Social Sciences. Oregon Department of Education November 2010

Size: px
Start display at page:

Download "Social Sciences. Oregon Department of Education November 2010"

Transcription

1 Oregon Department of Education November 2010 Social Sciences Grade-by-Grade Standards combined content areas CORE STANDARDS History 1. Analyze and apply cause and effect relationships to a variety of historical issues, events and problems. 2. Analyze and apply change and continuity relationships to a variety of historical issues, events, and problems. 3. Construct, support, and refute interpretations of history using political, social, economic, and cultural perspectives by drawing from a variety of primary and secondary sources. 4. Interpret historical perspectives through personal, local, state, tribal, national, and global narratives. 5. Apply geographic skills, concepts, and technologies (e.g., maps, GIS, Google Earth) to gather, display, and analyze spatial information. 6. Analyze economic, social, physical, cultural, and human migration, settlement, and distribution patterns. 7. Locate and examine physical and human characteristics of places and regions, their impact on developing societies, and their connections and interdependence. 8. Evaluate how human cooperation and competition for resources shape the earth s political, economic, physical, and social environments. 9. Evaluate how technological developments, societal decisions, and personal practices influence the earth s sustainability. 10. Examine the relationship between government and citizens to distinguish and evaluate the ways that civic participation occurs in local, state, tribal, national, and global communities. 11. Engage in informed and respectful deliberation of local, state, tribal, national, and global issues. 12. Analyze the structure and functions of political parties, interest groups, and the mass media and their affect on the political beliefs and behaviors of citizens. 13. Evaluate the contributions of early governments to the development of modern United States government. 14. Evaluate the various functions and processes of governments and their impact on societies and citizens comparing and contrasting various government designs to evaluate how they serve their citizens. 15. Identify defining documents and speeches of United States government and the specific purpose and significance of each. Economics 16. Examine the structure and functions of the US economy to analyze the impact of systemic decisions on personal, local, regional, national and global economies. 17. Examine the interdependence of economic systems and institutions and its effects upon individual, local, regional, national, and global decision-making. 18. Examine economic growth and use economic indicators to evaluate the condition of market systems. 19. Explain how changes in economic markets are related to availability of resources, production, distribution, and technological developments. 20. Analyze the present and future consequences of the allocation and use of scarce resources through individual choice, market interaction, and public policy. Financial Literacy 21. Acquire the knowledge and economic reasoning skills to make sound personal financial and consumer decisions to meet long and short term goals. 22. Understand and apply key concepts of personal income potential, risk management, and investment. 23. Examine individual responsibility and the impact of decisions on personal, local, regional, national and global economies. 24. Define and clarify an issue so that its dimensions are well understood. 25. Acquire, organize, analyze and evaluate information from primary and secondary sources. 26. Explain various perspectives on an event or issue and the reasoning behind them. 27. Apply systems thinking skills to analyze characteristics, causes, and consequences of an event, issue, problem or phenomenon. 28. Identify, compare, and evaluate outcomes, responses, or solutions; then reach an informed and supported conclusion. Comment [p1]: A standard related to the physical processes that shape the patterns of the Earth s surface and their global connections seems to be needed. Comment [p2]: Culture and cultural patterns, especially in relationship to human migration and the spread of innovation (technology, media) seem to be important. The meaning of this standard is not entirely clear. Is the intent that students are able to analyze economic patterns, social patterns, physical patterns, and human migration, settlement, and distribution patterns? Comment [p3]: These relationships are not limited to developing societies/nations. Possibly the wording should be the development of societies? Formatted: Font: (Default) Calibri, Font color: Black, Strikethrough Comment [p4]: This is an excellent standard and is an essential component for the Social Sciences. However, with the exception of High School, this core standard does not seem to be sufficiently represented throughout the grade level standards. Comment [p5]: This is an excellent standard. The ideals and skills of civic participation should be included throughout the grade levels. In particular, the notions behind responsibility, justice, authority and fairness should be reflected. Comment [p6]: The notion that scarcity and uneven distribution of resources can have both intended and unintended consequences now and in the future seems important. Comment [p7]: Although consumer decisions could be subsumed under a broad view of financial decisions, the grade level standards seem to focus on financial instruments and less on decisionmaking related to consumer choices (cost benefit, role of media, embodied energy, needs/wants, equity, common good, etc.). There are factors that could/should be considered in consumer decisionmaking that go beyond economics. If consumer decision-making is not appropriately included under financial literacy, it should be included within the civics standards. Comment [p8]: This standard is excellent, but does not seem to be well developed throughout the grade levels. Comment [p9]: When analyzing an event, issue, problem or phenomena, Systems Thinking provides a robust set of tools and habits of mind to consider the dynamic interrelationships of the social science disciplines content. By explicitly referring to Systems Thinking, the interconnectedness of social science systems is more likely to emerge and inform the analysis than if a set of serial analyses were to be undertaken.

2 Kindergarten K.1. Compare children and families of today to those of the past. K.2. Identify celebrations, commemorations, and holidays as a way of remembering and honoring people, events, and heritage. K.3. Identify people from today and fromin the past that showed honesty, courage, and responsibility. K.4. Distinguish between past, and present, and future. K.5. Connect the student s own environment with the past. K.6. Use sense of time for planning. K.7. Create a simple timeline of events. K.8. Identify and compare and contrast pictures, maps and globes. K.9. Describe roles of self and family members. K.10. Locate, identify, and describe places of importance to self, family, and school. K.11. Explain how address represents location for home and school. K.12. Explain how people can care for the environment. K.13. Use terms related to location, direction, and distance (e.g., over/under, here/there, left/right, above/below, forward/backward, between). K.14. Explain why rules are needed and how rules reduce conflict and promote fairness. K.15. Use respectful dialog, taking turns (cooperation), using words, and demonstrate understanding that rules are different in different settings. K.16. Create and follow classroom rules. K.17. Distinguish between democratic methods and decisions made by authority. Economics/Financial Literacy K.18. Identify various forms of money and explain how it is used. K.19. Give examples of different jobs performed in the students neighborhoods. K.20. Give examples of ownership of different items, recognizing the difference between private and public ownership, and the need for sharing. K.21. Explain how jobs provide income. K.22. Distinguish between wants and needs. K.23. Investigate past and present issues and determine what information is needed.

3 Grade Describe how people live in the community Compare the ways people lived in the community in the past with the way they live in the present Identify local people from today and from the past who showed honesty, courage, and responsibility Identify American songs and symbols and explain their origins Identify people and events observed in national celebrations and holidays Use terms related to time to sequentially order events that have occurred Explain how clocks and calendars are used to measure time Develop a simple timeline of important events Distinguish between historical fact and fiction in folktales and legends Use and apply cardinal directions; locate and identify local physical features on maps (e.g., oceans, cities, continents) Describe ways people celebrate their diverse cultural heritages in the community Explain how seasonal changes influence activities in school and community Locate and identify important places in the community (school, river, wetlands, library, etc.) Give examples of local natural resources and describe how people use them. Comment [p10]: This seems more like a teaching strategy than a standard. [I do recognize the importance of integrating literacy throughout the curriculum.] Wouldn t the standard focus on: Identify accurate information sources that distinguish between historical fact and fiction Describe the characteristics of responsible leaders Describe the characteristics of responsible team members Demonstrate the ability to be both a responsible and respectful leader and team member Identify the U.S. and Oregon flags Explain the origins of significant holidays. Economics/Financial Literacy Explain how personal saving and spending can be used to meet short-term financial goals Identify sources of income (e.g., gifts, borrowing, allowance, income) Explain why education increases earning potential Explain why people must make economic choices as consumers and how people cannot buy everything that they want Explain how and why things we use come from other countries via trade Identify simple cause-and-effect relationships Identify an issue or problem that can be studied Describe how two people can hold different perspectives.

4 Grade Identify individuals who had a positive impact on the local community and explain how people and events of the past influence the present and how people and events of the present might influence the future Identify when the local community was established and identify its founders and early settlers and recognizing continuity and change in local and regional communities over time Identify and describe community celebrations, symbols and traditions and explain why they are important Differentiate between events that happened in the recent and distant past Develop a timeline of important events in the history of the community Create and maintain a calendar of important school days, holidays and community events Use basic information on maps and other geographic tools to locate and identify physical and human features of the community Identify relative location of school and community in the state and nation Describe physical and human characteristics of the community Describe the settlement patterns of the local community (who, where, why) Identify how people have adapted to and have changed the physical geography of the community Participate in goal and rule setting and monitoring activities considering multiple points of view, the common good, individual rights and responsibilities, and equity. OR Participate in and monitor goal and rule setting, considering multiple points of view, the need for respectful deliberation, the common good, individual rights and responsibilities, and equity in their decision-making Identify services provided by local government Evaluate how individuals, groups, and communities manage conflict and promote justice Give examples of appropriate and inappropriate use of power and the consequences Identify local leaders and their functions, and the contributions of ordinary citizens to the community. Economics/Financial Literacy Explain the importance of personal budgeting and consumer choices to meet wants and needs Explain various methods of saving and how saving can help reach financial goals Understand that loaning/borrowing involves risk Explain the need to be an informed consumer Identify local businesses and the goods and services they produce Explain the uneven distribution of resources and the issue of scarcity and how it applies to personal and world resources Describe the connection between two or more current or historical events Compare and contrast past and present situations, people, and events in neighborhoods and communities Gather information relating to an issue or problem Explain why some information sources may be more reliable than others.

5 Grade 3 [Local/Regional History, in general most emphasis will be on Oregon at Grade 3] 3.1. Describe how significant people, events and developments have shaped their own community and region, and consider how people, events and developments might shape their community and region in the future Compare their community to other communities in the region in other times and places Use a variety of resources to gather information about the past in the region Write descriptions of local communities and regions past and present Explain how some sources are more useful for answering historical questions than others Identify hemispheres, continents and oceans using globes and maps Use a simple grid system, symbols, and other information to locate the physical and political features of places on maps and globes Identify links of land, regions, river systems, interstate highways between Oregon and other states Describe and analyze physical and human characteristics of tribal regions in Oregon and North America Identify and analyze physical features of Oregon and other Northwestern states Explain how the influence of humans (settlers, traders, immigrants, indigenous) in have adapted to and have changed Oregon s and the Northwest s physical systems Identify and analyze Oregon s natural resources and describe how people in Oregon and other parts of the world use them Describe how different levels of government provide services and protect citizens Describe the responsibilities of citizens in their school, community and state Participate in informed and respectful deliberation. Economics/Financial Literacy Describe the need for and demonstrate the ability to create a simple family/classroom budget Evaluate personal, consumer and local economic decisions using cost benefit analysis Explain the relationship between producers and consumers Explain the difference between short-term and long-term financial goals. Comment [p11]: Unless simplified tremendously, cost benefit analysis does not seem age appropriate Use a variety of historical sources including artifacts, pictures and documents to help define factual evidence Compare information from multiple sources recounting the same event and identify possible sources of bias Identify and compare different ways of looking at an event, issue, or problem Identify how people or other living things might be affected by an event, issue, or problem Identify possible options or responses; then make a choice or express an opinion.

6 Grade 4 [Oregon History] 4.1. Identify and describe historic Native American Indian groups that lived in Oregon prior to contact with Europeans and at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment Explain how key individuals and events influenced the early growth and changes in Oregon Give examples of changes in Oregon s agricultural, landuse, industrial, political, and business development over time Describe events/practices/beliefs that were developed in Oregon and contribute to Oregon s current status within the United States (e.g., Bottle Bill, public ownership of beaches, vote-by-mail, lack of sales tax, initiative and referendum) Identify the 9 federally recognized Oregon tribes and their aboriginal boundaries Describe the contributions of important Oregon artists and writers Identify the origin and significance of Oregon songs Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories Create timelines that show relationships among people, events, and movements in Oregon history Use primary and secondary sources to create a narrative about events in Oregon history Identify the main ideas in historical narratives. Comment [p12]: Again, this seems more like a teaching strategy than a standard. The standard would be that they would be to: Distinguish between fact and fiction in historical account by comparing different sources of information Use and draw maps to identify tribal regions in Oregon and North America Use geological tools (e.g., maps, GIS, Google Earth) to identify absolute and relative locations and physical characteristics of places in Oregon Explain the influence of Oregon and the Northwest s physical systems on humans, including Native Americans Compare and contrast Oregon s physical and human characteristics with those of other states Analyze varying patterns of settlements in Oregon, past and present, and consider future trends Identify conflicts involving use of land and natural resources, economy, and competition for scarce resources, different political view, boundary disputes, and cultural differences within and between different geographical areas Explain how people in Oregon have modified their environment and how the environment has influenced people s lives Describe how technological developments, societal decisions, and personal practices influence Oregon s sustainability Explain the organization and functions of Oregon government, and the rights and responsibilities of citizens Demonstrate the ability to participate in informed and respectful deliberation and to use basic Parliamentary Procedure Describe and evaluate how historical Oregon governments affected groups within the state (citizens, foreigners, women, class systems, minority groups, tribes) Explain the process of Oregon statehood. Economics/Financial Literacy Analyze different buying choices and their opportunity costs and explain the possible impacts of consumers making conscious buying choices.

7 4.24. Explain the difference between simple saving and investments Explain financial risk and methods to limit it Identify key industries of Oregon Explain how bartering/bargaining functions and its advantages and disadvantages when compared to using money Understand that scarcity determines price which affects demand Compare an eyewitness account to a secondhand account of an event Describe the sequence of events in given (?) current and historical accounts Analyze primary source historical accounts related to Oregon history to understand cause-and-effect, identify assumptions, and determine intended and unintended consequences Examine two or more accounts of the same event, issue or problem and identify possible sources of bias Identify two or more points of view of an event, issue or problem. Comment [p13]: Since price is not solely determined by scarcity, shouldn t this be something like impacts or influences?

8 Grade 5 Grade 5 [U.S. History ] 5.1. Identify and compare historical Indian groups and settlements that existed in North America prior to contact with European exploration in the late fifteenth and sixteenth centuries Locate and examine accounts of early Spanish, French and British explorations of North America noting major land and water routes, reasons for exploration, identification of natural resoruces, and the location and impact of exploration and settlement Explain the religious, political, and economic reasons for movement of people from Europe to the Americas and describe instances of both cooperation and conflict between Native American Indians and European settlers Identify and locate the 13 British colonies that became the United States and identify the early founders, describe daily life (political, social, and economic organization and structure), and describe early colonial resistance to British rule Analyze the causes as outlined in the Declaration of Independence, and examine the major American and British leaders, key events, international support, and consequences of (e.g., Articles of Confederation, changes in trade relationships, achievement of independence by the United States) the American Revolution Identify and describe the contributions of important early American artists and writers Describe instances of cooperation and conflict caused by the uneven distribution of natural resources and how these might affect national security Create and interpret timelines showing major people, events and developments in the early history of the United States Read fiction and nonfiction stories about conflicts among and between groups of people at different states in the formation of the United States; give examples of how conflicts were resolved and analyze the accuracy of the stories historical details and sequence of events Use primary and secondary sources to formulate historical questions, to examine an historical account about an issue of the time, and to reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, and what events led to these developments and what consequences or outcomes followed Identify, locate, and describe places and regions in the United States and describe how the availability of renewable and nonrenewable resources influence the development of those places and regions Use various types of maps and models to answer questions about the United States Explain migration, trade, and cultural patterns in the United States, including but not limited to the interrelationships among natural features, economic heritage and cultural heritage of places Describe how physical and political features influenced events, movements, and adaptation to the environment Analyze how cooperation and conflict among people, including but not limited to the distribution of limited resources, contribute to political, economic and social divisions in the United States Describe how technological developments, societal decisions, and personal practices influence sustainability in the United States Describe and evaluate how colonial and new states governments affected groups within their population (e.g., citizens, slaves, foreigners, nobles, women, class systems, tribes) Compare and contrast tribal forms of government, British monarchy, and early American colonial governments.

9 5.17. Identify principles of U.S. democracy found in the U.S. Constitution and Bill of Rights, including the rights and responsibilities of citizenship Describe the historical foundation of the U.S. constitutional government including colonial experiences, the Declaration of Independence, and Articles of Confederation Explain the origins and relationships of the three branches of government Describe how national government affects local and state government Describe civic ideals (e.g., including, but not limited to freedom, rule of law, equality, responsibility, civic participation, justice, the common good, civility, and equity). Economics/Financial Literacy Explain ways trade can be restricted or encouraged (e.g., boycott) and how these affect producers and consumers Explain the purpose of taxes and give examples from U.S. history of their use Define entrepreneur and explain the role of entrepreneurs in the economy Define capitalism and describe the functions of consumers, producers, and government Identify different types of financial institutions and explain the variety of their products and services Analyze two accounts of the same event or topic and describe important similarities and differences Gather, use and document information from multiple sources (e.g., print, electronic, human, primary, secondary) to examine an event, issue, or problem through inquiry and research Identify and study two or more points of view of an event, issue or problem Identify characteristics of an event, issue, or problem, suggesting possible causes and results intended and unintended consequences Propose a response or solution to an issue or problem and support why it makes sense, using support from research Analyze an issue or problem and proposal a response or solution that identifies research-supported implications on relevant economic, ecological and social systems.

10 Grade 6 Grade 6 [World History & --Western Hemisphere] 6.1. Determine and explain the historical context of key people, cultures, products, events, and ideas over time including the examination of different perspectives from people involved including, but not limited to, Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere Describe instances of cooperation and conflict caused by the uneven distribution of natural resources and how these might affect security within the Western Hemisphere Explain how different cultures in the Western Hemisphere record history Interpret documents and data from multiple primary and secondary sources (art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, written texts) while forming historical questions Critique information to determine if it is sufficient to answer historical questions Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise the Americas Define and use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record Identify issues related to a historical event in the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved Distinguish among different types of maps and geographic models and use them to analyze an issue in the Western Hemisphere Describe the natural, cultural and economic heritage and current characteristics of bioregions in the Western Hemisphere Collect and analyze data to interpret regions of the Western Hemisphere Classify and analyze the types of connections between places and bioregions in the Western Hemisphere Identify physical features of the Western Hemisphere and explain their aeffects on people and events Explain how people have adapted to or changed the physical environment in the Western Hemisphere Describe the physical environment of places in the Western Hemisphere and how it influences quality of life, trade, culture, and the economy Explain how technological developments, societal decisions, and personal practices influence sustainability in the Western Hemisphere Draw contrasts among various early government forms of groups in the Western Hemisphere (e.g., indigenous, colonial) Describe and evaluate how governments of early civilizations in the Western Hemisphere affected groups within their population (e.g., citizens, slaves, foreigners, nobles, women, class systems).

11 6.18. Describe and evaluate current forms of government in countries in the Western Hemisphere Describe common interests and evaluate examples of collaboration within the Western Hemisphere. Economics/Financial Literacy Explain and compute compound interest and apply it to situations of borrowing and saving Explain and compute exchange rates Explain and compute the costs of credit use (payments over time) Explain why it is important to protect one s personal information (e.g., Social Security number, financial information) and how it can be done Understand the role and function of prices in the economy Describe characteristics of command, market, traditional, and mixed economies and how they affect jobs and standards of living Explain that the economic and consumer choices that people make have both present and future consequences Explain that individuals, government, and society experience scarcity because human wants and needs exceed what can be produced from available resources Critique information to determine if it is sufficient to answer questions Clarify key aspects of an event, issue, or problem through inquiry and research Gather, interpret, document, and use information from multiple sources, distinguishing facts from opinions and recognizing points of view Apply systems thinking skills to identify causal relationships within one or more social system over time Apply research and analytical skills to an investigation of their own choosing, identify and evaluate alternative solutions and courses of action, and propose a solution based on research.

12 Grade 7 Grade 7 [World History and Eastern Hemisphere] Grade 7 [World History Eastern Hemisphere] 7.1. Describe the rise; the political, technological and cultural achievements; and the decline of ancient civilizations in Europe, Asia, and Africa including Greece, Rome, ancient China and ancient African civilizations, and the Medieval World incorporating the Crusades and Feudalism Describe and compare the beliefs, the spread, and the influence of religions throughout Europe, Asia, and Africa Analyze the diverse points of view and interests of those involved in the Crusades and give examples of the changes brought about by the Crusades Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe, Asia, and Africa Explain the economic, environmental and social factors that led to the decline of medieval society and of Asian and African societies Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest Describe instances of cooperation and conflict caused by the uneven distribution of natural resources and how these might affect security within the Eastern Hemisphere Explain how and why cultures in the Eastern Hemisphere record history in different ways Determine and explain the interdependence of people around the world during significant eras or events Analyze historical sources for accuracy and point of view while formulating historical questions using such sources as art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts Create and compare timelines that identify major people and events and developments in the history of civilization and/or countries of Africa, Asia and the Southwest Pacific Use visual, literary and musical sources to describe the development and transmission of culture over time Analyze cause-and-effect relationships, bearing in mind multiple causes, and the role of individuals, beliefs, and chance in history Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence Compare perspectives in history of Africa, Asia and the Southwest Pacific using fictional and nonfictional accounts Form historical questions and use a variety of information resources to find, summarize and evaluate historical data on the people places, events and developments that have played a part in the history of Africa, Asia and the Southwest Pacific Interpret documents and data from multiple primary and secondary sources (e.g., art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, written texts) while forming historical questions Use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based Use and evaluate graphs, charts, models, and databases to analyze geographic distributions in the Eastern Hemisphere.

13 7.20. Describe the natural, cultural and economic heritage and current characteristics of bioregions in the Eastern Hemisphere Collect and analyze data to make geographic inferences and predictions regarding the Eastern Hemisphere Interpret maps and other geographic tools to find patterns in human and physical systems in the Eastern Hemisphere Describe the physical environment of places in the Eastern Hemisphere and how it influences quality of life, trade, culture, and the economy Compare and analyze human characteristics (e.g., population, land use, language, and religion) of places and regions in the Eastern Hemisphere Explain how technological developments, societal decisions, and personal practices influence sustainability in the Eastern Hemisphere Compare and contrast Describe the roles of citizens in various governments in the Eastern Hemisphere Compare and contrast early forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Eastern Hemisphere Investigate current government issues in the Eastern Hemisphere and how they relate to other countries, including the United States Identify the characteristics of different forms of democratic government Draw contrasts among how current governments serve their citizens (e.g., trade, imperialism) Compare and contrast the impact of indigenous governments to imperial governments Analyze the significance of the Magna Carta, Hammurabi s Code and other documents on the development of modern governments Evaluate situations for common interests among nations and evaluate global collaboration. Economics/Financial Literacy Participate in career planning and describe the earning expectation of different paths Explain how inflation affects planning for one s financial future Explain outsourcing and describe the costs and benefits Explain the function of imports and exports in the economy Explain the concepts of supply and demand and how price allocates scarce goods Explain the function of profit in the economy Explain how the uneven distribution of resources influences their use and perceived value Analyze current and historical sources (e.g., artifacts, eyewitness accounts, letters and diaries, real or simulated historical sites, charts, graphs, diagrams, and written texts) for accuracy and point of view while forming questions Analyze evidence from multiple sources including those with conflicting information Articulate and define an issue, identifying key individuals and groups involved, their viewpoints, and areas of conflict and agreement Identify and develop proposed solutions or action strategies for addressing particular issues based on research Apply systems thinking skills to identify causal relationships within one or more social system over time Apply research and analytical skills to an investigation of their own choosing, identify and evaluate alternative solutions and courses of action, and propose a solution based on research.

14 Grade 8 Grade 8 [U.S. History 1765-Reconstruction] 8.1. Determine and explain the historical context of key people and events from the origins of the American Revolution through Reconstruction including the examination of different perspectives Evaluate continuity and change over the course of United States history by analyzing examples of conflict, cooperation, and interdependence among groups, societies, or nations Examine factors, including but not limited to access to natural resources, that motivated military and economic expansion from the American Revolution through Reconstruction, including the Westward Movement Evaluate the impact of different factors, including gender, age, ethnicity and class on groups and individuals during this time period and the impact these groups and individuals have on events of the time, including, but not limited to, the Irish Famine Analyze important political values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights Use and interpret documents and other relevant primary and secondary sources pertaining to U.S. History from multiple perspectives Analyze evidence from multiple sources including those with conflicting accounts about specific events in U.S. History Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry Construct a written historical argument demonstrating an understanding of primary and secondary sources Interpret maps to identify growth and development of the United States Identify and describe patterns and networks of economic interdependence, migration, and settlement Investigate how differing geographic perspectives apply to issues in U.S. History Describe the interrelationships among natural, cultural and economic heritage and current characteristics of bioregions in the United States Explain how current and historical technological developments, societal decisions, and personal practices influence sustainability in the United States Explain the rights and responsibilities of citizens in the United States and identify the origins of these rights and responsibilities Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, equity, common good or justice and express the position coherently. 8,15, Describe and analyze examples of tensions between individual rights and benefits and the societal good Describe the varied forms of local governments in North American colonies and identify the interests that the governments were serving (tribal relations, enfranchisement) Compare and contrast the British government s impact on American colonists to the colonists expectations of how they should be served (effective governance) Contrast the impact of the Articles of Confederation as a form of government to the U.S. Constitution Compare and contrast how European governments and the United States government interacted with Native American peoples Examine the development (?) activities of political parties and interest groups and their affect (should be effect?) on events, issues, and ideas.

15 8.20. Examine and analyze important United States documents, including (but not limited to) the Declaration of Independence, the Articles of Confederation, the Constitution, Bill of Rights, 13th -15th Amendments Examine important Supreme Court decisions prior to 1880 and the impact of the decisions on government practices, personal liberties, and property rights Analyze the changing definition of citizenship, and the expansion of rights, and the ideals of justice, equity, tolerance, and common good Evaluate the effects of actions taken by individuals and groups and describe the short and long term consequences of the actions. Economics/Financial Literacy Explain the function of the stock market Distinguish among tariffs, quotas, and government policies as means to regulate trade Describe the economic components of local, state, regional, and national government Explain balance of trade and evaluate the results of trade imbalances Explain business cycles and how they affect producers and consumers Describe how industrialization changes production and how it creates shifts in the market Describe the circular flow of economic activity and the role of producers, consumers, and government Compare fictional portrayals of a time, place, or character to historical or other non-fictional sources relating to the same period Critique data for point of view, historical context, distortion, or propaganda and relevance Examine a controversial event, issue, or problem from more than one perspective Using systems thinking skills eexamine the various characteristics, causes, and effects of an event, issue, or problem Investigate a response or solution to an issue or problem and support or oppose using research.

16 High School High School [US History Reconstruction to Present; World History 20th & 21st Century] HS.1. Evaluate continuity and change over the course of world and United States history. HS.2. Analyze the complexity and investigate causes and effects of significant events in world, U.S., and Oregon history. HS.3. Explain the historical development and impact of major world religions and philosophies. HS.4. Investigate the historical development and impact of major scientific and technological innovations; political thought, theory and actions; and art and literature on culture and thought. HS.5. Examine and evaluate the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity in world, U.S., and Oregon history. HS.6. Analyze ideas critical to the understanding of history to include, but not limited to, populism, progressivism, isolationism, imperialism, anti-communism, environmentalism, liberalism, fundamentalism, racism, conservatism, cultural diversity, feminism, and sustainability. HS.7. Analyze the history, culture, tribal sovereignty, and historical and current issues of the American Indian tribes and bands in Oregon and the United States. HS.8. Explain how the American labor movement influenced events and thinking in the United States and Oregon. HS.9. Identify historical and current instances when national interests and global interests have seemed to be opposed and analyze the issues involved. HS.9. Identify historical and current instances when national interests and global interests have seemed to be shared and analyze the issues involved. HS Analyze instances of cooperation and conflict caused by the uneven distribution of natural resources and how these might affect national security. HS.10. Evaluate a historical source for point of view and historical context. HS.11. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses. HS.12. Construct and defend a written historical argument using relevant primary and secondary sources as evidence. HS.13. Differentiate between facts and historical interpretations, recognizing that a historian s narrative reflects his or her judgment about the significance of particular facts. HS.14. Create and use maps, technology, imagery and other geographical representations to extrapolate and interpret geographic data. HS.15. Analyze and illustrate geographic issues by synthesizing data derived from geographic representations. HS.16. Analyze and evaluate the human and physical aspects of places and regions to appraise their development over time (e.g., urban growth) and how they are important to human identity and serve as symbols to unify or fragment society. HS.17. Analyze the interconnectedness of physical and human regional systems (e.g., a river valley and culture, water rights/use in regions, choice/impact of settlement locations) and their interconnectedness to global communities. HS.18. Explain how migration, immigration and communication (cultural exchange, convergence and divergence) lead to cultural changes and make predictions and draw conclusions about the global impact of cultural diffusion. HS.19. Analyze the impact of human migration on physical and human systems (e.g., urbanization, immigration, urban to rural).

17 HS.20. Evaluate how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory. HS.21. Analyze the impact on physical and human systems of resource development, use, and management and evaluate the issues of sustainability. HS.22. Relate trends in world population to current events and analyze their interrelationship. HS.23. Analyze how humans have used technology to modify the physical environment (e.g., atom bomb, tractor, housing types). HS.24. Analyze patterns of distribution and arrangement of settlement in different parts of the world and describe changes in physical, economic, political, and/or social characteristics that affect these patterns. HS.25. Analyze and critique the role of the Bill of Rights. HS.26. Describe elements of early governments (i.e., Greek, Roman, English, and others) that are visible in United States government structure. HS.27. Define and compare/contrast United States republican government to direct democracy, socialism, communism, theocracy, oligarchy. HS.28. Examine functions and process of United States government, legislation, taxation, and regulation. HS.29. Evaluate how governments interact at the local, state, tribal, national, and global levels. HS.30. Examine the structures and functions of Oregon s state, county, local and regional governments. HS.31. Analyze the roles and activities of political parties, interest groups and mass media and how they affect the beliefs and behaviors of local, state, and national constituencies. HS.32. Describe United States foreign policy and evaluate its impact on the United States and other countries. HS.33. Examine and evaluate documents and decisions related to the Constitution and Supreme Court decisions (e.g., Federalist Papers, Constitution, Marbury v. Madison, Bill of Rights, Constitutional amendments, Declaration of Independence). HS.34. Examine and analyze Supreme Court, Presidential and key leader speeches (to include, but not limited to, Martin Luther King, Jr., suffragists, presidential addresses). HS.35. Explain the role of government in various current events. HS.36. Investigate a current issue or problem, determining various perspectives on the issue and or problem, and proposing e solutions or supporting actions, and determine what, if any, their possible role in implementing the proposed solutions or supporting actions might be. HS.37. Analyze tribal sovereignty and how it affects historical and current events at the local, state, and national levels. HS.38. Analyze the role of civic ideals, including but not limited to equity, civility, freedom, the common good, justice, and responsible citizenship, in the United States and the wider global community. HS.39. Explain ways in which citizen action and public opinion influence policy decisions. HS.40. Analyze examples of how individuals and groups have acted within society to create change, meet individual needs and promote the common good, and describe the short and long term effect of these actions. Financial Literacy HS.38. Identify sources of credit and the advantages and disadvantages of using them and explain the significance of developing a positive credit rating and describe the advantage it can provide. HS.39. Explain the kinds and costs of insurance. HS.40. Explain how consumers can protect themselves from fraud, identity theft, bankruptcy, and foreclosure. HS.41. Compare and contrast tools for payment (e.g., cash, credit, check, debit card) and explain the advantages and disadvantages of each. HS.42. Explain how the stock market offers opportunity for investment and draw economic conclusions from market data. HS.43. Analyze the relationship between voting and economic policies.

18 HS.44. Describe a citizen s responsibility to pay taxes and demonstrate the ability to prepare and file simple state and federal tax forms. HS.45. Describe how consumer choices involve trading off the expected value of one opportunity gained against the expected value of the best alternative. Economics HS.45. Distinguish between fiscal and monetary policies, and describe the role and function of the Federal Reserve. HS.46. Describe and calculate Production Possibilities Frontier. HS.47. Explain how the global economy has developed and describe the involvement of free trade, comparative advantage, IMF, WTO, World Bank, and technology. HS.48. Explain economic challenges to growth in developing countries. HS.49. Compare and contrast market structures. HS.50. Compare and contrast methods of business organization. HS.51. Explain how economic indicators (including, but not limited to GDP, unemployment, inflation) describe the condition of the economy. HS.52. Explain how supply and demand curves represent economic activity and describe the factors that cause them to shift. HS.53. Define economic terms (e.g., elasticity, substitution, regulation, legislation) and identify examples of them in the current economy. HS.54. Explain how the American labor system impacts competition and trade in domestic and world markets. HS.55. Explain how the United States Stock Market indicates and influences expansion and contraction of the U.S. economy. HS.56. Explain how scarcity and the uneven distribution of resources result in economic decisions, and foster consequences that may support cooperation or conflict. HS.56. Define, research, and explain an event, issue, problem, or phenomenon and its significance to society. HS.57. Gather, analyze, use, and document information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals. HS.58. Demonstrate the skills and dispositions needed to be a critical consumer of information. HS.59. Using systems thinking skills aanalyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view. HS.60. Using systems thinking skills aanalyze an event, issue, problem, or phenomenon, identifying characteristics, influences, causes, and both short- and long-term effects. HS.61. Propose, compare, and judge multiple responses, alternatives, or solutions to issues or problems; then reach an informed, defensible, supported conclusion. HS.62. Analyze the effects of their own actions and actions taken by other individuals or groups. HS.63. Examine the rights and responsibilities of citizenship and their importance in promoting the resolution of issues. HS.62. Engage in informed and respectful deliberation and discussion of issues, events, and ideas. Comments Submitted by: Bora Simmons, Director National Project for Excellence in Environmental Education Eugene, OR borasimmons@gmail.com

DRAFT First Reading, Oregon State Board of Education

DRAFT First Reading, Oregon State Board of Education CORE STANDARDS It is essential that these standards be addressed in contexts that promote, civic responsibility and engagement, understanding global relationships, enhanced communication, making connections

More information

The Heritage of World Civilizations Fifth Edition

The Heritage of World Civilizations Fifth Edition A Correlation of The Heritage of World Civilizations Fifth Edition 2012 To the Oregon Social Sciences Standards US History Reconstruction Present World History 20 th & 21 st Century High US History Reconstruction

More information

Prentice Hall United States History Survey Edition

Prentice Hall United States History Survey Edition A Correlation of Prentice Hall United States History Survey Edition 2013 To the Oregon Social Sciences Standards US History - Reconstruction Present World History - 20 th & 21 st Century for US History

More information

A Correlation of. Pearson myworld History Survey Edition. To the. Oregon Social Sciences Standards. Grades 7 and 8

A Correlation of. Pearson myworld History Survey Edition. To the. Oregon Social Sciences Standards. Grades 7 and 8 A Correlation of Pearson myworld History Survey Edition 2012 To the Oregon Social Sciences Standards Grades 7 and 8 Social Sciences Grade 7 World History Eastern Hemisphere Table of Contents Historical

More information

A Correlation of Pearson myworld History Early Ages Edition, 2012 To the Oregon Social Science Standards Grade 7 and 8

A Correlation of Pearson myworld History Early Ages Edition, 2012 To the Oregon Social Science Standards Grade 7 and 8 A Correlation of Pearson myworld History To the Oregon Social Science Standards Grade 7 and 8 Table of Contents Social Sciences Grade 7 World History and Geography Eastern Hemisphere Historical Knowledge...

More information

7.1.3.a.1: Identify that trade facilitates the exchange of culture and resources.

7.1.3.a.1: Identify that trade facilitates the exchange of culture and resources. History: 6.1.1.a.1: Identify the cultural achievements of ancient civilizations in Europe and Mesoamerica. Examples: Greek, Roman, Mayan, Inca, and Aztec civilizations. 6.1.2.a.1: Describe and compare

More information

5-8 Social Studies Curriculum Alignment. Strand 1: History

5-8 Social Studies Curriculum Alignment. Strand 1: History 5-8 Social Studies Curriculum Alignment Strand 1: History Content Standard 1: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes,

More information

INDIANA S CORE STANDARDS:

INDIANA S CORE STANDARDS: Summer 2008 INDIANA S S: Core Academic Concepts Across the K 12 Continuum A Companion to Indiana s Academic Standards SOCIAL STUDIES Kindergarten Grade 12 Copyright 2008, Indiana Department of Education.

More information

The Idea of America by Colonial Williamsburg Modern Edition

The Idea of America by Colonial Williamsburg Modern Edition A Correlation of by Colonial Williamsburg Modern Edition 2011 To the Oregon Social Sciences Standards US History Reconstruction Present World History 20 th & 21 st Century for Table of Contents Historical

More information

New York State Social Studies High School Standards 1

New York State Social Studies High School Standards 1 1 STANDARD I: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points

More information

Oregon Social Sciences Standards Grade 8

Oregon Social Sciences Standards Grade 8 A Correlation of Prentice Hall Survey Edition 2011 To the Oregon Grade 8 Table of Contents Historical Knowledge... 3 Historical Thinking... 3 Geography... 4 Civics and Government... 4 Economics/Financial

More information

A Correlation of. Prentice Hall America: History of Our Nation Beginnings to To the. Oregon Social Sciences Standards.

A Correlation of. Prentice Hall America: History of Our Nation Beginnings to To the. Oregon Social Sciences Standards. A Correlation of Prentice Hall America: History of Our Nation Beginnings to 1877 2011 To the Oregon Social Sciences Standards Grade 8 Table of Contents Historical Knowledge... 3 Historical Thinking...

More information

Grades 6-8 Social Studies GLE Comparison Chart

Grades 6-8 Social Studies GLE Comparison Chart Grades 6-8 Social Studies GLE Comparison Chart Grade 6 Grade 7 Grade 8 No or Minimal 74% Change 1 20/27 GLEs Moderate 15% Change 2 4/27 GLEs New Content 11% 3/27 GLEs No or Minimal Change Moderate Change

More information

Student accountability for these content standards will be available in for social science CIM endorsement.

Student accountability for these content standards will be available in for social science CIM endorsement. Storytelling connects with yellow highlighted standards. The study of the social sciences (civics, economics, geography, and history) prepares students for responsible citizenship. It enables students

More information

5 th Grade US History

5 th Grade US History 5 th Grade US History Essential Questions: 1. How do people access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations? 2. How do people create

More information

SOCIAL SCIENCES STANDARDS

SOCIAL SCIENCES STANDARDS Catholic Elementary and Middle School SOCIAL SCIENCES STANDARDS 2012 Archdiocese of Portland in Oregon Social Sciences Curriculum Kindergarten through Grade 8 The Department of Catholic Schools extends

More information

McKinley Presidential Library & Museum American Heritage Tour Standards Third Grade

McKinley Presidential Library & Museum American Heritage Tour Standards Third Grade Third Grade: Communities: Past and Present, Near and Far McKinley Presidential Library & Museum American Heritage Tour Standards Third Grade Historical Thinking and Skills Heritage Events in local history

More information

ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R AUTHORITY: 1-8, NRS , , and

ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R AUTHORITY: 1-8, NRS , , and ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION LCB File No. R056-17 EXPLANATION Matter in italics is new; matter in brackets [omitted material] is material to be omitted. AUTHORITY: 1-8, NRS 385.080,

More information

SOCIAL STUDIES SKILLS

SOCIAL STUDIES SKILLS SOCIAL STUDIES SKILLS Anchor Standard: The student understands and applies reasoning skills to conduct research, deliberate, and form and evaluate positions through the processes of reading, writing, and

More information

OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. January 8, 2009 SOCIAL STUDIES 7 CURRICULUM

OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. January 8, 2009 SOCIAL STUDIES 7 CURRICULUM OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY January 8, 2009 SOCIAL STUDIES 7 CURRICULUM PROPOSAL: It is proposed that the Board of Education adopt the Social Studies 7 Curriculum for students in

More information

InspireData Standards Match

InspireData Standards Match InspireData Standards Match F L O R I D A Sunshine State Standards: Social Studies Meeting curriculum standards is a major focus in education today. This document highlights the correlation of InspireData

More information

CIVICS AND GOVERNMENT: Understand and apply knowledge about governmental and political systems, and the rights and responsibilities of citizens.

CIVICS AND GOVERNMENT: Understand and apply knowledge about governmental and political systems, and the rights and responsibilities of citizens. SOCIAL SCIENCES adopted April 2001. Student accountability on statewide assessments begins 2003-04. The study of the social sciences (civics, economics, geography, and history) prepares students for responsible

More information

History/Social Science Standards (ISBE) Section Social Science A Common Core of Standards 1

History/Social Science Standards (ISBE) Section Social Science A Common Core of Standards 1 History/Social Science Standards (ISBE) Section 27.200 Social Science A Common Core of Standards 1 All social science teachers shall be required to demonstrate competence in the common core of social science

More information

Missouri Educator Gateway Assessments

Missouri Educator Gateway Assessments Missouri Educator Gateway Assessments FIELD 014: MIDDLE SCHOOL EDUCATION: SOCIAL SCIENCE June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. History 0001 0006 40% II.

More information

GRADE 8 United States History Growth and Development (to 1877)

GRADE 8 United States History Growth and Development (to 1877) GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

More information

myworld History Early Ages Edition 2012

myworld History Early Ages Edition 2012 A Correlation of to the Pennsylvania Assessment Anchor Standards Civics and Government Economics Geography History Grades 6-8 INTRODUCTION This document demonstrates how meets the 2009 Pennsylvania Assessment

More information

SOCIAL STUDIES GRADE 7. I Can Checklist Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 7. I Can Checklist Office of Teaching and Learning Curriculum Division SOCIAL STUDIES WORLD STUDIES FROM 750 B.C. TO 1600 A.D.: ANCIENT GREECE TO THE FIRST GLOBAL AGE GRADE 7 I Can Checklist 2015-2016 Aligned with Ohio s New Learning Standards for Social Studies Office of

More information

Fifth Grade Social Studies Standards and Benchmarks

Fifth Grade Social Studies Standards and Benchmarks Fifth Grade Social Studies Standards and Benchmarks Standard #1: History Definition: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes,

More information

Wisconsin Model Academic Standards for Social Studies Grades K -6

Wisconsin Model Academic Standards for Social Studies Grades K -6 A Correlation of 2005 to the Wisconsin Model Academic Standards Grades K -6 G/SS-25 This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies

More information

Acuity Indiana Social Studies - Diagnostic Blueprints

Acuity Indiana Social Studies - Diagnostic Blueprints Social Studies Diagnostic Blueprints Diagnostic 1 Diagnostic 2 Diagnostic 3 Diagnostic 4 Grade Standard Indicator Testing Window 10/13-11/03/10 01/05-01/26/11 03/09-03/30/11 05/04-05/25/11 Total # of Item

More information

MIDDLE GRADES SOCIAL SCIENCE

MIDDLE GRADES SOCIAL SCIENCE MIDDLE GRADES SOCIAL SCIENCE Content Domain Range of Competencies l. History 0001 0008 50% ll. Geography and Culture 0009 0011 19% lll. Government 0012 0014 19% lv. Economics 0015 0016 12% Approximate

More information

MISSISSIPPI SOCIAL STUDIES FRAMEWORKS, UNITED STATES HISTORY TO 1877 EIGHTH GRADE

MISSISSIPPI SOCIAL STUDIES FRAMEWORKS, UNITED STATES HISTORY TO 1877 EIGHTH GRADE Mississippi Social Studies Frameworks, Mississippi Social Studies Frameworks, United States History to 1877 (Grade 8) EIGHTH GRADE (United States History to 1877) STRANDS: (C-Civics); (H-History); (G-Geography);

More information

Background Content Standards are general statements of what a student should know or be able to do relative to a particular academic area.

Background Content Standards are general statements of what a student should know or be able to do relative to a particular academic area. Background Content Standards are general statements of what a student should know or be able to do relative to a particular academic area. A rationale statement accompanies each content standard. Benchmarks

More information

GRADE TEN SOCIAL STUDIES CONTENT STANDARDS AND OBJECTIVES CORRELATION TO WE THE PEOPLE. Tenth Grade: United States Studies to 1900

GRADE TEN SOCIAL STUDIES CONTENT STANDARDS AND OBJECTIVES CORRELATION TO WE THE PEOPLE. Tenth Grade: United States Studies to 1900 GRADE TEN SOCIAL STUDIES CONTENT STANDARDS AND OBJECTIVES CORRELATION TO WE THE PEOPLE Tenth Grade: United States Studies to 1900 Grade 10 Social Studies Standard: 1 Citizenship SS.O.10.01.01 compare and

More information

GRADE 7 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 7

GRADE 7 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 7 GRADE 7 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.

More information

NEXT GENERATION SOCIAL STUDIES BENCHMARKS. Develop an understanding of how to use and create a. Develop an awareness of a primary source.

NEXT GENERATION SOCIAL STUDIES BENCHMARKS. Develop an understanding of how to use and create a. Develop an awareness of a primary source. Grade K SOCIAL STUDIES CROSS REFERENCE Use the table below to determine which Social Studies Standards on the report card you have covered teaching the Next Generation Social Studies Benchmarks to your

More information

Global: Spiraling essential questions, concepts and skills, and standards. Grade 5

Global: Spiraling essential questions, concepts and skills, and standards. Grade 5 History and Geography (H,G) Geography- Why do people move?, How does a region s geography, climate, and natural resources affect the way people live? What information and stories do maps and globes tell?

More information

Grade 8 Social Studies - Geography Standard Describe location of human populations and cultural characteristics of.

Grade 8 Social Studies - Geography Standard Describe location of human populations and cultural characteristics of. Grade 8 Social Studies - Geography Standard 1-8.3.3.5 Describe location of human populations and cultural characteristics of. (8 regions) Standard 2-8.3.3.6 Describe how the physical and environmental

More information

Ohio Learning Standards in Social Studies Proposed Revisions

Ohio Learning Standards in Social Studies Proposed Revisions Kindergarten Ohio Learning Standards in Social Studies Topic: Historical Thinking and Skills 1. Time can be measured. 2. Personal history can be shared through stories and pictures. Topic: Heritage 3.

More information

Oakwood City School District: Fourth Grade Social Studies. Fourth Grade Social Studies

Oakwood City School District: Fourth Grade Social Studies. Fourth Grade Social Studies Ohio s social studies content standards incorporate history, geography, government and economics in order to prepare students to be participating citizens. Specifically, social studies: Helps students

More information

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM ILLINOIS LICENSURE TESTING SYSTEM January 2017 Effective beginning May 14, 2018 ILLINOIS LICENSURE TESTING SYSTEM January 2017 Subarea Range of Objectives I. Social Science Foundational Skills 0001 0003

More information

Eighth Grade Social Studies Crosswalk North Carolina and the United States: Creation and Development of the State and Nation

Eighth Grade Social Studies Crosswalk North Carolina and the United States: Creation and Development of the State and Nation This document is designed to help North Carolina educators teach the Common Core and s (Standard Course of Study). NCDPI staff Eighth Grade Social Studies Crosswalk North Carolina and the United States:

More information

Combined Curriculum Document Social Studies Fifth Grade

Combined Curriculum Document Social Studies Fifth Grade Big Idea: Government and Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental

More information

Grade 8 Social Studies

Grade 8 Social Studies Standard 1: History Students will examine the relationship and significance of themes, concepts, and movements in the development of United States history, including review of key ideas related to the

More information

We the People: The Citizen and the Constitution

We the People: The Citizen and the Constitution We the People: The Citizen and the Constitution CORRELATION GUIDE for Maine s Social Studies Framework and Standards Published by the Center for Civic Education and funded by the U.S. Department of Education

More information

Individuals and Societies

Individuals and Societies Individuals and Societies Subject Group Overview North American History (to 1800) YEAR 0 (Grade 5) Unit Title Key Concept Related Concept(s) Context and Exploration Native American Cultures of North America

More information

Houghton Mifflin Harcourt The United States: Making a New Nation Minnesota Academic Standards in Social Studies, Grade 5

Houghton Mifflin Harcourt The United States: Making a New Nation Minnesota Academic Standards in Social Studies, Grade 5 Houghton Mifflin Harcourt The United States: Making a New Nation 2012 correlated to the Minnesota Academic in Social Studies, Grade 5 Grade 5 5.1 Citizenship and Government 5.1.1 Civic Skills 5.1.1.1 Democratic

More information

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM ILLINOIS LICENSURE TESTING SYSTEM FIELD 114 SOCIAL SCIENCE: HISTORY November 2003 Illinois Licensure Testing System FIELD 114 SOCIAL SCIENCE: HISTORY November 2003 Subarea Range of Objectives I. Social

More information

Principles of Citizenship

Principles of Citizenship Kindergarten Social Studies ACPS Curriculum Overview Systems: Economic, Social, Political/ Civic Principles of Citizenship Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships

More information

Pre-K & Kindergarten Diocese of Fall River Social Studies Learning Outcomes

Pre-K & Kindergarten Diocese of Fall River Social Studies Learning Outcomes Pre-K & Kindergarten Diocese of Fall River Social Studies Learning Outcomes and 1. Recall events and/or people celebrated during U.S. national holidays (such as Columbus Day, Independence Day, Martin Luther

More information

INSPIRED STANDARDS MATCH: LOUISIANA

INSPIRED STANDARDS MATCH: LOUISIANA www.inspiration.com LOUISIANA SOCIAL STUDIES CONTENT STANDARDS STATE STANDARDS FOR CURRICULUM DEVELOPMENT 05/22/97 TABLE OF CONTENTS PAGE INTRODUCTION... 3 LOUISIANA CONTENT STANDARDS FOUNDATION SKILLS...

More information

Social Studies Standard Articulated by Grade Level

Social Studies Standard Articulated by Grade Level Scope and Sequence of the "Big Ideas" of the History Strands Kindergarten History Strands introduce the concept of exploration as a means of discovery and a way of exchanging ideas, goods, and culture.

More information

INDEPENDENT SCHOOL DISTRICT 196 Rosemount-Apple Valley-Eagan Public Schools Educating our students to reach their full potential

INDEPENDENT SCHOOL DISTRICT 196 Rosemount-Apple Valley-Eagan Public Schools Educating our students to reach their full potential INDEPENDENT SCHOOL DISTRICT 196 Rosemount-Apple Valley-Eagan Public Schools Educating our students to reach their full potential Series Number 619 Adopted November 1990 Revised June 2013 Title K-12 Social

More information

Idaho Content Standards for Social Studies. Grade 5

Idaho Content Standards for Social Studies. Grade 5 Title of Material: We the People: The Citizen & the Constitution Author: Center for Civic Education Publisher: Center for Civic Education ISBN #: 978-089818169-2 Reviewer: Recommend Approval yes no Highly

More information

Curriculum Guide For Social Studies. * (Revised June 2018)

Curriculum Guide For Social Studies. * (Revised June 2018) Curriculum Guide For Social Studies * (Revised June 2018) Table of Contents Pg # 1) Purpose Statement for our......... 3 Social Studies Curriculum 2) Overview of Social Studies........ 3-7 Curriculum 3)

More information

Social Studies Content Expectations

Social Studies Content Expectations The fifth grade social studies content expectations mark a departure from the social studies approach taken in previous grades. Building upon the geography, civics and government, and economics concepts

More information

Boyd County Public Schools

Boyd County Public Schools SOCIAL STUDIES 8 TH Grade Checklist Civics and Government SS-08-1.1.1 I can define monarchy. I can define democracy I can define republic I can identify the purposes and sources of power in a monarchy.

More information

California Subject Examinations for Teachers

California Subject Examinations for Teachers CSET California Subject Examinations for Teachers TEST GUIDE SOCIAL SCIENCE SUBTEST III Subtest Description This document contains the Social Science subject matter requirements arranged according to the

More information

Grade 2 Foundations of Social Studies: Communities

Grade 2 Foundations of Social Studies: Communities Grade 2 Standard 2-1: The student will demonstrate an understanding of the local community as well as the fact that geography influences not only the development of communities but also the interactions

More information

How will you assess mastery of the standard? 8th Grade Key Terms What do the Students Have to Know to Master the Standard?

How will you assess mastery of the standard? 8th Grade Key Terms What do the Students Have to Know to Master the Standard? Government & Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including

More information

Title Social Studies Grade 3

Title Social Studies Grade 3 Title Social Studies Grade 3 Type Individual Document Map Authors Jenny Wnuk Subject Social Studies Course Social Studies Grade 3 Grade(s) 03 Location District Curriculum Writing History Notes Attachments

More information

Indiana Academic Standards Social Studies

Indiana Academic Standards Social Studies A Correlation of To the Introduction This document demonstrates how,, meets the for,. Correlation page references are to the Student Edition and Teacher Edition. The all new myworld Interactive encourages

More information

Themes of World History

Themes of World History Themes of World History Section 1: What is world history? A simple way to define world history is to say that it is an account of the past on a world scale. World history, however, is anything but simple.

More information

North Carolina Essential Standards for Social Studies Grade 7

North Carolina Essential Standards for Social Studies Grade 7 A Correlation of Pearson myworld History Survey Edition myworld Geography Survey Edition Digital Support to the for Social Studies Grade 7 History 7.H.1 Use historical thinking to analyze various modern

More information

New York State K-8 Social Studies Framework

New York State K-8 Social Studies Framework The State Education Department The University of the State of New York New York State K-8 Social Studies Framework Revised August 2014 Contents Grades K 4... 3 Social Studies Practices: Vertical Articulation

More information

Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework

Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework Old Sturbridge Village provides enrichment of curriculum standards that complement classroom instruction. Fieldtrips

More information

Missouri State Standards. Correlated to. Reading Essentials in Social Studies Perfection Learning Corporation. Grade 8

Missouri State Standards. Correlated to. Reading Essentials in Social Studies Perfection Learning Corporation. Grade 8 Missouri State Standards Correlated to Reading Essentials in Social Studies Perfection Learning Corporation Grade 8 Standards for Social Studies Principles of Constitutional 1. Knowledge of the principles

More information

Groveport Madison Local School District Seventh Grade Social Studies Content Standards Planning Sheets

Groveport Madison Local School District Seventh Grade Social Studies Content Standards Planning Sheets Standard: Citizenship Rights and Responsibilities A. Show the relationship between civic participation and attainment of civic and public goals. 1. Explain how the participation of citizens differs under

More information

GRADE 5 - AMERICAN HISTORY (PREHISTORY ) OVERVIEW

GRADE 5 - AMERICAN HISTORY (PREHISTORY ) OVERVIEW GRADE 5 - AMERICAN HISTORY (PREHISTORY - 1820) OVERVIEW The fifth grade curriculum takes a rigorous look at American history. This curriculum begins with the pre-historic arrival of hunter-gatherer societies

More information

California Academic Content Standards. History/Social Science K-3

California Academic Content Standards. History/Social Science K-3 California Academic Content Standards History/Social Science K-3 notes Kindergarten LEARNING AND WORKING NOW AND First Grade A CHILD S PLACE IN TIME AND SPACE History/Social Science Standards K-3 Page

More information

Content Area: Social Studies Grade/Course: K / ACCN: No ACCN

Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Grade/Course: K / ACCN: No ACCN Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Benchmark

More information

CORRELATION SUNSHINE STATE STANDARDS

CORRELATION SUNSHINE STATE STANDARDS CORRELATION SUNSHINE STATE STANDARDS SUBJECT: Social Studies SUBMISSION TITLE: Prentice Hall Magruder's American Government 2004 PUBLISHER: Pearson Prentice Hall GRADE: 9-12th Grade STRAND, SUNSHINE STATE

More information

WORLD HISTORY FROM 1300: THE MAKING OF THE MODERN WORLD

WORLD HISTORY FROM 1300: THE MAKING OF THE MODERN WORLD (Elective) World History from 1300: The Making of the Modern World is designed to assist students in understanding how people and countries of the world have become increasingly interconnected. In the

More information

A Correlation of. Milwaukee Public Schools Social Studies Learning Targets Grades K-6 G/SS-45

A Correlation of. Milwaukee Public Schools Social Studies Learning Targets Grades K-6 G/SS-45 A Correlation of to Milwaukee Public Schools Social Studies Grades K-6 G/SS-45 This correlation demonstrates the close alignment between Scott Foresman Social Studies and the Milwaukee Public Schools Social

More information

K-12 Social Studies Content Areas

K-12 Social Studies Content Areas K-12 Social Studies Content Areas 100 Social Studies Skills 1600 200 Human Culture 1700 300 Innovation and Cultural Change 1800 400 Multicultural Diversity 1900 500 Social Problems 2000 600 Foundations

More information

Proposed AKS for Kindergarten Social Studies

Proposed AKS for Kindergarten Social Studies Proposed AKS for Kindergarten Social Studies A - Map and Globe Skills 1. use cardinal directions B - Information Processing Skills 2. compare similarities and differences 3. organize items chronologically

More information

7 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A F

7 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A F 7 TH GRADE SOCIAL SCIENCE CHECKLIST Goals 14 18 Illinois Learning Standards A F Performance Descriptors This checklist is a suggested guide What is important is not that you stick with the grade level

More information

GRADE 9: Canada: Opportunities and Challenges

GRADE 9: Canada: Opportunities and Challenges GRADE 9: Canada: Opportunities and Challenges OVERVIEW Grade 9 students will analyze the relationship between Canada s political and legislative processes and their impact on issues pertaining to governance,

More information

Iowa Core K-12 Social Studies. Essential Concepts and Skills with Details and Examples

Iowa Core K-12 Social Studies. Essential Concepts and Skills with Details and Examples Iowa Core K-12 Social Studies Essential Concepts and Skills with Details and Examples Introduction Social studies is the integrated study of the social sciences and humanities to promote civic competence.

More information

SAS Curriculum 8 th Grade Social Studies Activities by Strand

SAS Curriculum 8 th Grade Social Studies Activities by Strand SAS Curriculum 8 th Grade Social Studies Activities by Strand Strand - History Essential Standard 8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United

More information

Standards Correlated to Teaching through Text Sets: Citizenship and Government 20194

Standards Correlated to Teaching through Text Sets: Citizenship and Government 20194 Standards Correlated to Teaching through Text Sets: Citizenship and Government 20194 New York Core Curriculum Grade 5 Social Studies NY.1. History of the United States and New York: Students will use a

More information

Grade 8 Pre AP United States History Learner Objectives BOE approved

Grade 8 Pre AP United States History Learner Objectives BOE approved Grade 8 Pre AP United States History Learner Objectives BOE approved 2-17-2017 Learner Objective: Develop the ability to make informed decisions for the public good as citizens of a culturally diverse,

More information

TABLE OF CONTENTS. Describe and analyze the foundations of Asian political and

TABLE OF CONTENTS. Describe and analyze the foundations of Asian political and TABLE OF CONTENTS DOMAIN 1: COMPETENCY 1.1 WORLD HISTORY ANCIENT CIVILIZATIONS...1 Skill 1.1a Skill 1.1b Skill 1.1c Skill 1.1d Skill 1.1e Skill 1.1f Describe the early physical and cultural development

More information

Standards Social Studies Grades K-12 Mille Lacs Indian Museum

Standards Social Studies Grades K-12 Mille Lacs Indian Museum Grade Workshops Native American Four Seasons Exhibit Hall Seasonal Demonstrati Stards Social Studies Grades K-12 Mille Lacs Indian Museum Title Program Name Stards K Str Sub-Str Stard Code 1. Citizenship

More information

PLT s GreenSchools! Correlation to the National Curriculum Standards for Social Studies

PLT s GreenSchools! Correlation to the National Curriculum Standards for Social Studies PLT s GreenSchools! Correlation to the National Curriculum Standards for Social Studies Table 1. Knowledge: Early Grades Knowledge PLT GreenSchools! Investigations I. Culture 1. Culture refers to the behaviors,

More information

Globe Fearon. Pacemaker United States History Third Edition, ISBN# correlated to Wisconsin History Content Standards Grades 6-12

Globe Fearon. Pacemaker United States History Third Edition, ISBN# correlated to Wisconsin History Content Standards Grades 6-12 Globe Fearon Pacemaker United States History Third Edition, ISBN# 0-130-23304-8 correlated to Wisconsin History Content Standards Grades 6-12 Table of Contents Pacemaker US HISTORY ISBN# 0-130-23304-8

More information

Sample Social Studies. Standards

Sample Social Studies. Standards Sample Social Studies Environment Content Standard Standards Students will learn about geography through the study of the relationships among people, places, and environments. FOURTH GRADE By the end of

More information

Social Studies Fifth Grade

Social Studies Fifth Grade Geography Harbor Creek School District Social Studies Fifth Grade Principles and Documents of Basic Geographic Literacy American Symbols and Map Skills August / September E Describe the proper use, display

More information

Delta RV United States History Revised-2009

Delta RV United States History Revised-2009 Delta RV United States History Revised-2009 Social Studies: United States History (11 th & 12th Grades) Principles of Constitutional Democracy Content Standard 1: Knowledge of principles expressed in documents

More information

Maine Learning Results Social Studies

Maine Learning Results Social Studies A Correlation of To the Social Studies Grade 6-8 Introduction This document demonstrates how myworld History, meets the Maine Learning Results,. Correlation page references are to the Student Edition and

More information

GRADE 9 WORLD HISTORY

GRADE 9 WORLD HISTORY GRADE 9 WORLD HISTORY (1) The student will understand traditional historical points of reference in the world The student is A identify the major eras in world history and describe their defining characteristics;

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

Description of content. How well do I know the content? (scale 1 5)

Description of content. How well do I know the content? (scale 1 5) Page 1 I. United States History (20%) of A. Understands basic North American geography, peoples, and cultures prior to European colonization B. Understands how and why European colonies in North America

More information

Warren County Public Schools 5 th Grade Social Studies. Program of Studies Core Content 4.1 Student Learning Targets

Warren County Public Schools 5 th Grade Social Studies. Program of Studies Core Content 4.1 Student Learning Targets Unit & Time Frame Geography 1-2 Program of Studies Core Content 4.1 Student Learning Targets (I Can ) SS-5-G-U-1 Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs)

More information

SOCIAL STUDIES CURRICULUM GRADE 5

SOCIAL STUDIES CURRICULUM GRADE 5 VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 8121 Fax Number: (845) 457-4254 SOCIAL STUDIES CURRICULUM GRADE 5 JULY 2008 Approved by the

More information

Grade 5 Curriculum Guide ( )

Grade 5 Curriculum Guide ( ) 5.1.1.1.1 Simulate a historic event to show how civic engagement (voting, civil discourse about controversial issues and civic action) improves and sustains a democratic society, supports the general welfare,

More information

Content Map For Social Studies

Content Map For Social Studies World Geography SS-WG-1 Describe population distribution, density, and what factors contribute to these. SS-WG-2 SS-WG-3 SS-WG-4 SS-WG-5 SS-WG-6 Describe how major religions impact cultures. Describe government

More information

Eighth Grade American Studies Curriculum Social Studies

Eighth Grade American Studies Curriculum Social Studies Eighth Grade American Studies Curriculum Social Studies 8 th Grade American Studies Overview Course Description American Studies students in eighth grade history will study American history of the twentieth

More information

We the People: The Citizen and the Constitution

We the People: The Citizen and the Constitution We the People: The Citizen and the Constitution Textbook & Program Alignment to the Ohio Academic Content Standards for the Social Studies Grades 3-12 As Prepared by the Ohio Center for Law-Related Education

More information

FOURTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations.

FOURTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations. FOURTH GRADE SOCIAL SCIENCE GOAL #14 UNDERSTAND POLITICAL SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES STANDARD 14-A Understand and explain basic principles of the United States government. List reasons

More information