Define fiscal policy.

  • SSEMA3.b. Element:

    Explain the government's taxing and spending decisions.

GA.SSEIN. Strand/topic: Economics

International Economics

• SSEIN1. Standard:

  The student will explain why individuals, businesses, and governments trade goods and services.

  • SSEIN1.a. Element:

    Define and distinguish between absolute advantage and comparative advantage.

  • SSEIN1.b. Element:

    Explain that most trade takes place because of comparative advantage in the production of a good or service.

  • SSEIN1.c. Element:

    Explain the difference between balance of trade and balance of payments.

• SSEIN2. Standard:

  The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.

  • SSEIN2.a. Element:

    Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies.

  • SSEIN2.b. Element:

    Identify costs and benefits of trade barriers over time.

  • SSEIN2.c. Element:

    List specific examples of trade barriers.

  • SSEIN2.d. Element:

    List specific examples of trading blocks such as the EU, NAFTA, and ASEAN.

  • SSEIN2.e. Element:

    Evaluate arguments for and against free trade.

• SSEIN3. Standard:

  The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries.

  • SSEIN3.a. Element:

    Define exchange rate as the price of one nation's currency in terms of another nation's currency.

  • SSEIN3.b. Element:

    Locate information on exchange rates.

  • SSEIN3.c. Element:

    Interpret exchange rate tables.

  • SSEIN3.d. Element:

    Explain why, when exchange rates change, some groups benefit and others lose.

GA.SSEPF. Strand/topic: Economics

Personal Finance Economics

• SSEPF1. Standard:

  The student will apply rational decision making to personal spending and saving choices.

  • SSEPF1.a. Element:

    Explain that people respond to positive and negative incentives in predictable ways.

  • SSEPF1.b. Element:

    Use a rational decision making model to select one option over another.

  • SSEPF1.c. Element:

    Create a savings or financial investment plan for a future goal.

• SSEPF2. Standard:

  The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors.

  • SSEPF2.a. Element:

    Compare services offered by different financial institutions.

  • SSEPF2.b. Element:

    Explain reasons for the spread between interest charged and interest earned.

  • SSEPF2.c. Element:

    Give examples of the direct relationship between risk and return.

  • SSEPF2.d. Element:

    Evaluate a variety of savings and investment options; include stocks, bonds, and mutual funds.

• SSEPF3. Standard:

  The student will explain how changes in monetary and fiscal policy can have an impact on an individual's spending and saving choices.

  • SSEPF3.a. Element:

    Give examples of who benefits and who loses from inflation.

  • SSEPF3.b. Element:

    Define progressive, regressive, and proportional taxes.

  • SSEPF3.c. Element:

    Explain how an increase in sales tax affects different income groups.

• SSEPF4. Standard:

  The student will evaluate the costs and benefits of using credit.

  • SSEPF4.a. Element:

    List factors that affect credit worthiness.

  • SSEPF4.b. Element:

    Compare interest rates on loans and credit cards from different institutions.

  • SSEPF4.c. Element:

    Explain the difference between simple and compound interest rates.

• SSEPF5. Standard:

  The student will describe how insurance and other risk-management strategies protect against financial loss.

  • SSEPF5.a. Element:

    List various types of insurance such as automobile, health, life, disability, and property.

  • SSEPF5.b. Element:

    Explain the costs and benefits associated with different types of insurance.

• SSEPF6. Standard:

  The student will describe how the earnings of workers are determined in the marketplace.

  • SSEPF6.a. Element:

    Identify skills that are required to be successful in the workplace.

  • SSEPF6.b. Element:

    Explain the significance of investment in education, training, and skill development.

GA.SSUSH. Strand/topic: United States History

• SSUSH1. Standard:

  The student will describe European settlement in North America during the 17th century.

  • SSUSH1.a. Element:

    Explain Virginia's development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon's Rebellion, and the development of slavery.

  • SSUSH1.b. Element:

    Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip's War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter.

  • SSUSH1.c. Element:

    Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania.

  • SSUSH1.d. Element:

    Explain the reasons for French settlement of Quebec.

• SSUSH2. Standard:

  The student will trace the ways that the economy and society of British North America developed.

  • SSUSH2.a. Element:

    Explain the development of mercantilism and the trans-Atlantic trade.

  • SSUSH2.b. Element:

    Describe the Middle Passage, growth of the African population, and African- American culture.

  • SSUSH2.c. Element:

    Identify Benjamin Franklin as a symbol of social mobility and individualism.

  • SSUSH2.d. Element:

    Explain the significance of the Great Awakening.

• SSUSH3. Standard:

  The student will explain the primary causes of the American Revolution.

  • SSUSH3.a. Element:

    Explain how the end of Anglo-French imperial competition as seen in the French-Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

  • SSUSH3.b. Element:

    Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence.

  • SSUSH3.c. Element:

    Explain the importance of Thomas Paine's Common Sense to the movement for independence.

• SSUSH4. Standard:

  The student will identify the ideological, military, and diplomatic aspects of the American Revolution.

  • SSUSH4.a. Element:

    Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.

  • SSUSH4.b. Element:

    Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.

  • SSUSH4.c. Element:

    Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge.

  • SSUSH4.d. Element:

    Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

• SSUSH5. Standard:

  The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.

  • SSUSH5.a. Element:

    Explain how weaknesses in the Articles of Confederation and Daniel Shays' Rebellion led to a call for a stronger central government.

  • SSUSH5.b. Element:

    Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James Madison.

  • SSUSH5.c. Element:

    Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery.

  • SSUSH5.d. Element:

    Analyze how the Bill of Rights serves as a protector of individual and states' rights.

  • SSUSH5.e. Element:

    Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton).

• SSUSH6. Standard:

  The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation.

  • SSUSH6.a. Element:

    Explain the Northwest Ordinance's importance in the westward migration of Americans, and on slavery, public education, and the addition of new states.

  • SSUSH6.b. Element:

    Describe Jefferson's diplomacy in obtaining the Louisiana Purchase from France and the territory's exploration by Lewis and Clark.

  • SSUSH6.c. Element:

    Explain major reasons for the War of 1812 and the war's significance on the development of a national identity.

  • SSUSH6.d. Element:

    Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation's infrastructure.

  • SSUSH6.e. Element:

    Describe the reasons for and importance of the Monroe Doctrine.

• SSUSH7. Standard:

  The student will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

  • SSUSH7.a. Element:

    Explain the impact of the Industrial Revolution as seen in Eli Whitney's invention of the cotton gin and his development of interchangeable parts for muskets.

  • SSUSH7.b. Element:

    Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

  • SSUSH7.c. Element:

    Describe reform movements, specifically temperance, abolitionism, and public school.

  • SSUSH7.d. Element:

    Explain women's efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.

  • SSUSH7.e. Element:

    Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

• SSUSH8. Standard:

  The student will explain the relationship between growing north-south divisions and westward expansion.

  • SSUSH8.a. Element:

    Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters).

  • SSUSH8.b. Element:

    Explain the Missouri Compromise and the issue of slavery in western states and territories.

  • SSUSH8.c. Element:

    Describe the Nullification Crisis and the emergence of states' rights ideology; include the role of John C. Calhoun and development of sectionalism.

  • SSUSH8.d. Element:

    Describe the war with Mexico and the Wilmot Proviso.

  • SSUSH8.e. Element:

    Explain the Compromise of 1850.

• SSUSH9. Standard:

  The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

  • SSUSH9.a. Element:

    Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown's Raid.

  • SSUSH9.b. Element:

    Describe President Lincoln's efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus.

  • SSUSH9.c. Element:

    Describe the roles of Ulysses Grant, Robert E. Lee, 'Stonewall' Jackson, William T. Sherman, and Jefferson Davis.

  • SSUSH9.d. Element:

    Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta.

  • SSUSH9.e. Element:

    Describe the significance of the Emancipation Proclamation.

  • SSUSH9.f. Element:

    Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output.

• SSUSH10. Standard:

  The student will identify legal, political, and social dimensions of Reconstruction.

  • SSUSH10.a. Element:

    Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.

  • SSUSH10.b. Element:

    Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen's Bureau.

  • SSUSH10.c. Element:

    Describe the significance of the 13th, 14th, and 15th amendments.

  • SSUSH10.d. Element:

    Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.

  • SSUSH10.e. Element:

    Explain the impeachment of Andrew Johnson in relationship to Reconstruction.

• SSUSH11. Standard:

  The student will describe the growth of big business and technological innovations after Reconstruction.

  • SSUSH11.a. Element:

    Explain the impact of the railroads on other industries, such as steel, and on the organization of big business.

  • SSUSH11.b. Element:

    Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor.

  • SSUSH11.c. Element:

    Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies

  • SSUSH11.d. Element:

    Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life

• SSUSH12. Standard:

  The student will analyze important consequences of American industrial growth.

  • SSUSH12.a. Element:

    Describe Ellis Island, the change in immigrants' origins to southern and eastern Europe and the impact of this change on urban America.

  • SSUSH12.b. Element:

    Identify the American Federation of Labor and Samuel Gompers.

  • SSUSH12.c. Element:

    Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee.

  • SSUSH12.d. Element:

    Describe the 1894 Pullman strike as an example of industrial unrest.

• SSUSH13. Standard:

  The student will identify major efforts to reform American society and politics in the Progressive Era.

  • SSUSH13.a. Element:

    Explain Upton Sinclair's The Jungle and federal oversight of the meatpacking industry.

  • SSUSH13.b. Element:

    Identify Jane Addams and Hull House and describe the role of women in reform movements.

  • SSUSH13.c. Element:

    Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.

  • SSUSH13.d. Element:

    Explain Ida Tarbell's role as a muckraker.

  • SSUSH13.e. Element:

    Describe the significance of progressive reforms such as the initiative, recall, and referendum; direct election of senators; reform of labor laws; and efforts to improve living conditions for the poor in cities.

• SSUSH14. Standard:

  The student will explain America's evolving relationship with the world at the turn of the twentieth century.

  • SSUSH14.a. Element:

    Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast.

  • SSUSH14.b. Element:

    Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism.

  • SSUSH14.c. Element:

    Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal.

• SSUSH15. Standard:

  The student will analyze the origins and impact of U.S. involvement in World War I.

  • SSUSH15.a. Element:

    Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare.

  • SSUSH15.b. Element:

    Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist Eugene Debs.

  • SSUSH15.c. Element:

    Explain Wilson's Fourteen Points and the proposed League of Nations.

  • SSUSH15.d. Element:

    Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman suffrage.

• SSUSH16. Standard:

  The student will identify key developments in the aftermath of WW I.

  • SSUSH16.a. Element:

    Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.

  • SSUSH16.b. Element:

    Identify Henry Ford, mass production, and the automobile.

  • SSUSH16.c. Element:

    Describe the impact of radio and the movies.

  • SSUSH16.d. Element:

    Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.

• SSUSH17. Standard:

  The student will analyze the causes and consequences of the Great Depression.

  • SSUSH17.a. Element:

    Describe the causes, including overproduction, underconsumption, and stock market speculation that led to the stock market crash of 1929 and the Great Depression.

  • SSUSH17.b. Element:

    Explain the impact of the drought in the creation of the Dust Bowl.

  • SSUSH17.c. Element:

    Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles.

• SSUSH18. Standard:

  The student will describe Franklin Roosevelt's New Deal as a response to the depression and compare the ways governmental programs aided those in need.

  • SSUSH18.a. Element:

    Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment.

  • SSUSH18.b. Element:

    Explain the Wagner Act and the rise of industrial unionism.

  • SSUSH18.c. Element:

    Explain the passage of the Social Security Act as a part of the second New Deal.

  • SSUSH18.d. Element:

    Identify Eleanor Roosevelt as a symbol of social progress and women's activism.

  • SSUSH18.e. Element:

    Identify the political challenges to Roosevelt's domestic and international leadership; include the role of Huey Long, the 'court packing bill,' and the Neutrality Act.

• SSUSH19. Standard:

  The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.

  • SSUSH19.a. Element:

    Explain A. Philip Randolph's proposed march on Washington, D.C., and President Franklin D. Roosevelt's response.

  • SSUSH19.b. Element:

    Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German-Americans, and Italian-Americans.

  • SSUSH19.c. Element:

    Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin.

  • SSUSH19.d. Element:

    Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

  • SSUSH19.e. Element:

    Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb.

• SSUSH20. Standard:

  The student will analyze the domestic and international impact of the Cold War on the United States.

  • SSUSH20.a. Element:

    Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy.

  • SSUSH20.b. Element:

    Explain the impact of the new communist regime in China and the outbreak of the Korean War and how these events contributed to the rise of Senator Joseph McCarthy.

  • SSUSH20.c. Element:

    Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.

  • SSUSH20.d. Element:

    Describe the Vietnam War, the Tet offensive, and growing opposition to the war.

• SSUSH21. Standard:

  The student will explain economic growth and its impact on the United States, 1945-1970.

  • SSUSH21.a. Element:

    Describe the baby boom and its impact as shown by Levittown and the Interstate Highway Act.

  • SSUSH21.b. Element:

    Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon,1960) and news coverage of the Civil Rights Movement.

  • SSUSH21.c. Element:

    Analyze the impact of technology on American life; include the development of the personal computer and the cellular telephone.

  • SSUSH21.d. Element:

    Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower's actions.

• SSUSH22. Standard:

  The student will identify dimensions of the Civil Rights Movement, 1945-1970.

  • SSUSH22.a. Element:

    Explain the importance of President Truman's order to integrate the U.S. military and the federal government.

  • SSUSH22.b. Element:

    Identify Jackie Robinson and the integration of baseball.

  • SSUSH22.c. Element:

    Explain Brown v. Board of Education and efforts to resist the decision.

  • SSUSH22.d. Element:

    Describe the significance of Martin Luther King, Jr.'s Letter from a Birmingham Jail and his I have a dream speech.

  • SSUSH22.e. Element:

    Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

• SSUSH23. Standard:

  The student will describe and assess the impact of political developments between 1945 and 1970.

  • SSUSH23.a. Element:

    Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision.

  • SSUSH23.b. Element:

    Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation.

  • SSUSH23.c. Element:

    Explain Lyndon Johnson's Great Society; include the establishment of Medicare.

  • SSUSH23.d. Element:

    Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention.

• SSUSH24. Standard:

  The student will analyze the impact of social change movements and organizations of the 1960s.

  • SSUSH24.a. Element:

    Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics; include sit-ins, freedom rides, and changing composition.

  • SSUSH24.b. Element:

    Describe the National Organization of Women and the origins and goals of the modern women's movement.

  • SSUSH24.c. Element:

    Analyze the anti-Vietnam War movement.

  • SSUSH24.d. Element:

    Analyze Cesar Chavez and the United Farm Workers' movement.

  • SSUSH24.e. Element:

    Explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement.

  • SSUSH24.f. Element:

    Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968).

• SSUSH25. Standard:

  The student will describe changes in national politics since 1968.

  • SSUSH25.a. Element:

    Describe President Richard M. Nixon's opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford.

  • SSUSH25.b. Element:

    Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights; include such decisions as Roe v. Wade (1973) and the Bakke decision on affirmative action.

  • SSUSH25.c. Element:

    Explain the Carter administration's efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis.

  • SSUSH25.d. Element:

    Describe domestic and international events of Ronald Reagan's presidency; include Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union.

  • SSUSH25.e. Element:

    Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his impeachment and acquittal.

  • SSUSH25.f. Element:

    Analyze the 2000 presidential election and its outcome, emphasizing the role of the electoral college.

  • SSUSH25.g. Element:

    Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq.

GA.SSWG. Strand/topic: World Geography

• SSWG1. Standard:

  The student will explain the physical aspects of geography.

  • SSWG1.a. Element:

    Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

  • SSWG1.b. Element:

    Explain how human characteristics, such as population settlement patterns, and human activities, such as agriculture and industry, can describe a place.

  • SSWG1.c. Element:

    Analyze the interrelationship between physical and human characteristics of a place.

• SSWG2. Standard:

  The student will explain the cultural aspects of geography.

  • SSWG2.a. Element:

    Describe the concept of place by explaining how the culture of a region is a product of the region's physical characteristics.

  • SSWG2.b. Element:

    Explain how cultural characteristics of a place can be used to describe a place.

  • SSWG2.c. Element:

    Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture.

  • SSWG2.d. Element:

    Explain how the development of customs and traditions help to define a culture and a people.

• SSWG3. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary North Africa/Southwest Asia.

  • SSWG3.a. Element:

    Describe the location of major physical features and their impact on North Africa/Southwest Asia.

  • SSWG3.b. Element:

    Describe the major climates of North Africa/Southwest Asia and how they have affected the development of North Africa/Southwest Asia.

  • SSWG3.c. Element:

    Analyze the impact natural resources, especially oil, have on North Africa/Southwest Asia.

  • SSWG3.d. Element:

    Analyze the impact of water supplies on the growth of population centers.

  • SSWG3.e. Element:

    Explain the impact of Judaism, Christianity, and Islam on the development of the region's culture.

  • SSWG3.f. Element:

    Explain why this region contains areas on two different continents.

  • SSWG3.g. Element:

    Describe the major ethnic and cultural groups in North Africa/Southwest Asia; include major customs and traditions.

• SSWG4. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa.

  • SSWG4.a. Element:

    Describe the location of major physical features and their impact on Sub- Saharan Africa.

  • SSWG4.b. Element:

    Describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa.

  • SSWG4.c. Element:

    Describe the pattern of population distribution in the countries of Sub- Saharan Africa in relation to urbanization and modernization.

  • SSWG4.d. Element:

    Explain how Sub-Saharan Africa's physical features have had an impact on the distribution of its population.

  • SSWG4.e. Element:

    Analyze how the migration of people such as the Bantu and Zulu has had an impact on the economic, cultural, and political aspects of Sub-Saharan Africa.

  • SSWG4.f. Element:

    Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors such as linguistic, tribal, and religious diversity; literacy levels; and the colonial legacy.

  • SSWG4.g. Element:

    Describe the ethnic and religious groups in Sub-Saharan Africa; include major customs and traditions.

  • SSWG4.h. Element:

    Analyze the impact of drought and desertification on Sub-Saharan Africa.

• SSWG5. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia.

  • SSWG5.a. Element:

    Describe the location of major physical features and their impact on the regions of Asia.

  • SSWG5.b. Element:

    Describe the major climates of each region and how they have affected each region's development.

  • SSWG5.c. Element:

    Analyze the impact of the topography and climate on population distribution in the regions.

  • SSWG5.d. Element:

    Describe the various ethnic and religious groups in the region and the effect of geography on their development and their major customs and traditions.

  • SSWG5.e. Element:

    Analyze the impact of population growth in the region on both the region and on other regions of the world; include China, India, and Japan.

  • SSWG5.f. Element:

    Explain the division of the Indian subcontinent into India and Pakistan and the eventual creation of Bangladesh.

  • SSWG5.g. Element:

    Describe the Pacific Rim and its cultural, political, and economic significance.

• SSWG6. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Europe.

  • SSWG6.a. Element:

    Describe the location of major physical features and their impact on Europe.

  • SSWG6.b. Element:

    Describe the major climates of Europe and how they have affected Europe.

  • SSWG6.c. Element:

    Analyze the importance of Europe's coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence.

  • SSWG6.d. Element:

    Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions.

  • SSWG6.e. Element:

    Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages.

  • SSWG6.f. Element:

    Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs.

  • SSWG6.g. Element:

    Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia.

• SSWG7. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Latin America.

  • SSWG7.a. Element:

    Explain why the region is known as Latin America; include cultural reasons.

  • SSWG7.b. Element:

    Describe the location of major physical features and their impact on Latin America.

  • SSWG7.c. Element:

    Describe the major climates of Latin America and how they have affected Latin America.

  • SSWG7.d. Element:

    Explain how geographic features and climatic patterns affect population distribution.

  • SSWG7.e. Element:

    Analyze the impact of natural disasters and political instability on economic activity in Latin America.

  • SSWG7.f. Element:

    Describe the various ethnic and religious groups in Latin America; include South America, Central America and the Caribbean, as well as major customs and traditions.

  • SSWG7.g. Element:

    Analyze the impact of deforestation on Latin America and explain actions being taken.

  • SSWG7.h. Element:

    Explain how Latin American countries such as Brazil are developing their resources to compete in the global market and to improve industrial productivity.

  • SSWG7.i. Element:

    Analyze the impact illegal drug production and trade have on Latin America.

• SSWG8. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Canada and the United States.

  • SSWG8.a. Element:

    Describe the location of major physical features and their impact on Canada and the United States.

  • SSWG8.b. Element:

    Describe the major climates of Canada and the United States and how they affect Canada and the United States.

  • SSWG8.c. Element:

    Explain the reasons for the population distribution in Canada and the United States.

  • SSWG8.d. Element:

    Explain how the physical geography of Canada and the United States contributed to regional growth and development.

  • SSWG8.e. Element:

    Describe the ethnic and religious groups in Canada and the United States; include major customs and traditions.

  • SSWG8.f. Element:

    Analyze how transportation and communications improvements led to the growth of industry in the United States and the consequences of such growth, especially environmentally, for both Canada and the United States.

• SSWG9. Standard:

  The student will describe the interaction of physical and human systems that have shaped contemporary Oceania, including Australia, New Zealand, and Antarctica.

  • SSWG9.a. Element:

    Describe the location of major physical features and their impact on the region.

  • SSWG9.b. Element:

    Describe the major climates and their impact on the region.

  • SSWG9.c. Element:

    Analyze the impact isolation has had on the cultural and biological development of the region.

  • SSWG9.d. Element:

    Describe the various ethnic and religious groups; include major customs and traditions.

  • SSWG9.e. Element:

    Explain how the migration of diverse ethnic groups and available natural resources have affected the economic and political development.

  • SSWG9.f. Element:

    Explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of 1961.

GA.SSWH. Strand/topic: World History

• SSWH1. Standard:

  The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.

  • SSWH1.a. Element:

    Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi's law code.

  • SSWH1.b. Element:

    Describe the relationship of religion and political authority in Ancient Egypt.

  • SSWH1.c. Element:

    Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.

  • SSWH1.d. Element:

    Identify early trading networks and writing systems existent in the Eastern Mediterranean, including those of the Phoenicians.

  • SSWH1.e. Element:

    Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.

• SSWH2. Standard:

  The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

  • SSWH2.a. Element:

    Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the 'Golden Age' under Gupta, and the emperor Ashoka.

  • SSWH2.b. Element:

    Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.

  • SSWH2.c. Element:

    Describe the development of Chinese civilization under the Zhou and Qin.

  • SSWH2.d. Element:

    Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia Japan, and Korea.

• SSWH3. Standard:

  The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.

  • SSWH3.a. Element:

    Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.

  • SSWH3.b. Element:

    Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle's pupil Alexander the Great and the impact of Julius and Augustus Caesar.

  • SSWH3.c. Element:

    Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.

  • SSWH3.d. Element:

    Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.

  • SSWH3.e. Element:

    Analyze the factors that led to the collapse of the western Roman Empire.

• SSWH4. Standard:

  The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.

  • SSWH4.a. Element:

    Explain the relationship of the Byzantine Empire to the Roman Empire.

  • SSWH4.b. Element:

    Describe the significance of Justinian's law code, Theodora and the role of women, and Byzantine art and architecture.

  • SSWH4.c. Element:

    Analyze the establishment of Christianity as the official religion of the Byzantine Empire.

  • SSWH4.d. Element:

    Analyze the role of Constantinople as a trading and religious center.

  • SSWH4.e. Element:

    Explain the influence of the Byzantine Empire on Russia, with particular attention to its impact on Tsar Ivan III and Kiev.

  • SSWH4.f. Element:

    Define the role of Orthodox Christianity and the Schism.

• SSWH5. Standard:

  The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.

  • SSWH5.a. Element:

    Explain the origins of Islam and the growth of the Islamic Empire.

  • SSWH5.b. Element:

    Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.

  • SSWH5.c. Element:

    Explain the reasons for the split between Sunni and Shia Muslims.

  • SSWH5.d. Element:

    Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).

  • SSWH5.e. Element:

    Describe the impact of the Crusades on both the Islamic World and Europe.

  • SSWH5.f. Element:

    Analyze the impact of the expansion of the Mongol Empire; include the stabilization of trading networks from China to the Mediterranean world.

  • SSWH5.g. Element:

    Analyze the relationship between Judaism, Christianity, and Islam.

• SSWH6. Standard:

  The student will describe the diverse characteristics of early African societies before 1800.

  • SSWH6.a. Element:

    Identify the Bantu migration patterns and contribution to settled agriculture.

  • SSWH6.b. Element:

    Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

  • SSWH6.c. Element:

    Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities.

  • SSWH6.d. Element:

    Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity.

• SSWH7. Standard:

  The student will analyze European medieval society with regard to culture, politics, society, and economics.

  • SSWH7.a. Element:

    Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.

  • SSWH7.b. Element:

    Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV.

  • SSWH7.c. Element:

    Explain the role of the church in medieval society.

  • SSWH7.d. Element:

    Describe how increasing trade led to the growth of towns and cities.

• SSWH8. Standard:

  The student will demonstrate an understanding of the development of societies in Central and South America.

  • SSWH8.a. Element:

    Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.

  • SSWH8.b. Element:

    Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

• SSWH9. Standard:

  The student will analyze change and continuity in the Renaissance and Reformation.

  • SSWH9.a. Element:

    Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.

  • SSWH9.b. Element:

    Identify artistic and scientific achievements of Leonardo da Vinci, the 'Renaissance man,' and Michelangelo.

  • SSWH9.c. Element:

    Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.

  • SSWH9.d. Element:

    Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.

  • SSWH9.e. Element:

    Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.

  • SSWH9.f. Element:

    Describe the English Reformation and the role of Henry VIII and Elizabeth I.

  • SSWH9.g. Element:

    Explain the importance of Gutenberg and the invention of the printing press.

• SSWH10. Standard:

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

  • SSWH10.a. Element:

    Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

  • SSWH10.b. Element:

    Define the Columbian Exchange and its global economic and cultural impact.

  • SSWH10.c. Element:

    Explain the role of improved technology in European exploration; include the astrolabe.

• SSWH11. Standard:

  The student will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.

  • SSWH11.a. Element:

    Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga and Kangxi.

  • SSWH11.b. Element:

    Analyze the impact of population growth and its impact on the social structure.

• SSWH12. Standard:

  The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.

  • SSWH12.a. Element:

    Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar.

  • SSWH12.b. Element:

    Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

• SSWH13. Standard:

  The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.

  • SSWH13.a. Element:

    Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.

  • SSWH13.b. Element:

    Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.

• SSWH14. Standard:

  The student will analyze the Age of Revolutions and Rebellions.

  • SSWH14.a. Element:

    Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.

  • SSWH14.b. Element:

    Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).

  • SSWH14.c. Element:

    Explain Napoleon's rise to power, and his defeat; and explain the consequences for Europe.

  • SSWH14.d. Element:

    Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.

• SSWH15. Standard:

  The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.

  • SSWH15.a. Element:

    Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.

  • SSWH15.b. Element:

    Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.

  • SSWH15.c. Element:

    Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks.

  • SSWH15.d. Element:

    Describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies in Indochina, and Japanese policies in Asia.

• SSWH16. Standard:

  The student will demonstrate an understanding of long-term causes of World War I and its global impact.

  • SSWH16.a. Element:

    Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.

  • SSWH16.b. Element:

    Describe conditions on the war front for soldiers; include the Battle of Verdun.

  • SSWH16.c. Element:

    Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.

  • SSWH16.d. Element:

    Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

• SSWH17. Standard:

  The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II.

  • SSWH17.a. Element:

    Examine the impact of the war on science, art, and social thinking by identifying the cultural significance of Sigmund Freud, Albert Einstein, and Picasso.

  • SSWH17.b. Element:

    Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin's first Five Year Plan.

  • SSWH17.c. Element:

    Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan.

  • SSWH17.d. Element:

    Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Attaturk, and Mohandas Ghandi.

  • SSWH17.e. Element:

    Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments.

  • SSWH17.f. Element:

    Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German annexation of the Sudentenland.

• SSWH18. Standard:

  The student will demonstrate an understanding of the global political, economic, and social impact of World War II.

  • SSWH18.a. Element:

    Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.

  • SSWH18.b. Element:

    Identify Nazi ideology, policies, and consequences that led to the Holocaust.

  • SSWH18.c. Element:

    Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe.

  • SSWH18.d. Element:

    Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and McArthur's plan for Japan.

• SSWH19. Standard:

  The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989.

  • SSWH19.a. Element:

    Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana.

  • SSWH19.b. Element:

    Describe the formation of the state of Israel.

  • SSWH19.c. Element:

    Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972).

  • SSWH19.d. Element:

    Compare and contrast the reforms of Khrushchev and Gorbachev.

  • SSWH19.e. Element:

    Analyze efforts in the pursuit of freedom; include anti-apartheid, Tianamen Square, and the fall of the Berlin Wall.

• SSWH20. Standard:

  The student will examine change and continuity in the world since the 1960s.

  • SSWH20.a. Element:

    Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda.

  • SSWH20.b. Element:

    Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States.

  • SSWH20.c. Element:

    Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets.

  • SSWH20.d. Element:

    Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher.

• SSWH21. Standard:

  The student will analyze globalization in the contemporary world.

  • SSWH21.a. Element:

    Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers.

  • SSWH21.b. Element:

    Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization.

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

• SSRC1. Standard: Students will enhance reading in all curriculum areas by

  • SSRC1.a. Element: Reading in All Curriculum Areas

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

  • SSRC1.b. Element: Discussing books

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

  • SSRC1.c. Element: Building vocabulary knowledge

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

  • SSRC1.d. Element: Establishing context

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

GA.SS6G. Strand/topic: Latin America and Canada

Geographic Understandings

• SS6G1. Standard:

  The student will be able to describe and locate the important physical and human characteristics of Latin America and the Caribbean and Canada.

  • SS6G1.a. Element:

    Describe and locate major physical features; include the Pacific Ocean, Gulf of Alaska, Hudson Bay, Caribbean Sea, Gulf of Mexico, the Great Lakes, Panama Canal, Amazon River, Andes Mountains, Rocky Mountains, Sierra Madre Mountains, St. Lawrence River, Patagonia, Atacama Desert, and Rio de la Plata.

  • SS6G1.b. Element:

    Describe and locate Canada and the nations of Latin America; include Cuba, Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Columbia, Venezuela, Brazil, Chile, Ecuador, Argentina, Bolivia, Uruguay, Paraguay, Peru, Haiti, and Jamaica.

• SS6G2. Standard:

  The student will discuss the impact of government policies and individual behaviors on Latin American and the Caribbean and Canadian environments.

  • SS6G2.a. Element:

    Describe Canadian policies concerning pollution; include acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

  • SS6G2.b. Element:

    Describe the approaches of Latin American countries in dealing with environmental issues; include air pollution in Mexico City, Mexico, and Santiago, Chile; the destruction of the rain forest in Brazil; and oil-related pollution in Venezuela, Mexico, and Ecuador.

• SS6G3. Standard:

  The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Latin America and the Caribbean and Canada.

  • SS6G3.a. Element:

    Describe how Canada's location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of the St. Lawrence Seaway and the Great Lakes.

  • SS6G3.b. Element:

    Describe how the location, climate, and natural resources of Mexico, Brazil, Chile, and Bolivia have affected where people live, where agricultural and industrial regions are located, and their impact on trade, especially the importance of the Amazon River, the Rio de la Plata, the rain forest, the Mexican Plateau, and the Andes Mountains.

  • SS6G3.c. Element:

    Explain the distribution of natural resources and how that has affected the peoples of the Caribbean.

  • SS6G3.d. Element:

    Explain the impact of natural disasters (i.e., hurricanes, earthquakes, floods) on Latin American and Caribbean countries.

• SS6G4. Standard:

  The student will describe the cultural characteristics of Latin America and the Caribbean and Canada.

  • SS6G4.a. Element:

    Identify the reasons Canada has two official languages, English and French, and the traditions, customs, and religions of the English and French-speaking areas.

  • SS6G4.b. Element:

    Describe the traditions, customs, religion, and life style of the Native Americans who inhabit the Northern territories of Canada.

  • SS6G4.c. Element:

    Identify the major ethnic groups of Latin America; include indigenous groups such as mestizos, mulattos, and peoples of European and African descent, where they live, their major religions, customs, and traditions.

  • SS6G4.d. Element:

    Explain how the literacy rate in Canada, Mexico, Brazil, and Chile affects each nation's development in the modern world.

  • SS6G4.e. Element:

    Explain the major literary, artistic, and music forms of people in Latin America and the Caribbean.

GA.SS6CG. Strand/topic: Latin America and Canada

Government/Civic Understandings

• SS6CG1. Standard:

  The student will explain the structure of national governments in Latin America and the Caribbean and Canada.

  • SS6CG1.a. Element:

    Explain the basic structure of the national governments of Brazil, Cuba, Jamaica, and Mexico; include the type of government, form of leadership, type of legislature, and role of the citizen.

  • SS6CG1.b. Element:

    Describe the structure of the Canadian government; include the type of government, form of leadership, type of legislature, and role of the citizen.

  • SS6CG1.c. Element:

    Describe Canada's relationship to the United Kingdom.

GA.SS6E. Strand/topic: Latin America and Canada

Economic Understandings

• SS6E1. Standard:

  The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Canada, Mexico, Cuba, and Argentina.

• SS6E2. Standard:

  The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada.

  • SS6E2.a. Element:

    Analyze how Canada, Mexico, Venezuela, and Brazil benefit from trade.

  • SS6E2.b. Element:

    Define types of trade barriers, both physical barriers, such as Bolivia as a landlocked country, and economic barriers, such as tariffs.

  • SS6E2.c. Element:

    Analyze the development and impact of trade blocks such as the North American Free Trade Agreement (NAFTA), the Common Market of the South (MERCOSUR), and Free Trade Area of the Americas (FTAA).

  • SS6E2.d. Element:

    Describe why international trade requires a system for exchanging currency between and among nations and name currencies from nations such as Canada, Mexico, Brazil, Chile; and explain why Ecuador, El Salvador, and Panama chose to adopt the U.S. dollar as their currency.

• SS6E3. Standard:

  The student will describe the factors that influence economic growth and examine their presence or absence in countries such as Canada, Mexico, Brazil, and Argentina.

  • SS6E3.a. Element:

    Describe investment in human capital; include the health, education and training of people, and the impact of poverty on economic development.

  • SS6E3.b. Element:

    Describe investment in capital goods; include factories, machinery, and new technology.

  • SS6E3.c. Element:

    Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.

  • SS6E3.d. Element:

    Describe the role of entrepreneurs who take the risks of organizing productive resources.

• SS6E4. Standard:

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

GA.SS6H. Strand/topic: Europe

Historical Understandings

• SS6H4. Standard:

  The student will describe the important developments in Europe between 1400 CE and 1800 CE.

  • SS6H4.a. Element:

    Explain how artists such as Michelangelo and Leonardo da Vinci contributed to the Renaissance.

  • SS6H4.b. Element:

    Explain the role of Martin Luther in the Reformation.

  • SS6H4.c. Element:

    Explain how scientists such as Galileo and Newton changed our knowledge of science and why the Scientific Revolution is important.

  • SS6H4.d. Element:

    Explain the importance of exploration in the development of Europe; include the work of Prince Henry the Navigator, Columbus, and Hudson.

  • SS6H4.e. Element:

    Trace the empires of Portugal, Spain, the Netherlands, England, and France in Africa, the Americas, and Asia.

  • SS6H4.f. Element:

    Describe the Industrial Revolution; include its impact on cities, life styles, and agriculture.

  • SS6H4.g. Element:

    Describe the impact Peter the Great and Catherine the Great had on Russia.

• SS6H5. Standard:

  The student will describe major developments in Europe during the 20th century.

  • SS6H5.a. Element:

    Describe major developments of World War I; include the reasons for the War, the Russian Revolution, the collapse of empires, and the consequences of making Germany pay for World War I.

  • SS6H5.b. Element:

    Describe the impact of the world-wide depression on Europe, especially Germany.

  • SS6H5.c. Element:

    Describe World War II; include the ideas of Nazism and Facism, the Allied and Axis powers, the Holocaust, D-Day, Stalingrad, and the roles of Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman.

  • SS6H5.d. Element:

    Explain the collapse of the Soviet Union; include the failure of communism, the rise of the desire for freedom (Solidarity in Poland), and the fall of the Berlin Wall.

  • SS6H5.e. Element:

    Explain the significance of the reunification of Germany after the collapse of the Soviet Union.

  • SS6H5.f. Element:

    Explain the origin and function of the European Union.

GA.SS6G. Strand/topic: Europe

Geographic Understandings

• SS6G5. Standard:

  The student will be able to describe and locate the important physical and human characteristics of Europe.

  • SS6G5.a. Element:

    Describe and locate major physical features; include the Arctic Ocean, Norwegian Sea, Baltic Sea, Volga River, Danube River, Rhine River, Elbe River, Seine River, Po River, Thames River, the Alps, the Pyrenees, the Balkan Mountains, Ural Mountains, Strait of Gibraltar, English Channel, Iberian Peninsula, and Scandinavian Peninsula.

  • SS6G5.b. Element:

    Describe and locate the nations of Great Britain, Norway, Sweden, Finland, Russia, Poland, Germany, France, Spain, Switzerland, Italy, Hungary, Austria, Czech Republic, Romania, Netherlands, Belgium, Estonia, Latvia, Lithuania, and Ukraine.

  • SS6G5.c. Element:

    Describe the geographic and cultural boundaries of Europe; include whether Turkey should be considered part of Europe or Asia.

• SS6G6. Standard:

  The student will discuss the impact of government policies and individual behaviors on the European environment.

  • SS6G6.a. Element:

    Explain the major concerns of Europeans regarding the environment; include issues of agricultural reform, air quality in cities, the impact of global warming, and water pollution.

  • SS6G6.b. Element:

    Describe the policies of countries such as Germany, England, France, Poland, and Russia concerning agricultural reform, air quality in cities, the impact of global warming, and water pollution.

  • SS6G6.c. Element:

    Describe the environmental consequences resulting from the nuclear disaster in Chernobyl, Ukraine.

• SS6G7. Standard:

  The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Europe.

  • SS6G7.a. Element:

    Describe how Europe's location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of the river system and the many good harbors.

  • SS6G7.b. Element:

    Explain the distribution of natural resources and how that has affected Europe.

• SS6G8. Standard:

  The student will describe the cultural characteristics of Europe.

  • SS6G8.a. Element:

    Explain the diversity of European culture as seen in a comparison of German, Greek, Russian, French, and Italian languages, customs, and traditions.

  • SS6G8.b. Element:

    Describe the customs and traditions of the major religions in Europe; include Judaism, Christianity (Catholic, Orthodox, and Protestant), and Islam and locate where each religion is the primary religion.

  • SS6G8.c. Element:

    Explain how the literacy rate in Europe has had an impact on its development in the modern world.

  • SS6G8.d. Element:

    Describe major contributions to literature (e.g., Nobel Prize winning authors), art (e.g., Van Gogh, Picasso), and music (e.g., classical, opera, Andrew Lloyd Webber).

GA.SS6CG. Strand/topic: Europe

Government/Civic Understandings

• SS6CG2. Standard:

  The student will describe modern European governments.

  • SS6CG2.a. Element:

    Explain the parliamentary system of the United Kingdom and compare it with a presidential system, such as the U.S., and the dual system of France.

  • SS6CG2.b. Element:

    Describe the transition of central European countries, such as Poland, from authoritarian systems to democratic systems.

  • SS6CG2.c. Element:

    Describe the purpose of the European Union and the relationship between member nations.

GA.SS6E. Strand/topic: Europe

Economic Understandings

• SS6E5. Standard:

  The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in England, Germany, and Russia.

• SS6E6. Standard:

  The student will give examples of how voluntary trade benefits buyers and sellers in Europe.

  • SS6E6.a. Element:

    Explain how countries such as England, France, and the Netherlands developed extensive colonial empires as an important aspect of their economies.

  • SS6E6.b. Element:

    Define types of trade barriers, both physical and economic, and how they influence the development of trade within Europe (e.g., extensive trade by rivers, different currencies in each European country).

  • SS6E6.c. Element:

    Illustrate how international trade requires a system for exchanging currency between and among nations and how the European Union and the Euro facilitate trade.

  • SS6E6.d. Element:

    Identify examples of currencies from nations such as England, France, Italy, Greece, Russia, and Poland.

• SS6E7. Standard:

  The student will describe the factors that cause economic growth and examine their presence or absence in countries such as England, Germany, Russia, Poland, and Romania.

  • SS6E7.a. Element:

    Describe investment in human capital; include the health, education, and training of people.

  • SS6E7.b. Element:

    Describe investment in capital goods; include factories, machinery, and new technology.

  • SS6E7.c. Element:

    Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.

  • SS6E7.d. Element:

    Describe the role of entrepreneurs who take the risks of organizing productive resources.

GA.SS6H. Strand/topic: Australia and Oceania

Historical Understandings

• SS6H6. Standard:

  The student will describe the culture and development of Australia and Oceania prior to contact with Europeans.

  • SS6H6.a. Element:

    Describe the origins and culture of the Aborigines.

  • SS6H6.b. Element:

    Describe the origins and culture of the Maori of New Zealand.

• SS6H7. Standard:

  The student will explain the impact European exploration and colonization had on Australia and Oceania.

  • SS6H7.a. Element:

    Explain the reasons for British colonization of Australia; include the use of prisoners as colonists.

  • SS6H7.b. Element:

    Explain the impact of European diseases and weapons on the indigenous peoples of Australia and Oceania.

• SS6H8. Standard:

  The student will discuss the impact of important 20th century events on Australia and Oceania.

  • SS6H8.a. Element:

    Explain the impact of World War II on Australia and Oceania.

  • SS6H8.b. Element:

    Describe the importance of tourism on the region.

GA.SS6G. Strand/topic: Australia and Oceania

Geographic Understandings

• SS6G9. Standard:

  The student will be able to describe and locate the important physical and human characteristics of Australia and Oceania.

  • SS6G9.a. Element:

    Describe and locate the major physical features; include the Great Barrier Reef, Great Sandy Desert, Great Victoria Desert, Antarctica, and Coral Sea.

  • SS6G9.b. Element:

    Locate the nations of Australia, New Zealand, Papua New Guinea, Solomon Islands, Fiji, and Vanuatu.

  • SS6G9.c. Element: Locate the three sub-regions of Oceania

    Melanesia, Micronesia, and Polynesia.

• SS6G10. Standard:

  The student will discuss the impact of government policies and individual behaviors on the environments of Australia and Oceania.

  • SS6G10.a. Element:

    Explain major environmental concerns Australians have regarding issues such as protection of the Great Barrier Reef, ozone depletion, and global warming, as well as the actions taken by the government and/or citizens regarding these concerns.

  • SS6G10.b. Element:

    Explain major environmental concerns of Oceania; include overfishing, climate change, freshwater resources, and pollution, as well as the actions taken by the government and individuals regarding these issues.

• SS6G11. Standard:

  The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Australia and Oceania.

  • SS6G11.a. Element:

    Describe how Australia's location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of deserts, the river system, and the many good harbors.

  • SS6G11.b. Element:

    Explain the unique challenges in Oceania as a collection of islands and how that has affected where people live, development of agriculture, and types of industry or jobs.

• SS6G12. Standard:

  The student will describe the cultural characteristics of Australia and Oceania.

  • SS6G12.a. Element:

    Explain the aboriginal culture that existed in Australia prior to the arrival of Europeans; include aboriginal art, religious beliefs, customs, and traditions and how that culture is still evident in Australia today.

  • SS6G12.b. Element:

    Describe the modern culture of Australia; include prominent Australian authors, musicians, and artists.

  • SS6G12.c. Element:

    Describe the culture of Oceania; include the customs, traditions, and religious beliefs of the original population and how they have influenced modern Oceania.

GA.SS6CG. Strand/topic: Australia and Oceania

Government/Civic Understandings

• SS6CG3. Standard:

  The student will describe the political structures of Oceania.

  • SS6CG3.a. Element:

    Explain the structure of the national government of New Zealand; include the type of government, form of leadership, type of legislature, and role of the citizen.

  • SS6CG3.b. Element:

    Describe the national government of the Federated States of Micronesia.

  • SS6CG3.c. Element:

    Describe the Australian national government; include the type of government, form of leadership, type of legislature, and role of the citizen.

  • SS6CG3.d. Element:

    Describe the relationship of Australia to the United Kingdom.

GA.SS6E. Strand/topic: Australia and Oceania

Economic Understandings

• SS6E8. Standard:

  The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to pro- duce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Australia and the Federated States of Micronesia.

• SS6E9. Standard:

  The student will give examples of how voluntary trade benefits buyers and sellers in Australia and Oceania.

  • SS6E9.a. Element:

    Explain the impact of trade and tourism on Australia and the Federated States of Micronesia.

  • SS6E9.b. Element:

    Define types of trade barriers, both physical and economic, for countries located in Oceania, such as distances to other trading partners and restrictions of island nations.

• SS6E10. Standard:

  The student will describe the factors that influence economic growth and examine their presence or absence in Australia and Oceania.

  • SS6E10.a. Element:

    Describe investment in human capital; include the health, education, and training of people.

  • SS6E10.b. Element:

    Describe investment in capital goods; include factories, machinery, and new technology.

  • SS6E10.c. Element:

    Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.

  • SS6E10.d. Element:

    Describe the role of entrepreneurs who take the risks of organizing productive resources.

GA.SS6RC. Strand/topic: Australia and Oceania

Reading Across the Curriculum

• SS6RC1. Standard: Students will enhance reading in all curriculum areas by

  • SS6RC1.a. Element: Reading in All Curriculum Areas

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

  • SS6RC1.b. Element: Discussing books

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

  • SS6RC1.c. Element: Building vocabulary knowledge

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

  • SS6RC1.d. Element: Establishing context

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

GA.SS5G. Strand/topic: United States History Since 1860

Geographic Understandings

• SS5G1. Standard:

  The student will locate important places in the United States.

  • SS5G1.a. Element:

    Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert.

  • SS5G1.b. Element:

    Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

• SS5G2. Standard:

  The student will explain the reasons for the spatial patterns of economic activities.

  • SS5G2.a. Element:

    Identify and explain the factors influencing industrial location in the United States after the Civil War.

  • SS5G2.b. Element:

    Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.

  • SS5G2.c. Element:

    Map and explain how the dispersion of global economic activities contributed to the United States emerging from World War I as a world power.

GA.SS5CG. Strand/topic: United States History Since 1860

Government/Civic Understandings

• SS5CG1. Standard:

  The student will explain how a citizen's rights are protected under the U.S. Constitution.

  • SS5CG1.a. Element:

    Explain the responsibilities of a citizen.

  • SS5CG1.b. Element:

    Explain the freedoms granted by the Bill of Rights.

  • SS5CG1.c. Element:

    Explain the concept of due process of law.

  • SS5CG1.d. Element:

    Describe how the Constitution protects a citizen's rights by due process.

• SS5CG2. Standard:

  The student will explain the process by which amendments to the U.S. Constitution are made.

  • SS5CG2.a. Element:

    Explain the amendment process outlined in the Constitution.

  • SS5CG2.b. Element:

    Describe the purpose for the amendment process.

• SS5CG3. Standard:

  The student will explain how amendments to the U. S. Constitution have maintained a representative democracy.

  • SS5CG3.a. Element:

    Explain the purpose of the 12th and 17th amendments.

  • SS5CG3.b. Element:

    Explain how voting rights were protected by the 15th, 19th, 23rd, 24th, and 26th amendments.

• SS5CG4. Standard:

  The student will explain the meaning of 'e pluribus unum' and the reason it is the motto of the United States.

GA.SS5E. Strand/topic: United States History Since 1860

Economic Understandings

• SS5E1. Standard:

  The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

  • SS5E1.a. Element:

    Describe opportunity costs and their relationship to decision-making across time (such as decisions to remain unengaged at the beginning of World War II in Europe).

  • SS5E1.b. Element:

    Explain how price incentives affect people's behavior and choices (such as monetary policy during the Great Depression).

  • SS5E1.c. Element:

    Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century).

  • SS5E1.d. Element:

    Explain how voluntary exchange helps both buyers and sellers (such as among the G8 countries).

  • SS5E1.e. Element:

    Describe how trade promotes economic activity (such as trade activities today under NAFTA).

  • SS5E1.f. Element:

    Give examples of technological advancements and their impact on business productivity during the development of the United States.

• SS5E2. Standard:

  The student will describe the functions of the three major institutions in the U. S. economy in each era of United States history.

  • SS5E2.a. Element:

    Describe the private business function in producing goods and services.

  • SS5E2.b. Element:

    Describe the bank function in providing checking accounts, savings accounts, and loans.

  • SS5E2.c. Element:

    Describe the government function in taxation and providing certain goods and services.

• SS5E3. Standard:

  The student will describe how consumers and businesses interact in the United States economy across time.

  • SS5E3.a. Element:

    Describe how competition, markets, and prices influence people's behavior.

  • SS5E3.b. Element:

    Describe how people earn income by selling their labor to businesses.

  • SS5E3.c. Element:

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

• SS5E4. Standard:

  The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.