SS Standards Side-by-Side 2018 625339 7

Social Studies
Standards
2007 TO 2018 SIDE-BY-SIDE COMPARISON
Office of Educational Supports

NOTE: Most 2018 examples in parentheses that are marked as deleted were not removed from the
document; they were relocated to the Examples column.
Table of Contents
SOCIAL STUDIES CONTENT EXPECTATIONS: KINDERGARTEN ....................................................................................1
HISTORY .........................................................................................................................................................................1
GEOGRAPHY ................................................................................................................................................................1
CIVICS AND GOVERNMENT .......................................................................................................................................2
ECONOMICS ................................................................................................................................................................3
PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4) ...............................................3
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE ONE .........................................................................................4
HISTORY .........................................................................................................................................................................4
GEOGRAPHY ................................................................................................................................................................5
CIVICS AND GOVERNMENT .......................................................................................................................................6
ECONOMICS ................................................................................................................................................................7
PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4) ...............................................8
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE TWO .........................................................................................8
HISTORY .........................................................................................................................................................................8
GEOGRAPHY ................................................................................................................................................................9
CIVICS AND GOVERNMENT .....................................................................................................................................10
ECONOMICS ..............................................................................................................................................................12
PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4) .............................................12
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE THREE .....................................................................................13
HISTORY .......................................................................................................................................................................13
GEOGRAPHY ..............................................................................................................................................................15
ECONOMICS ..............................................................................................................................................................17
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE FOUR......................................................................................19
HISTORY .......................................................................................................................................................................19
GEOGRAPHY ..............................................................................................................................................................21
ECONOMICS ..............................................................................................................................................................25
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE FIVE ........................................................................................28
U1 USHG ERA 1 – BEGINNINGS TO 1620 ..........................................................................................................28
U2 USHG ERA 2 – COLONIZATION AND SETTLEMENT (1585-1763) ..............................................................30
U3 USHG ERA 3 REVOLUTION AND THE NEW NATION (1754 - 1800) ..........................................................33
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE SIX ..........................................................................................37
HISTORY .......................................................................................................................................................................37
GEOGRAPHY ..............................................................................................................................................................41
ECONOMICS ..............................................................................................................................................................54
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE SEVEN ....................................................................................57
HISTORY .......................................................................................................................................................................57
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE EIGHT .....................................................................................76
FOUNDATIONS IN UNITED STATES HISTORY AND GEOGRAPHY ERAS 1-32 .......................................................76
U3 USHG ERA 3 – REVOLUTION AND THE NEW NATION ...............................................................................76
U4 USHG ERA 4 – EXPANSION AND REFORM (1792-1861) ...........................................................................78
U5 USHG ERA 5 – CIVIL WAR AND RECONSTRUCTION (1850-1877) ...........................................................82
MICHIGAN’S GRADE LEVEL CONTENT EXPECTATIONS FOR SOCIAL STUDIES (9-12) ..........................................87
WORLD HISTORY AND GEOGRAPHY ......................................................................................................................87
UNITED STATES HISTORY AND GEOGRAPHY ....................................................................................................... 106
CIVICS ...................................................................................................................................................................... 123
ECONOMICS ........................................................................................................................................................... 140
Page |1
SOCIAL STUDIES CONTENT EXPECTATIONS: KINDERGARTEN

HISTORY
H2 Living and Working Together
Use historical thinking to understand the past.
Standard 2007 2018
K – H2.0.1 Distinguish among yesterday, today, Distinguish among yesterday, today,
tomorrow. tomorrow THE PAST, PRESENT, AND FUTURE.
K – H2.0.2 Create a timeline using events from their Create a timeline using events from their
own lives (e.g., birth, crawling, walking, own lives (e.g., birth, crawling, walking,
loss of first tooth, first day of school). loss of first tooth, first day of school).
K – H2.0.3 Identify the beginning, middle, and end K - H2.0.3 Identify the beginning, middle,
of historical narratives or stories. and end of historical narratives or stories.
Describe ways people learn about the
past (e.g., photos, artifacts, diaries, stories,
videos).
K – H2.0.4 Describe ways people learn about the See K – H2.0.3
past (e.g., photos, artifacts, diaries, stories,
videos).
GEOGRAPHY
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective.
Standard 2007 2018
K – G1.0.1 Recognize that maps and globes Recognize that maps and globes
represent places. represent places.
K – G1.0.2 Use environmental directions or positional Use environmental directions or positional
words (up/down, in/out, above/below) to words (up/down, in/out, above/below) to
identify significant locations in the identify significant locations in the
classroom. classroom.
G2 Places and Regions

Understand how regions are created from common physical and human characteristics.
Standard 2007 2018
K – G2.0.1 Identify and describe places in the Identify and describe places in the
immediate environment (e.g., classroom, immediate environment (e.g., classroom,
home, playground). home, playground).
G5 Environment and Society
Understand the effects of human-environment interactions.
Standard 2007 2018
K – G5.0.1 Describe ways people use the Describe ways people use IN WHICH the
environment to meet human needs and environment to meet PROVIDES FOR
wants (e.g., food, shelter, clothing). BASIC human needs and wants (e.g.,
food, shelter, clothing).
CIVICS AND GOVERNMENT

C1 Purposes of Government
Explain why people create governments.
Standard 2007 2018
K – C1.0.1 IDENTIFY AND EXPLAIN REASONS FOR
RULES AT HOME AND IN SCHOOL.
C2 Values and Principles of American Democracy

Understand values and principles of American constitutional democracy.
Standard 2007 2018
K – C2.0.1 Identify our country’s flag as an important Identify our country’s flag as an important
symbol of the United States. AND DESCRIBE ITS IMPORTANCE AS A
symbol of the United States.
K – C2.0.2 Explain why people do not have the right Explain why people do not have the right
to do whatever they want (e.g., to to do whatever they want (e.g., to
promote fairness, ensure the common promote fairness, ensure the common
good, maintain safety). good, maintain safety).
Describe fair ways for groups to make
decisions.
K – C2.0.3 Describe fair ways for groups to make See K – C2.0.2
decisions.
C5 Role of the Citizen in American Democracy, A CONSTITUTIONAL REPUBLIC

Explain important rights and how, when, and where American citizens demonstrate their responsibilities
by participating in government CONSTITUTIONAL REPUBLIC.
Standard 2007 2018
K – C5.0.1 Describe situations in which they Describe situations in which they
demonstrated self-discipline and demonstrated self-discipline and
individual responsibility (e.g., caring for a individual responsibility (e.g., caring for a
pet, completing chores, following school pet, completing chores, following school
rules, working in a group, taking turns). rules, working in a group, taking turns).
NOTE: Most 2018 examples have not been removed from the document; they’ve been relocated to the
Examples column.
Page |3
ECONOMICS
E1 Market Economy
Use fundamental principles and concepts of economics to understand economic activity in a market
economy.
Standard 2007 2018
K - E1.0.1 Describe economic wants they have Describe economic wants they have
experienced. experienced.
K - E1.0.2 Distinguish between goods and services. Distinguish between goods and services.
K - E1.0.3 Recognize situations in which people Recognize situations in which people
trade. trade.
PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.1 Identifying and Analyzing Public Issues
Clearly state a problem as a public policy issue, analyze various perspectives, and generate and
evaluate possible alternative resolutions.
Standard 2007 2018
K – P3.1.1 Identify classroom issues. Identify classroom issues.
K – P3.1.2 Use simple graphs to explain information Use simple graphs to explain information
about a classroom issue. about a classroom issue.
K – P3.1.3 Compare their viewpoint about a Compare their viewpoint about a
classroom issue with the viewpoint of classroom issue with the viewpoint of
another person. another person.
P3.3 Persuasive Communication About a Public Issue

Communicate a reasoned position on a public issue.
Standard 2007 2018
K – P3.3.1 Express a position on a classroom issue. Express a position on a classroom issue.
P4.2 Citizen Involvement

Act constructively to further the public good.
Standard 2007 2018
K – P4.2.1 Develop and implement an action plan Develop and implement an action plan
to address or inform others about a to address or inform others about a
classroom issue. classroom issue.
K – P4.2.2 Participate in projects to help or inform Participate in projects to help or inform
others. others.
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE ONE
HISTORY
H2 Living and Working Together in Families and Schools
Standard 2007 2018
1 – H2.0.1 Demonstrate chronological thinking by Demonstrate chronological thinking by
distinguishing among past, present, and distinguishing among past, present, and
future using family or school events. future using family or school events.
1 – H2.0.2 Use a calendar to distinguish among Use a calendar to distinguish among
days, weeks, and months. days, weeks, and months.
Investigate a family history for at least two
generations, identifying various members
and their connections in order to tell a
narrative about family life.
1 – H2.0.3 Investigate a family history for at least two Use historical records and artifacts (e.g.,
generations, identifying various members photos, diaries, oral histories, and videos)
and their connections in order to tell a SOURCES to draw possible conclusions
narrative about family life. about family or school life in the past
1 – H2.0.4 Retell in sequence important ideas and Retell in sequence important ideas and
details from stories about families or details from stories about families or
schools. schools.
Compare life today with life in the past
using the criteria of family, school, jobs, or
communication.
1 – H2.0.5 Use historical records and artifacts (e.g., Identify the events or people celebrated
photos, diaries, oral histories, and videos) during United States national holidays and
to draw possible conclusions about family why we celebrate them (e.g.,
or school life in the past. Independence Day, Constitution Day,
Martin Luther King, Jr.Day; Presidents’
Day).
1 – H2.0.6 Compare life today with life in the past 1 – H2.0.4
using the criteria of family, school, jobs, or
communication.
1 – H2.0.7 Identify the events or people celebrated 1 – H2.0.5
during United States national holidays and
why we celebrate them (e.g.,
Independence Day, Constitution Day,
Martin Luther King, Jr. Day; Presidents’
Day).
Examples column.
Page |5
GEOGRAPHY
Standard 2007 2018
1 – G1.0.1 Construct simple maps of the classroom Construct simple maps of the classroom
to demonstrate aerial perspective. to demonstrate aerial perspective.
1 – G1.0.2 Give examples of places that have Give examples of DESCRIBE places that
absolute locations (e.g., home address, have USING absolute locations (e.g.,
school address). home address, school address). OR
RELATIVE LOCATION.
1 – G1.0.3 Use personal directions (left, right, front, Use personal directions (left, right, front,
back) to describe the relative location of back) to describe the relative location of
significant places in the school significant places in the school
environment. environment
Distinguish between landmasses
(CONTINENTS) and bodies of water
(OCEANS) using maps and globes.
1 – G1.0.4 Distinguish between landmasses and 1 – G1.0.3
bodies of water using maps and globes.

Standard 2007 2018
1 – G2.0.1 Distinguish between physical (e.g., clouds, Distinguish between physical (e.g., clouds,
trees, weather) and human (e.g., trees, weather) and human (e.g.,
buildings, playgrounds, sidewalks) buildings, playgrounds, sidewalks)
characteristics of places. characteristics of places.
1 – G2.0.2 Describe the unifying characteristics Describe the unifying characteristics
and/or boundaries of different school and/or boundaries of different school
regions (e.g., playground, reading corner, regions (e.g., playground, reading corner,
library, restroom). library, restroom).
G4 Human Systems
Understand how human activities help shape the Earth’s surface.
Standard 2007 2018
1 – G4.0.1 Use components of culture (e.g., foods, Use components of culture (e.g., foods,
language, religion, traditions) to describe language, religion, traditions) to describe
diversity in family life. diversity in family life.
Standard 2007 2018
1 – G5.0.1 Describe ways in which people modify Describe ways in which people ARE PART
(e.g., cutting down trees, building roads) OF, modify, (e.g., cutting down trees,
and adapt to the environment (e.g., building roads) and adapt to their
clothing, housing, transportation). physical environment (e.g., clothing,
housing, transportation).
1 – G5.0.2 DESCRIBE WAYS IN WHICH THE PHYSICAL
ENVIRONMENT IN A PLACE OR REGION
AFFECTS PEOPLE’S LIVES.

Standard 2007 2018
1 – C1.0.1 Identify some reasons for rules in school Identify some reasons for rules in school
(e.g., provide order, predictability, and (e.g., provide order, predictability, and
safety). safety).EXPLAIN THE NEED FOR, AND
PURPOSES OF, RULES.
1 – C1.0.2 Give examples of the use of power with Give examples of the use of power with
authority in school (e.g., principal, teacher authority AND POWER WITHOUT
or bus driver enforcing school rules). AUTHORITY in school (e.g., principal,
teacher, or bus driver enforcing school
rules).
1 – C1.0.3 Give examples of the use of power Give examples of the use of power
without authority in school (e.g., types of without authority in school (e.g., types of
bullying, taking cuts in line). bullying, taking cuts in line).
C2 CORE Values and Principles of American Democracy, A CONSTITUTIONAL REPUBLIC

Understand THE CORE values and principles of American constitutional OUR UNIQUE FORM OF
democracy, CALLED A CONSTITUTIONAL REPUBLIC.
Standard 2007 2018
1 – C2.0.1 Explain how decisions can be made or Explain how decisions can be made or
how conflicts might be resolved in fair and how conflicts might be resolved in fair and
just ways (e.g., majority rules). just ways (e.g., majority rules) FAIR WAYS
TO MAKE DECISIONS AND RESOLVE
CONFLICTS IN THE SCHOOL COMMUNITY
1 – C2.0.2 Identify important symbols of the United Identify AND EXPLAIN HOW important
States of America (e.g., Statue of Liberty, symbols of the United States of America
Uncle Sam, White House, Bald Eagle). (e.g., Statue of Liberty, Uncle Sam, White
House, Bald Eagle) REPRESENT CORE
DEMOCRATIC VALUES AND COMPARE
THEM TO OTHER CIVIC VALUES.
Examples column.
Page |7

Standard 2007 2018
1 – C5.0.1 Describe some responsibilities people Describe some responsibilities people
have at home and at school (e.g., taking have at home and at school (e.g., taking
care of oneself, respect for the rights of care of oneself, respect for the rights of
others, following rules, getting along with others, following rules, and getting along
others). with others).
1 – C5.0.2 Identify situations in which people act as Identify Describe situations in which
good citizens in the school community people act as good citizens in the school
(e.g., thoughtful and effective community (e.g., thoughtful and effective
participation in the school decisions, participation in the school decisions,
respect for the rights of others, respect for respect for the rights of others, respect for
rule of law, voting, volunteering, rule of law, voting, volunteering,
compassion, courage, honesty). compassion, courage, and honesty) AND
EXPLAIN HOW THOSE ACTIONS
DEMONSTRATE CORE DEMOCRATIC
VALUES
ECONOMICS
E1 Market Economy
economy.
Standard 2007 2018
1 – E1.0.1 Distinguish between producers and Distinguish between producers and
consumers of goods and services. consumers of goods and services.
1 – E1.0.2 Describe ways in which families consume Describe ways in which families consume
goods and services. goods and services.
1 – E1.0.3 Using examples, explain why people Using examples, explain why people
cannot have everything they want cannot have everything they want
(scarcity) and describe (scarcity) and describe
how people respond (choice). how people respond (choice).
1 – E1.0.4 Describe reasons why people voluntarily Describe reasons why people voluntarily
trade. trade.
1 – E1.0.5 Describe ways in which people earn Describe ways in which people earn
money (e.g., providing goods and money (e.g., providing goods and
services to others, jobs). services to others, jobs).
1 – E1.0.6 Describe how money simplifies trade. Describe how money simplifies trade.
Standard 2007 2018
1 – P3.1.1 Identify public issues in the school Identify public issues in the school
community. community.
1 – P3.1.2 Use graphic data to analyze information Use graphic data to analyze information
about a public issue in the school about a public issue in the school
community. community.
1 – P3.1.3 Identify alternative resolutions to a public Identify alternative resolutions to a public
issue in the school community. issue in the school community.

Standard 2007 2018
1 – P3.3.1 Express a position on a public policy issue Express a position on a public policy issue
in the school community and justify the in the school community and justify the
position with a reasoned argument position with a reasoned argument

Standard 2007 2018
1 – P4.2.1 Develop and implement an action plan Develop and implement an action plan
to address or inform others about a public to address or inform others about a public
issue. SCHOOL issue.
1 – P4.2.2 Participate in projects to help or inform Participate in projects to help or inform
others. others.
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE TWO

HISTORY
H2 Living and Working Together in Communities
Standard 2007 2018
2 – H2.0.1 Demonstrate chronological thinking by Demonstrate chronological thinking by
distinguishing among years and decades distinguishing among years and decades
using a timeline of local community using a timeline of local community
events. events.
Examples column.
Page |9
Standard 2007 2018

2 – H2.0.2 Explain why descriptions of the same Explain why USE DIFFERENT descriptions of
event in the local community can be the same event in the local A community
different. can be AND EXPLAIN HOW AND WHY
THEY ARE different.
2 – H2.0.3 Use an example to describe the role of Use an example to describe the role of
the individual in creating history. the individual in creating history EXPLAIN
HOW INDIVIDUALS AND GROUPS HAVE
MADE A SIGNIFICANT HISTORICAL
CHANGE.
2 – H2.0.4 Describe changes in the local community Describe changes in the local community
over time (e.g., types of businesses, over time (e.g., types of businesses,
architecture and landscape, jobs, architecture and landscape, jobs,
transportation, population). transportation, population).
2 – H2.0.5 Identify a problem in a community’s past Identify a problem in a community’s past
and describe how it was resolved. and describe how it was resolved
DESCRIBE HOW COMMUNITY MEMBERS
RESPONDED TO A PROBLEM IN THE PAST.
2 – H2.0.6 Construct a historical narrative about the Construct a historical narrative about the
history of the local community from a history of the local community from a
variety of sources (e.g., data gathered variety of sources (e.g., data gathered
from local residents, artifacts, from local residents, artifacts,
photographs). photographs).
GEOGRAPHY
Standard 2007 2018
2 – G1.0.1 Construct maps of the local community Construct maps of the local community
that contain symbols, labels, and legends that contain symbols, labels, and legends
denoting human and natural denoting human and natural
characteristics of place. characteristics of place.
2 – G1.0.2 Use maps to describe the spatial Use maps to describe the spatial
organization of the local community by organization of the local community by
applying concepts including relative applying concepts including relative
location and using distance, direction, location and using distance, direction,
and scale. and scale.
2 – G1.0.3 USE MAPS TO DESCRIBE THE LOCATION OF
THE LOCAL COMMUNITY WITHIN THE STATE
OF MICHIGAN IN RELATION TO OTHER
SIGNIFICANT PLACES IN THE STATE.
Standard 2007 2018
2 – G2.0.1 Compare the physical and human Compare the physical and human
characteristics of the local community characteristics of the local community
with those of another community. with those of another community.
2 – G2.0.2 Describe how the local community is part Describe how the local community is part
of a larger region (e.g., county, of a larger region (e.g., county,
metropolitan area, state). metropolitan area, state).
G4 Human Systems
Standard 2007 2018
2 – G4.0.1 Describe land use in the community (e.g., Describe land use in the community (e.g.,
where people live, where services are where people live, where services are
provided, where products are made). provided, where products are made).
2 – G4.0.2 Describe the means people create for Describe the means people create for
moving people, goods, and ideas within moving people, goods, and ideas within
the local community. the local community
2 – G4.0.3 Use components of culture (e.g., foods, Use components of culture (e.g., foods,
language, religion, traditions) to describe language, religion, traditions) to describe
diversity in the local community. diversity in the local community.

Standard 2007 2018
2 – G5.0.1 Suggest ways people can responsibly Suggest ways people can responsibly
interact with the environment in the local interact with the environment in the local
community. community
2 – G5.0.2 Describe positive and negative Describe positive and negative
consequences of changing the physical consequences of changing the physical
environment of the local community. environment of the local community.

Standard 2007 2018
2 – C1.0.1 Explain why people form governments. Explain why people form governments.
2 – C1.0.2 Distinguish between government action Distinguish between government action
and private action. and private action.
Examples column.
P a g e | 11

Understand THE CORE values and CONSTITUTIONAL principles of American constitutional OUR UNIQUE
FORM OF democracy, CALLED A CONSTITUTIONAL REPUBLIC.
Standard 2007 2018
2 – C2.0.1 Explain how local governments balance Explain how local governments balance
individual rights with the common good to individual rights with the common good to
solve local community problems. solve local community problems.
2 – C2.0.2 Describe how the Pledge of Allegiance Describe how the Pledge of Allegiance
reflects the core democratic value of reflects the core democratic value of
patriotism. patriotism THE PURPOSE OF THE PLEDGE OF
ALLEGIANCE.
C3 Structure and Functions of Government

Describe the structure of government in the United States and how it functions to serve citizens.
Standard 2007 2018
2 – C3.0.1 Give examples of how local governments Give examples of how local governments
make, enforce, and interpret laws make, enforce and interpret laws
(ordinances) in the local community. (ordinances) in the local community.
2 – C3.0.2 Use examples to describe how local Use examples to describe how local
government affects the lives of its citizens. government affects the lives of its citizens.
2 – C3.0.3 Identify services commonly provided by Identify services commonly provided by
local governments (e.g., police, fire local governments (e.g., police, fire
departments, schools, libraries, parks). departments, schools, libraries, parks).

by participating in government A CONSTITUTIONAL REPUBLIC.
Standard 2007 2018
2 – C5.0.1 Identify ways citizens participate in Identify ways citizens participate in
community decisions. community decisions.
2 – C5.0.2 Distinguish between personal and civic Distinguish between personal and civic
responsibilities and explain why they are responsibilities and explain why they are
important in community life. important in community life.
2 – C5.0.3 Design and participate in community Design and participate in community
improvement projects that help or inform improvement projects that help or inform
others. (See P4.2.2) others. (See P4.2.2)
ECONOMICS
E1 Market Economy
economy.
Standard 2007 2018
2 – E1.0.1 Identify the opportunity cost involved in a Identify the opportunity cost involved in a
consumer decision. consumer decision.
2 – E1.0.2 Identify businesses in the local community. Identify businesses in the local community.
Describe how businesses in the local
community meet economic wants of
consumers.
2 – E1.0.3 Describe how businesses in the local Describe the natural, human, and capital
community meet economic wants of resources needed for production of a
consumers. good or service in a community.
2 – E1.0.4 Describe the natural, human, and capital Use examples to show that people
resources needed for production of a cannot produce everything they want
good or service in a community. (specialization) and depend on trade
with others to meet their wants
(INTERDEPENDENCE).
2 – E1.0.5 Use examples to show that people IDENTIFY THE BENEFITS AND COSTS OF
cannot produce everything they want PERSONAL DECISION MAKING.
(specialization) and depend on trade
with others to meet their wants.

Standard 2007 2018
2 – P3.1.1 Identify public issues in the local Identify public issues in the local
community that influence the daily lives of community that influence the daily lives of
its citizens. its citizens.
2 – P3.1.2 Use graphic data and other sources to Use graphic data and other sources to
analyze information about a public issue analyze information about a public issue
in the local community and evaluate in the local community and evaluate
alternative resolutions. alternative resolutions.
2 – P3.1.3 Give examples of how conflicts over core Give examples of how conflicts over core
democratic values lead people to differ democratic values lead people to differ
on resolutions to a public policy issue in on resolutions to a public policy issue in
the local community. the local community.
Examples column.
P a g e | 13

Standard 2007 2018
2 – P3.3.1 Compose a statement expressing a Compose a statement expressing a
position on a public policy issue in the position on a public policy issue in the
local community and justify the position local community and justify the position
with a reasoned argument. with a reasoned argument.

Standard 2007 2018
to address or inform others about a public and know how, when, and where to
issue. address or inform others about a public
MICHIGAN issue.
others. others.
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE THREE

HISTORY
H3 History of Michigan (through BEYOND Statehood)
Standard 2007 2018
3 – H3.0.1 Identify questions historians ask in Use historical inquiry questions to
examining the past in Michigan (e.g., investigate the development of
What happened? When did it happen? Michigan’s major economic activities
Who was involved? How and why did it (AGRICULTURE, MINING,
happen?) MANUFACTURING, LUMBERING, TOURISM,
TECHNOLOGY, AND RESEARCH) FROM
STATEHOOD TO PRESENT.(C, E)
3 – H3.0.2 Explain how historians use primary and Use primary and secondary sources to
secondary sources to answer questions explain how migration and immigration
about the past. affected and continue to affect the
growth of Michigan.(G)
3 – H3.0.3 Describe the causal relationships between Describe how the relationship between
three events in Michigan’s past (e.g., Erie the location of natural resources and the
Canal, more people came, statehood) location of industries (after 1837) affected
and continues to affect the location and
growth of Michigan cities.USE CASE
STUDIES OR STORIES TO DESCRIBE THE
IDEAS AND ACTIONS OF INDIVIDUALS
INVOLVED IN THE UNDERGROUND
RAILROAD IN MICHIGAN AND THE UNITED
STATES.(G, C, E)
Standard 2007 2018
3 – H3.0.4 Draw upon traditional stories of American Draw upon stories, photos, etc., to
Indians (e.g.,Anishinaabeg - Ojibway compare the life of people in Michigan
(Chippewa), Odawa (Ottawa), during a variety of time periods from1837
Potawatomi; Menominee; Huron Indians) to the present.(G) DESCRIBE HOW THE
who lived in Michigan in order to make RELATIONSHIP BETWEEN THE LOCATION OF
generalizations about their beliefs. NATURAL RESOURCES AND THE LOCATION
OF INDUSTRIES (AFTER 1837) AFFECTED
AND CONTINUES TO AFFECT THE
LOCATION AND GROWTH OF MICHIGAN
CITIES.(G, E)
3 – H3.0.5 Use informational text and visual data to Use visual data and informational text or
compare how American Indians and primary accounts to compare a major
settlers in the early history of Michigan Michigan economic activity today with
adapted to, used, and modified their that same or a related activity in the
environment. past.(E)
3 – H3.0.6 Use a variety of sources to describe Use a variety of primary and secondary
interactions that occurred between sources to construct a historical narrative
American Indians and the first European about the beginnings of the automobile
explorers and settlers in Michigan. industry and the labor movement in
Michigan.(G, E)
3 – H3.0.7 Use a variety of primary and secondary Use case studies or stories to describe the
sources to construct a historical narrative ideas and actions of individuals involved
about daily life in the early settlements of in the Underground Railroad in Michigan
Michigan (pre-statehood). and the Great Lakes region.(G,C,E)
Describe past and current threats to
Michigan’s natural resources; describe
how Michigan worked in the past and
continues to work today to protect its
natural resources.(G, C, E)
3 – H3.0.8 Use case studies or stories to describe how 3 – H3.0.7
the ideas or actions of individuals
affected the history of Michigan.
3 – H3.0.9 Describe how Michigan attained Create timelines (using decades after
statehood. 1930) to sequence and describe
important events in Michigan history;
annotate with connections to the past
and impact on the future.
3 – H3.0.10 Create a timeline to sequence early Create a timeline to sequence early
Michigan history (American Indians, Michigan history (American Indians,
exploration, settlement, statehood). exploration, settlement, statehood).
Examples column.
P a g e | 15
GEOGRAPHY
Standard 2007 2018
3 – G1.0.1 Use cardinal directions (north, south, east, Use cardinal directions (north, south, east,
west) to describe the relative location of west), SCALE, AND KEY OR LEGEND to
significant places in the immediate describe the relative location of
environment. significant AND CHARACTERISTICS OF
MAJOR places in the immediate
environment.
3 – G1.0.2 Use thematic maps to identify and Use thematic maps to identify and
describe the physical and human describe the physical and human
characteristics of Michigan. characteristics of Michigan.
3 – G1.0.3 USE A WORLD MAP TO DESCRIBE NORTH
AMERICA WITH RESPECT TO THE EQUATOR
AND OTHER CONTINENTS AND OCEANS,
AND MICHIGAN WITHIN NORTH AMERICA.

Standard 2007 2018
3 – G2.0.1 Use a variety of visual materials and Use a variety of visual materials and
data sources to describe ways in which data sources to describe ways in which
Michigan can be divided into regions. Michigan can be divided into regions.
3 – G2.0.2 Describe different regions to which Describe different regions to which
Michigan belongs (e.g., Great Lakes Michigan belongs (e.g., Great Lakes
Region, Midwest). Region, Midwest).
G4 Human Systems
Standard 2007 2018
3 – G4.0.1 Describe major kinds of economic activity Describe major kinds of economic activity
in Michigan today, such as agriculture in Michigan today, such as agriculture
(e.g., corn, cherries, dairy), manufacturing (e.g., corn, cherries, dairy), FORESTRY,
(e.g., automobiles, wood products), manufacturing (e.g., automobiles, wood
services and tourism, research and products), services and tourism, and
development (e.g.,Automation Alley, life research and development (e.g.,
sciences corridor, university communities), Automation Alley, life sciences corridor,
and explain the factors influencing the university communities), and explain the
location of these economic activities. (E) factors influencing the location of these
economic activities. (E)
3 – G4.0.2 Describe diverse groups that have come Describe diverse groups that have come
into a region of Michigan and reasons into a region of Michigan and reasons
why they came (push/pull factors). (H) why they came (push/pull factors). (H)
3 – G4.0.3 Describe some of the current movements Describe some of the current movements
of goods, people, jobs or information to, of goods, people, jobs or information to,
Standard 2007 2018
from, or within Michigan and explain from, or within Michigan and explain
reasons for the movements. (E) reasons for the movements. (E)
3 – G4.0.4 Use data and current information about Use data and current information about
the Anishinaabeg and other American the Anishinaabeg and other American
Indians living in Michigan today to Indians INDIGENOUS PEOPLES living in
describe the cultural aspects of modern Michigan today to describe the cultural
American Indian life; give an example of aspects of modern American Indian
how another cultural group in Michigan INDIGENOUS PEOPLES’ life; give an
today has preserved and built upon its example of how another cultural group in
cultural heritage. Michigan today has preserved and built
upon its cultural heritage.

Standard 2007 2018
3 – G5.0.1 Locate natural resources in Michigan and Locate natural resources in Michigan and
explain the consequences of their use. explain the consequences of their use.
3 – G5.0.2 Describe how people adapt to, use, and Describe how people ARE A PART OF,
modify the natural resources of Michigan. adapt to, use, and modify the natural
(H) resources PHYSICAL ENVIRONMENT of
Michigan. (H)

Standard 2007 2018
3 – C1.0.1 Give an example of how Michigan state Give an example of how Michigan state
government fulfills one of the purposes of government fulfills one of the purposes of
government (e.g., protecting individual government (e.g., protecting individual
rights, promoting the common good, rights, promoting the common good,
ensuring equal treatment under the law). ensuring equal treatment under the law).

Understand THE CORE values and principles of American constitutional OUR UNIQUE FORM OF
democracy, CALLED A CONSTITUTIONAL REPUBLIC.
Standard 2007 2018
3 – C2.0.1 Describe how Michigan state government Describe how Michigan state government
reflects the principle of representative reflects the principle of representative
government. government.
Examples column.
P a g e | 17

Standard 2007 2018
3 – C3.0.1 Distinguish between the roles of state Distinguish between the roles of state
and local government. and local government.
3 – C3.0.2 Identify goods and services provided by Identify goods and services provided by
the state government and describe how the state government and describe how
they are funded (e.g., taxes, fees, fines). they are funded (e.g., taxes, fees, fines).
3 – C3.0.3 Identify the three branches of state Identify the three branches of state
government in Michigan and the government in Michigan and the
powers of each. powers of each.
3 – C3.0.4 Explain how state courts function to Explain how state courts function to
resolve conflict. resolve conflict.
3 – C3.0.5 Describe the purpose of the Michigan Describe the purpose of the Michigan
Constitution. Constitution.

Standard 2007 2018
3 – C5.0.1 Identify rights (e.g., freedom of speech, Identify AND EXPLAIN THE rights (e.g.,
freedom of religion, right to own property) freedom of speech, freedom of religion,
and responsibilities of citizenship (e.g., right to own property) and responsibilities
respecting the rights of others, voting, of citizenship (e.g., respecting the rights of
obeying laws). others, voting, obeying laws).
ECONOMICS
E1 Market Economy
economy.
Standard 2007 2018
3 – E1.0.1 Explain how scarcity, opportunity costs, USING A MICHIGAN EXAMPLE, explain
and choices affect what is produced and how scarcity, choice, and opportunity
consumed in Michigan. cost affect what is produced and
consumed in Michigan.
3 – E1.0.2 Identify incentives (e.g., sales, tax breaks) Identify incentives (e.g., sales, tax breaks)
that influence economic decisions that influence economic decisions
people make in Michigan. people make in Michigan.
3 – E1.0.3 Analyze how Michigan’s location and Analyze how Michigan’s location and
natural resources influenced its economic natural resources influenced its economic
development (e.g., how waterways and development (e.g., how waterways and
other natural resources have influenced other natural resources have influenced
economic activities such as mining, economic activities such as mining,
Standard 2007 2018
lumbering, automobile manufacturing, lumbering, automobile manufacturing,
and furniture making). (H, G) and furniture making). (H, G)
3 – E1.0.4 Describe how entrepreneurs combine Describe how entrepreneurs combine
natural, human, and capital resources to natural, human, and capital resources to
produce goods and services in Michigan. produce goods and services in Michigan.
(H, G) (H, G)
3 – E1.0.5 Explain the role of business development Explain the role of business development
in Michigan’s economic future. in Michigan’s economic future.
E2 National Economy
Use fundamental principles and concepts of economics to understand economic activity in the United
States.
Standard 2007 2018
3 – E2.0.1 Using a Michigan example, describe how Using a Michigan example, describe
specialization leads to increased EXPLAIN how specialization leads to
interdependence (cherries grown in increased interdependence (cherries
Michigan are sold in Florida; oranges grown in Michigan are sold in Florida;
grown in Florida are sold in Michigan). oranges grown in Florida are sold in
Michigan).
E3 International Economy
Use fundamental principles and concepts of economics to understand economic activity in the global
economy.
Standard 2007 2018
3 – E3.0.1 Identify products produced in other Identify products produced in other
countries and consumed by people in countries and consumed by people in
Michigan. Michigan.

P3.1 Identifying and Analyzing Issues
Standard 2007 2018
3 – P3.1.1 Identify public issues in Michigan that Identify public issues in Michigan that
influence the daily lives of its citizens. influence the daily lives of its citizens.
in Michigan and evaluate alternative in Michigan and evaluate alternative
resolutions. resolutions.
Michigan. Michigan.
Examples column.
P a g e | 19

Standard 2007 2018
3 – P3.3.1 Compose a paragraph expressing a Compose a paragraph expressing a
position on a public policy issue in position on a public policy issue in
Michigan and justify the position with a Michigan and justify the position with a
reasoned argument. reasoned argument.

Standard 2007 2018
and know how, when, and where to and know how, when, and where to
address or inform others about a public address or inform others about a public
issue. MICHIGAN issue.
others. others.
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE FOUR

HISTORY
H3 History of Michigan (Beyond Statehood)
Standard 2007 2018
4 – H3.0.1 Use historical inquiry questions to Use historical inquiry questions to
investigate the development of investigate the development of
Michigan’s major economic activities Michigan’s major economic activities
(agriculture, mining, manufacturing, (AGRICULTURE, MINING,
lumbering, tourism, technology, and MANUFACTURING, LUMBERING, TOURISM,
research) from statehood to present. (C, TECHNOLOGY, AND RESEARCH) FROM
E) STATEHOOD TO PRESENT. (C, E)
• What happened?
• When did it happen?
• Who was involved?
• How and why did it happen?
• How does it relate to other events or
issues in the past, in the present, or in
the future?
• What is its significance?
4 – H3.0.2 Use primary and secondary sources to Use primary and secondary sources to
explain how migration and immigration explain how migration and immigration
affected and continue to affect the affected and continue to affect the
growth of Michigan. (G) growth of Michigan. (G)
4 – H3.0.3 Describe how the relationship between Describe how the relationship between
the location of natural resources and the the location of natural resources and the
location of industries (after 1837) affected location of industries (after 1837) affected
Standard 2007 2018
and continues to affect the location and and continues to affect the location and
growth of Michigan cities. (G, E) growth of Michigan cities.USE CASE
STUDIES OR STORIES TO DESCRIBE THE
IDEAS AND ACTIONS OF INDIVIDUALS
INVOLVED IN THE UNDERGROUND
RAILROAD IN MICHIGAN AND THE UNITED
STATES.(G, C, E)
4 – H3.0.4 Draw upon stories, photos, artifacts, and Draw upon stories, photos, etc., to
other primary sources to compare the life compare the life of people in Michigan
of people in towns and cities in Michigan during a variety of time periods from1837
and in the Great Lakes region during a to the present. (G) DESCRIBE HOW THE
variety of time periods from 1837 to the RELATIONSHIP BETWEEN THE LOCATION OF
present (e.g., 1837-1900, 1900-1950, 1950- NATURAL RESOURCES AND THE LOCATION
2000). (G) OF INDUSTRIES (AFTER 1837) AFFECTED
AND CONTINUES TO AFFECT THE
LOCATION AND GROWTH OF MICHIGAN
CITIES.(G, E)
4 – H3.0.5 Use visual data and informational text or Use visual data and informational text or
primary accounts to compare a major primary accounts to compare a major
Michigan economic activity today with Michigan economic activity today with
that same or a related activity in the past. that same or a related activity in the past.
(E) (E)
4 – H3.0.6 Use a variety of primary and secondary Use a variety of primary and secondary
sources to construct a historical narrative sources to construct a historical narrative
about the beginnings of the automobile about the beginnings of the automobile
industry and the labor movement in industry and the labor movement in
Michigan. (G, E) Michigan.(G, E)
4 – H3.0.7 Use case studies or stories to describe the Use case studies or stories to describe the
ideas and actions of individuals involved ideas and actions of individuals involved
in the Underground Railroad in Michigan in the Underground Railroad in Michigan
and in the Great Lakes region. (See 8- and the Great Lakes region.(G,C,E)
U4.2.2; 8-U4.3.2; 8-U5.1.5; USHG 7.2.4) (G,
Describe past and current threats to
C, E)
natural resources.(G, C, E)
4 – H3.0.8 Describe past and current threats to 4 – H3.0.7
natural resources. (G, C, E)
4 – H3.0.9 Create timelines (using decades after Create timelines (using decades after
1930) to sequence and describe 1930) to sequence and describe
important events in Michigan history; important events in Michigan history;
annotate with connections to the past annotate with connections to the past
and impact on the future. and impact on the future.
Examples column.
P a g e | 21
GEOGRAPHY
Standard 2007 2018
4 – G1.0.1 Identify questions geographers ask in Identify questions geographers ask in
examining the United States (e.g.,Where it examining the United States (e.g., Where
is? What is it like there? How is it it is? What is it like there? How is it
connected to other places?). connected to other places?).
4 – G1.0.2 Use cardinal and intermediate directions Use cardinal and intermediate directions
to describe the relative location of to describe the relative location of
significant places in the United States. significant places in the United States.
Identify and describe the characteristics
and purposes (e.g., measure distance,
determine relative location,
classify a region) of a variety of
geographic tools and technologies (e.g.,
globe, map, satellite image).
4 – G1.0.3 Identify and describe the characteristics Use geographic tools and technologies,
and purposes (e.g., measure distance, stories, songs, and pictures to answer
determine relative location, classify a geographic questions about the United
region) of a variety of geographic tools States.
and technologies (e.g., globe, map,
satellite image).
4 – G1.0.4 Use geographic tools and technologies, Use maps to describe elevation, climate,
stories, songs, and pictures to answer and patterns of population density in the
geographic questions about the United United States.
States.
4 – G1.0.5 Use maps to describe elevation, climate, USE HEMISPHERES, CONTINENTS, OCEANS
and patterns of population density in the AND MAJOR LINES OF LATITUDE TO
United States DESCRIBE THE RELATIVE LOCATION OF THE
UNITED STATES ON A WORLD MAP.

Standard 2007 2018
4 – G2.0.1 Describe ways in which the United States Describe ways in which the United States
can be divided into different regions (e.g., can be divided into different regions (e.g.,
political regions, economic regions, political regions, economic regions,
landform regions, vegetation regions). landform regions, vegetation regions).
4 – G2.0.2 Compare human and physical Compare LOCATE AND DESCRIBE human
characteristics of a region to which and physical characteristics of a region to
Michigan belongs (e.g., Great Lakes, which Michigan belongs (e.g., Great
Midwest) with those of another region in Lakes, Midwest) with those of another
the United States. region in the United States MAJOR UNITED
STATES REGIONS AND COMPARE THEM TO
THE GREAT LAKES REGION.
G4 Human Systems
Standard 2007 2018
4 – G4.0.1 Use a case study or story about migration Use a case study or story about migration
within or to the United States to identify within or to the United States to identify
push and pull factors (why they left, why push and pull factors (why they left, why
they came) that influenced the migration. they came) that influenced the migration.
(H) (H)
4 – G4.0.2 Describe the impact of immigration to the Describe the impact of immigration to the
United States on the cultural development United States on the cultural development
of different places or regions of the United of different places or regions of the United
States (e.g., forms of shelter, language, States (e.g., forms of shelter, language,
food). (H) food). (H)
4 – G4.0.3 DESCRIBE SOME OF THE MOVEMENTS OF
RESOURCES, GOODS, PEOPLE, JOBS AND
INFORMATION TO, FROM, OR WITHIN THE
UNITED STATES, AND EXPLAIN THE REASONS
FOR THE MOVEMENTS.

Standard 2007 2018
4 – G5.0.1 Assess the positive and negative effects of Assess the CAUSES AND positive and
human activities on the physical negative effects CONSEQUENCES of
environment of the United States. human activities on the physical
environment of the United States IN
DIFFERENT PARTS OF THE COUNTRY.
Examples column.
P a g e | 23

Standard 2007 2018
4 – C1.0.1 Identify questions political scientists ask in Identify questions that political scientists
examining the United States (e.g.,What ask, in examining the United States (e.g.,
does government do? What are the basic What does government do? What are the
values and principles of American basic values and principles of American
democracy? What is the relationship of democracy? What is the relationship of
the United States to other nations? What the United States to other nations? What
are the roles of the citizen in American are the roles of the citizen in American
democracy?). democracy?).
4 – C1.0.2 Explain probable consequences of an 4 – C1.0.2 Explain probable
absence of government and of rules and consequences of an absence of
laws. government and of rules and laws.
Describe the purposes of government as
identified in the Preamble of the
Constitution.
4 – C1.0.3 Describe the purposes of government as 4 – C1.0.2
identified in the Preamble of the
Constitution.

Understand THE CORE values and CONSTITUTIONAL principles of American constitutional OUR UNIQUE
FORM OF democracy, CALLED A CONSTITUTIONAL REPUBLIC.
Standard 2007 2018
4 – C2.0.1 Explain how the principles of popular Explain how the CORE VALUES AND
sovereignty, rule of law, checks and CONSTITUTIONAL principles of popular
balances, separation of powers, and sovereignty, rule of law, checks and
individual rights (e.g., freedom of religion, balances, separation of powers, and
freedom of expression, freedom of press) individual rights (e.g., freedom of religion,
serve to limit the powers of the federal freedom of expression, freedom of press)
government as reflected in the serve to limit the powers of the federal
Constitution and Bill of Rights. government as reflected in the
Constitution and Bill of Rights.
4 – C2.0.2 Identify situations in which specific rights Identify situations in which specific rights
guaranteed by the Constitution and Bill of guaranteed by the Constitution and Bill of
Rights are involved (e.g., freedom of Rights are involved (e.g., freedom of
religion, freedom of expression, freedom religion, freedom of expression, freedom
of press). of press).DESCRIBE HOW (1) RIGHTS
GUARANTEED BY THE CONSTITUTION, AND
INCLUDING THE BILL OF RIGHTS, AND (2)
CORE DEMOCRATIC VALUES, ARE
INVOLVED IN EVERYDAY SITUATIONS.
Standard 2007 2018
4 – C3.0.1 Give examples of ways the Constitution Give examples of ways the Constitution
limits the powers of the federal limits the powers of the federal
government (e.g., election of public government (e.g., election of public
officers, separation of powers, checks and officers, separation of powers, checks and
balances, Bill of Rights). balances, Bill of Rights).
4 – C3.0.2 Give examples of powers granted to the Give examples of WAYS THE
federal government (e.g., coining of CONSTITUTION LIMITS THE powers granted
money, declaring war) and those to OF the federal government (e.g.,
reserved for the states (e.g., driver’s coining of money, declaring war) and
license, marriage license). TRIBAL GOVERNMENT, and those reserved
for VERSUS the state GOVERNMENTS AND
INDIVIDUAL RIGHTS (e.g., driver’s license,
marriage license).
4 – C3.0.3 Describe the organizational structure of Describe the organizational structure of
the federal government in the United the federal government in the United
States (legislative, executive, and judicial States (legislative, executive, and judicial
branches). branches).
4 – C3.0.4 Describe how the powers of the federal Describe how the powers of the federal
government are separated among the government are separated among the
branches. branches.
4 – C3.0.5 Give examples of how the system of Give examples of how the system of
checks and balances limits the power of checks and balances limits the power of
the federal government (e.g., presidential the federal government (e.g., presidential
veto of legislation, courts declaring a law veto of legislation, courts declaring a law
unconstitutional, congressional approval unconstitutional, congressional approval
of judicial appointments). of judicial appointments).
4 – C3.0.6 Describe how the President, members of Describe how the president, members of
the Congress, and justices of the Supreme the Congress, and justices of the Supreme
Court come to power (e.g., elections Court come to power (e.g., elections
versus appointments). versus appointments).
4 – C3.0.7 Explain how the federal government uses Explain how the federal government uses
taxing and spending to serve the taxing and spending to serve the
purposes of government. purposes of government.
Examples column.
P a g e | 25

by participating in a government CONSTITUTIONAL REPUBLIC.
Standard 2007 2018
4 – C5.0.1 Explain responsibilities of citizenship (e.g., Explain responsibilities of citizenship (e.g.,
initiating changes in laws or policy, initiating changes in laws or policy,
holding public office, respecting the law, holding public office, respecting the law,
being informed and attentive to public being informed and attentive to public
issues, paying taxes, registering to vote issues, paying taxes, registering to vote
and voting knowledgeably, serving as a and voting knowledgeably, serving as a
juror). juror).
4 – C5.0.2 Describe the relationship between rights Describe the relationship between rights
and responsibilities of citizenship. and responsibilities of citizenship EXPLAIN
THE RIGHTS OF CITIZENSHIP, WHY RIGHTS
HAVE LIMITS, AND THE RELATIONSHIP
BETWEEN RIGHTS AND RESPONSIBILITIES.
4 – C5.0.3 Explain why rights have limits. Explain why rights have limits.
Describe ways citizens can work together
to promote the CORE values and
CONSTITUTIONAL principles of American
democracy, A CONSTITUTIONAL REPUBLIC.
4 – C5.0.4 Describe ways citizens can work together 4 – C5.0.3
to promote the values and principles of
American democracy.
ECONOMICS
E1 Market Economy
economy.
Standard 2007 2018
4 – E1.0.1 Identify questions economists ask in Identify questions economists ask in
examining the United States (e.g., What is examining the United States (e.g., What is
produced? How is it produced? How produced? How is it produced? How
much is produced? Who gets what is much is produced? Who gets what is
produced? What role does the produced? What role does the
government play in the economy?). government play in the economy?) A
GOOD OR SERVICE MADE IN THE UNITED
STATES AND ANSWER THE THREE
ECONOMIC QUESTIONS ALL ECONOMIES
MUST ADDRESS.
4 – E1.0.2 Describe some characteristics of a market Describe some characteristics of a market
economy (e.g., private property rights, economy (e.g., private property rights,
voluntary exchange, competition, voluntary exchange, competition,
consumer sovereignty, incentives, consumer sovereignty, incentives,
specialization). specialization).
Standard 2007 2018
4 – E1.0.3 Describe how positive and negative Describe how positive (e.g., responding to
incentives influence behavior in a market a sale, saving money, earning money)
economy. and negative (e.g., library fines, overdue
video rental fees) incentives influence
behavior in a market economy.
4 – E1.0.4 Explain how price affects decisions about Explain how price affects decisions about
purchasing goods and services (substitute purchasing goods and services (substitute
goods). goods).
4 – E1.0.5 Explain how specialization and division of Explain how specialization and division of
labor increase productivity (e.g., assembly labor increase productivity (e.g., assembly
line). (H) line).(H)
4 – E1.0.6 Explain how competition among buyers Explain how competition among buyers
results in higher prices and competition results in higher prices and competition
among sellers results in lower prices (e.g., among sellers results in lower prices (e.g.,
supply, demand). supply, demand).
4 – E1.0.7 Demonstrate the circular flow model by Demonstrate the circular flow model by
engaging in a market simulation, which engaging in a market simulation, which
includes households and businesses and includes households and businesses and
depicts the interactions among them. depicts the interactions among them
DESCRIBE THE EXCHANGE OF GOODS
AND SERVICES AND THE ROLE OF MONEY.
4 – E1.0.8 Explain why public goods (e.g., libraries, Explain why public goods (e.g., libraries,
roads, parks, the Mackinac Bridge) are roads, parks) are not privately owned LIST
not privately owned. (H) GOODS AND SERVICES GOVERNMENTS
PROVIDE IN A MARKET ECONOMY AND
EXPLAIN HOW THESE GOODS AND
SERVICES ARE FUNDED PAID.(H)
E2 National Economy
Use fundamental principles and concepts of economics to understand economic activity in the United
States.
Standard 2007 2018
4 – E2.0.1 Explain how changes in the United States Explain how changes in the United States
economy impact levels of employment economy impact levels of employment
and unemployment (e.g.,changing and unemployment (e.g., changing
demand for natural resources,changes in demand for natural resources, changes in
technology,changes in competition).(H) technology, changes in competition).(H)
Examples column.
P a g e | 27
Use fundamental principles and concepts of economics to understand economic activity in the global
economy.
Standard 2007 2018
4 – E3.0.1 Describe how global competition affects Describe how global competition affects
the national economy (e.g., outsourcing the national economy (e.g., outsourcing
of jobs, increased supply of goods, of jobs, increased supply
opening new markets, quality controls). of goods, opening new markets, quality
controls) IDENTIFY THE ADVANTAGES AND
DISADVANTAGES OF GLOBAL
COMPETITION.

Standard 2007 2018
4 – P3.1.1 Identify public issues in the United States Identify public issues in the United States
that influence the daily lives of its citizens. that influence the daily lives of its citizens.
in the United States and evaluate in the United States and evaluate
the United States. the United States.

Standard 2007 2018
4 – P3.3.1 Compose a brief essay expressing a Compose a brief essay expressing a
position on a public policy issue in the position on a public policy issue in the
United States and justify the position with United States and justify the position with
a reasoned argument. a reasoned argument.
Standard 2007 2018
issue. STATE OR NATIONAL issue.
others. others.
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE FIVE

U1 USHG ERA 1 – BEGINNINGS TO 1620
U1.1 American Indian INDIGENOUS PEOPLE’S Life in the Americas
Describe the life of peoples living in North America before European exploration.
Standard 2007 2018
5 – U1.1.1 Use maps to locate peoples in the desert Use maps to locate peoples in the
Southwest, the Pacific Northwest, the EASTERN WOODLAND (THE WOODLAND
nomadic nations of the Great Plains, and PEOPLES EAST OF THE MISSISSIPPI RIVER),
the woodland peoples east of the desert Southwest, the Pacific Northwest,
Mississippi River (Eastern Woodland). AND the nomadic nations of the Great
(National Geography Standard 1, p. 144) Plains, and the woodland peoples east of
the Mississippi River (Eastern
Woodland).(National Geography
Standard 1, p.144) (G)
5 – U1.1.2 Compare how American Indians in the Compare how American Indians
desert Southwest and the Pacific INDIGENOUS PEOPLES in the desert
Northwest adapted to or modified the Southwest and the Pacific Northwest
environment. (National Geography EASTERN WOODLANDS AND ANOTHER
Standard 14, p. 171) TRIBAL REGION adapted to or modified
the environment. (National Geography
Standard 14, p.171) (G)
5 – U1.1.3 Describe Eastern Woodland American Describe Eastern Woodland American
Indian life with respect to governmental Indian life with respect to governmental
and family structures, trade, and views on and family structures, trade, and views on
property ownership and land use. property ownership and land
(National Geography Standard 11, p. 164, use.(National Geography Standard 11,
C, E) p.164) (G, C, E)
Examples column.
P a g e | 29
U1.2 European Exploration

Identify the causes and consequences of European exploration and colonization.
Standard 2007 2018
5 – U1.2.1 Explain the technological (e.g., invention Explain the technological (e.g., invention
of the astrolabe and improved maps), of the astrolabe and improved maps) and
and political developments, (e.g., rise of political developments (e.g., rise of
nation-states), that made sea exploration nation-states) that made sea exploration
possible. (National Geography Standard possible. (National Geography Standard
1, p. 144, C) 1, p.144) (G, C)
5 – U1.2.2 Use case studies of individual explorers Use case studies of individual explorers
and stories of life in Europe to compare and stories of life in Europe to compare
the goals, obstacles, motivations, and the goals, obstacles, motivations, and
consequences for European exploration consequences for European exploration
and colonization of the Americas (e.g., and colonization of the Americas (e.g.,
economic, political, cultural, and economic, political, cultural, and
religious). (National Geography Standard religious). (National Geography Standard
13, p. 169, C, E) 13, p.169) (G, C, E)
U1.3 African Life Before the 16th Century

Describe the lives of peoples living in western Africa prior to the 16th century.
Standard 2007 2018
5 – U1.3.1 Use maps to locate the major regions of Use maps to locate the major regions of
Africa (northern Africa, western Africa, Africa (northern Africa, western Africa,
central Africa, eastern Africa, southern central Africa, eastern Africa, southern
Africa). (National Geography Standard 1, Africa). (National Geography Standard 1,
p. 144) p. 144)
5 – U1.3.2 Describe the life and cultural Describe the life and cultural
development of people living in western development of people living in western
Africa before the 16th century with Africa before the 16th century with
respect to economic (the ways people respect to economic (the ways people
made a living) and family structures, and made a living) and family structures, and
the growth of states, towns, and trade. the growth of states, towns, and trade.
(National Geography Standard 10, p. 162) (National Geography Standard 10, p. 162)
U1.4 Three World Interactions

Describe the environmental, political, and cultural consequences of the interactions among European,
African, and American Indian INDIGENOUS PEOPLES in the late 15th through the 17th century.
Standard 2007 2018
5 – U1.4.1 Describe the convergence of Europeans, Describe the convergence of Europeans,
American Indians and Africans in North American Indians INDIGENOUS PEOPLES,
America after 1492 from the perspective and Africans in North America after 1492
of these three groups. (National from the perspective of these three
Geography Standard 10, p. 162) groups. (National Geography Standard
10, p.162) (G)
Standard 2007 2018
5 – U1.4.2 Use primary and secondary sources (e.g., Use primary and secondary sources (e.g.,
letters, diaries, maps, documents, letters, diaries, maps, documents,
narratives, pictures, graphic data) to narratives, pictures, graphic data) to
compare Europeans and American compare Europeans and American
Indians who converged in the western Indians INDIGENOUS PEOPLES who
hemisphere after 1492 with respect to converged in the Western Hemisphere
governmental structure, and views on after 1492 with respect to governmental
property ownership and land use. structure, and views on property
(National Geography Standard 12, p. 167, ownership and land use. (National
C, E) Geography Standard 12, p.167) (G, C, E)
5 – U1.4.3 Explain the impact of European contact Explain the impact of European contact
on American Indian cultures by on American Indian THE cultures OF
comparing the different approaches used INDIGENOUS PEOPLES by comparing the
by the British and French in their different approaches used by the British
interactions with American Indians. and French in their interactions with
(National Geography Standard 10, p. 162, American Indians INDIGENOUS PEOPLES.
C, E) (National Geography Standard 10, p.162)
(G, C, E)
5 – U1.4.4 Describe the Columbian Exchange and its Describe the Columbian Exchange and its
impact on Europeans,American Indians, impact on Europeans, American Indians
and Africans. (National Geography INDIGENOUS PEOPLES, and Africans.
Standard 11, p. 164, E) (National Geography Standard 11, p.164)
(G, E)
U2 USHG ERA 2 – COLONIZATION AND SETTLEMENT (1585-1763)

U2.1 European Struggle for Control of North America
Compare the regional settlement patterns and describe significant developments in Southern, New
England, and the mid-Atlantic colonies.
Standard 2007 2018
5 – U2.1.1 Describe significant developments in the Describe significant developments in the
Southern colonies, including Southern colonies, including
• patterns of settlement and control • patterns of settlement and control
including the impact of geography including the impact of geography
(landforms and climate) on settlement (landforms and climate) on settlement
(National Geography Standard 12, p. (National Geography Standard 12, p.
167) 167)
• establishment of Jamestown (National • establishment of Jamestown (National
Geography Standard 4, p. 150) Geography Standard 4, p. 150)
• development of one-crop economies • development of one-crop economies
(plantation land use and growing (plantation land use and growing
season for rice in Carolinas and season for rice in Carolinas and
tobacco in Virginia) (National tobacco in Virginia) (National
• relationships with American Indians • relationships with American Indians
(e.g., Powhatan) (National (e.g., Powhatan) INDIGENOUS
Geography Standard 10, p. 162) PEOPLES, INCLUDING THE TRADING OF
GOODS, SERVICES, AND IDEAS
Examples column.
P a g e | 31
Standard 2007 2018

• development of colonial AMONG EUROPEAN AND INDIGENOUS
representative assemblies (House of PEOPLES (National Geography
Burgesses) (National Geography Standard 10, p. 162)
Standard 5, p. 152) • development of colonial
• development of slavery representative assemblies (House of
Burgesses) (National Geography
Standard 5, p. 152)
• development of slavery
New England colonies, including New England colonies, including:
(National Geography Standard 12, p. (National Geography Standard 12,
167) p.167) (G)
• relations with American Indians (e.g., • relations with American Indians (e.g.,
Pequot/King Phillip’s War) (National Pequot/King Phillip’s War) INDIGENOUS
Geography Standard 10, p. 162) PEOPLES, INCLUDING THE TRADING OF
• growth of agricultural (small farms) GOODS, SERVICES, AND IDEAS
and non-agricultural (shipping, AMONG EUROPEAN AND INDIGENOUS
manufacturing) economies (National PEOPLES (National Geography
Geography Standard 15, p. 173) Standard 10, p.162)
• the development of government • growth of agricultural (small farms)
including establishment of town and non-agricultural (shipping,
meetings, development of colonial manufacturing) economies (National
legislatures and growth of royal Geography Standard 15, p.173) (G, E)
government (National Geography • the development of government,
Standard 13, p. 169) including establishment of town
• religious tensions in Massachusetts that meetings, development of colonial
led to the establishment of other legislatures and growth of royal
colonies in New England (National government (National Geography
Geography Standard 13, p. 169 C, E) Standard 13, p. 169)
• religious tensions in Massachusetts that
led to the establishment of other
colonies in New England (National
Geography Standard 13, p. 169 C, E

Middle Colonies, including Middle Colonies, including:
(National Geography Standard 12, p. (National Geography Standard 12,
167) p.167) (G)
• the growth of Middle Colonies • RELATIONS WITH INDIGENOUS PEOPLES,
economies (e.g., breadbasket) INCLUDING THE TRADING OF GOODS,
(National Geography Standard 7, p. SERVICES, AND IDEAS AMONG
156) EUROPEAN AND INDIGENOUS PEOPLES
• The Dutch settlements in New • the growth of Middle Colonies’
Netherlands, Quaker settlement in economies (e.g., breadbasket)
Standard 2007 2018
Pennsylvania, and subsequent English (National Geography Standard 7,
takeover of the Middle Colonies p.156) (E)
• immigration patterns leading to ethnic • The Dutch settlement in New
diversity in the Middle Colonies Netherlands, Quaker settlement in
(National Geography Standard 10, p. Pennsylvania, and subsequent English
162, C, E) takeover of the Middle Colonies
• immigration patterns leading to ethnic
diversity in the Middle Colonies
(National Geography Standard 10,
p.162) (G, C, E)
5 – U2.1.4 Compare the regional settlement patterns Compare the regional settlement patterns
of the Southern colonies, New England, of the Southern colonies, New England,
and the Middle Colonies. (National and the Middle Colonies. (National
Geography Standard 12, p. 167) Geography Standard 12, p.167)
5 – U2.1.5 EXPLAIN THE ECONOMIC, POLITICAL,
CULTURAL, AND RELIGIOUS CAUSES OF
MIGRATION TO COLONIAL NORTH
AMERICA. (G)
U2.2 European Slave Trade and Slavery in Colonial America

Analyze the development of the slave system in the Americas and its impact upon the life of Africans.
Standard 2007 2018
5 – U2.2.1 Describe Triangular Trade including Describe Triangular Trade including:
• the trade routes • the trade routes (E, G)
• the people and goods that were • the people and goods that were
traded traded (E)
• the Middle Passage • the Middle Passage
• its impact on life in Africa (National • its impact on life in Africa (National
Geography Standards 9, and 11; pp. Geography Standards 9, and 11;
160 and 164 E) pp.160 and 164) (G)
5 – U2.2.2 Describe the life of enslaved Africans and Describe the life of enslaved Africans and
free Africans in the American colonies. free Africans in the American colonies.
5 – U2.2.3 Describe how Africans living in North Describe how Africans living in North
America drew upon their African past America drew upon their African past
(e.g., sense of family, role of oral tradition) (e.g., sense of family, role of oral tradition)
and adapted elements of new cultures to and adapted elements of new cultures to
develop a distinct African-American develop a distinct African-American
culture. (National Geography Standard culture. (National Geography Standard
10, p. 162) 10, p. 162)
Examples column.
P a g e | 33
U2.3 Life in Colonial America

Distinguish among and explain the reasons for regional differences in colonial America.
Standard 2007 2018
5 – U2.3.1 Locate the New England, Middle, and Locate the New England, Middle, and
Southern colonies on a map. (National Southern colonies on a map. (National
Geography Standard 3 p. 148) Geography Standard 3 p.148) (G)
5 – U2.3.2 Describe the daily life of people living in Describe the daily life of people living in
the New England, Middle, and Southern the New England, Middle, and Southern
colonies. (National Geography Standards colonies. (National Geography Standards
14 and 15; pp. 171 and 173) 14 and 15; pp.171 and 173)
5 – U2.3.3 Describe colonial life in America from the Describe colonial life in America from the
perspectives of at least three different perspectives of at least three different
groups of people (e.g., wealthy groups of people. (e.g., wealthy
landowners, farmers, merchants, landowners, farmers, merchants,
indentured servants, laborers and the indentured servants, laborers and the
poor, women, enslaved people, free poor, women, enslaved people, free
Africans, and American Indians). Africans, and American Indians).
5 – U2.3.4 Describe the development of the Describe the development of the
emerging labor force in the colonies (e.g., emerging labor force in the colonies (e.g.,
cash crop farming, slavery, indentured cash crop farming, slavery, indentured
servants). (E) servants). (E)
5 – U2.3.5 Make generalizations about the reasons Make generalizations about the reasons
for regional differences in colonial for regional differences in colonial
America. (National Geography Standard America. (National Geography Standard
6, p. 154) 6, p.154) (G)
U3 USHG ERA 3 REVOLUTION AND THE NEW NATION (1754 - 1800)

U3.1 Causes of the American Revolution
Identify the major political, economic, and ideological reasons for the American Revolution.
Standard 2007 2018
5 – U3.1.1 Describe the role of the French and Indian Describe the role of the French and Indian
War, how British policy toward the War, how British policy toward the
colonies in America changed from 1763 colonies in America changed from 1763
to 1775, and colonial dissatisfaction with to 1775, HOW THE FRENCH AND INDIAN
the new policy. (National Geography WAR AFFECTED BRITISH POLICY TOWARD
Standard 13 p. 169 C, E) THE COLONIES and colonial dissatisfaction
with the new policy. (National Geography
Standard 13 p.169) (C, E)
5 – U3.1.2 Describe the causes and effects of events Describe the causes and effects of events
such as the Stamp Act, Boston Tea Party, such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston the Intolerable Acts, and the Boston
Massacre. Massacre. (C)
5 – U3.1.3 Using an event from the Revolutionary era Using an event from the Revolutionary era
(e.g., Boston Tea Party, quartering of (e.g., Boston Tea Party, quartering of
soldiers, writs of assistance, closing of soldiers, writs of assistance, closing of
colonial legislatures), explain how British colonial legislatures), explain how British
Standard 2007 2018
and colonial views on authority and the and colonial views on authority and the
use of power without authority differed use of power without authority differed
(views on representative government). (views on representative government).
(C)
5 – U3.1.4 Describe the role of the First and Second Describe the role of the First and Second
Continental Congress in unifying the Continental Congresses in unifying the
colonies (addressing the Intolerable Acts, colonies (addressing the Intolerable Acts,
declaring independence, drafting the declaring independence, drafting the
Articles of Confederation). (C) Articles of Confederation). (C)
5 – U3.1.5 Use the Declaration of Independence to Use the Declaration of Independence to
explain why the colonists wanted to explain why the colonists wanted to
separate from Great Britain and why they separate from Great Britain and why they
believed they had the right to do so. (C) believed they had the right to do so. (C)
5 – U3.1.6 Identify the role that key individuals Identify the role that key individuals
played in leading the colonists to played in leading the colonists to
revolution, including George Washington, revolution, including George Washington,
Thomas Jefferson, Benjamin Franklin, Thomas Jefferson, Benjamin Franklin,
Patrick Henry, Samuel Adams, John Patrick Henry, Samuel Adams, John
Adams, and Thomas Paine. Adams, and Thomas Paine.
5 – U3.1.7 Describe how colonial experiences with Describe how colonial experiences with
self-government (e.g., Mayflower self-government (e.g., Mayflower
Compact, House of Burgesses and town Compact, House of Burgesses and town
meetings) and ideas about government meetings) and ideas about government
(e.g., purposes of government such as (e.g., purposes of government such as
protecting individual rights and promoting protecting individual rights and promoting
the common good, natural rights, limited the common good, natural rights, limited
government, representative government) government, representative government)
influenced the decision to declare influenced the decision to declare
independence. (C) independence. (C)
5 – U3.1.8 Identify a problem confronting people in Identify a problem confronting people in
the colonies, identify alternative choices the colonies, identify alternative choices
for addressing the problem with possible for addressing the problem with possible
consequences, and describe the course consequences, and describe the course
of action taken. of action taken.
U3.2 The American Revolution and Its Consequences

Explain the multi-faceted nature of the American Revolution and its consequences.
Standard 2007 2018
5 – U3.2.1 Describe the advantages and Describe the advantages and
disadvantages of each side during the disadvantages each side had during the
American Revolution with respect to American Revolution with respect to
military leadership, geography, types of military leadership, geography, types of
resources, and incentives. (National resources, and motivations. (National
Geography Standard 4, p. 150, E) Geography Standard 4, p.150, E) (G, E)
Examples column.
P a g e | 35
Standard 2007 2018

5 – U3.2.2 Describe the importance of Valley Forge, Describe the importance of Valley Forge,
Battle of Saratoga, and Battle of Yorktown the Battle of Saratoga, and the Battle of
in the American Revolution. Yorktown in the American Revolution.
5 – U3.2.3 Compare the role of women, African Compare the role of women, African
Americans, American Indians, and France Americans, American Indians
in helping shape the outcome of the war. INDIGENOUS PEOPLES, and France in
helping shape the outcome of the war.
5 – U3.2.4 Describe the significance of the Treaty of Describe the significance of the Treaty of
Paris (establishment of the United States Paris (establishment of the United States
and its boundaries). (National Geography and its boundaries). (National Geography
Standard 13, p. 169, C) Standard 13, p.169) (G, C)
U3.3 Creating New Government(s) and a New Constitution

Explain some of the challenges faced by the new nation under the Articles of Confederation; and
analyze the development of the Constitution as a new plan for governing.
Standard 2007 2018
5 – U3.3.1 Describe the powers of the national Describe the powers of the national
government and state governments government and state governments
under the Articles of Confederation. (C) under the Articles of Confederation. (C)
5 – U3.3.2 Give examples of problems the country Give examples of problems the country
faced under the Articles of Confederation faced under the Articles of
(e.g., lack of national army, competing Confederation. (e.g., lack of national
currencies, reliance on state governments army, competing currencies, reliance on
for money). (National Geography state governments for money). (National
Standard 13, p. 169, C) Geography Standard 13, p. 169, C)
5 – U3.3.3 Explain why the Constitutional Convention Explain why the Constitutional Convention
was convened and why the Constitution was convened and why the Constitution
was written. (C) was written. (C)
5 – U3.3.4 Describe the issues over representation Describe the issues over representation
and slavery the Framers faced at the and slavery the Framers faced at the
Constitutional Convention and how they Constitutional Convention and how they
were addressed in the Constitution (Great were addressed in the Constitution.
Compromise, Three-Fifths Compromise). (Great Compromise, Three-Fifths
(National Geography Standard 9, p. 160, Compromise). (National Geography
C) Standard 9, p. 160, C)
5 – U3.3.5 Give reasons why the Framers wanted to Give reasons why the Framers wanted to
limit the power of government (e.g., fear limit the power of government. (e.g., fear
of a strong executive, representative of a strong executive, representative
government, importance of individual government, importance of individual
rights). (C) rights). (C)
5 – U3.3.6 Describe the principle of federalism and Describe the principle of federalism and
how it is expressed through the sharing how it is expressed through the sharing
and distribution of power as stated in and distribution of power as stated in
the Constitution (e.g., enumerated and the Constitution. (e.g., enumerated and
reserved powers). (C) reserved powers). (C)
Standard 2007 2018
5 – U3.3.7 Describe the concern that some people Describe the concern that some people
had about individual rights and why the had about individual rights and why the
inclusion of a Bill of Rights was needed inclusion of a Bill of Rights was needed
for ratification. (C) for ratification. (C)
5 – U3.3.8 Describe the rights found in the First, Describe the rights found in the First,
Second, Third, and Fourth Amendments Second, Third, and Fourth Amendments
to the United States Constitution. to the United States Constitution.

Clearly state a problem as public policy issue, analyze various perspectives, and generate and
Standard 2007 2018
5 – P3.1.1 Identify contemporary public issues Identify contemporary public issues
related to the United States Constitution related to the United States Constitution
and their related factual, definitional, and and their related factual, definitional, and
ethical questions. ethical questions.
analyze information about a analyze information about a
contemporary public issue related to the contemporary public issue related to the
United States Constitution and evaluate United States Constitution and evaluate
on contemporary constitutional issues in on contemporary constitutional issues in
the United States. the United States.

Standard 2007 2018
5 – P3.3.1 Compose a short essay expressing a Compose a short essay expressing a
position on a contemporary public policy position on a contemporary public policy
issue related to the Constitution and justify issue related to the Constitution and
the position with a reasoned argument. justify the position with a reasoned
argument.
Standard 2007 2018
issue. issue.
Examples column.
P a g e | 37
Standard 2007 2018

others. others.
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE SIX

HISTORY
H1 The World in Temporal Terms: Historical Habits of Mind (Ways of Thinking)
Evaluate evidence, compare and contrast information, interpret the historical record, and develop
sound historical arguments and perspectives on which informed decisions in contemporary life can be
based.
H1.1 Temporal Thinking
Use historical conceptual devices to organize and study the past.
Historians use conceptual devices (eras, periods, calendars, time lines) to organize their study of the
world. Chronology is based on time and reflects cultural and historical interpretations, including major
starting points, and calendars based on different criteria (religious, seasonal, Earth-sun-and-moon
relationships). Historians use eras and periods to organize the study of broad developments that have
involved large segments of world’s population and have lasting significance for future generations and
to explain change and continuity.
Standard 2007 2018
6 – H1.1.1 Explain why and how historians use eras Explain why and how historians use eras
and periods as constructs to organize and and periods as constructs to organize and
explain human activities over time. explain human activities over time.
6 – H1.1.2 Compare and contrast several different Compare and contrast several different
calendar systems used in the past and calendar systems used in the past and
present and their cultural significance present and their cultural significance
(e.g., Olmec and Mayan calendar (e.g., Olmec and Mayan calendar
systems, Aztec Calendar Stone, Sun Dial, systems, Aztec Calendar Stone, Sun Dial,
Gregorian calendar – B.C./A.D.; Gregorian calendar – B.C./A.D.;
contemporary secular – B.C.E./C.E. Note: contemporary secular – B.C.E./C.E. Note:
in 7th grade Eastern Hemisphere the in 7th grade Eastern Hemisphere the
Chinese, Hebrew, and Islamic/Hijri Chinese, Hebrew, and Islamic/Hijri
calendars are included). calendars are included).
H1.2 Historical Inquiry and Analysis
Use historical inquiry and analysis to study the past.
History is a process of reasoning based on evidence from the past. Historians use and interpret a variety
of historical documents (including narratives), recognize the difference between fact and opinion,
appreciate multiple historical perspectives while avoiding present mindedness (judging the past solely in
term of norms and values of today), and explain that historical events often are the result of multiple
causation. Students will conduct their own inquiry and analysis in their studies about the ancient history
of the Western Hemisphere.
Standard 2007 2018
6 – H1.2.1 Explain how historians use a variety of Explain how historians use a variety of
sources to explore the past (e.g., artifacts, sources to explore the past (e.g., artifacts,
primary and secondary sources including primary and secondary sources including
narratives, technology, historical maps, narratives, technology, historical maps,
visual/mathematical quantitative data, visual/mathematical quantitative data,
radiocarbon dating, DNA analysis). radiocarbon dating, DNA analysis).
6 – H1.2.2 Read and comprehend a historical Read and comprehend a historical
passage to identify basic factual passage to identify basic factual
knowledge and the literal meaning by knowledge and the literal meaning by
indicating who was involved, what indicating who was involved, what
happened, where it happened, what happened, where it happened, what
events led to the development, and what events led to the development, and what
consequences or outcomes followed. consequences or outcomes followed.
6 – H1.2.3 Identify the point of view (perspective of Identify the point of view (perspective of
the author) and context when reading the author) and context when reading
and discussing primary and secondary and discussing primary and secondary
sources. sources.
6 – H1.2.4 Compare and evaluate competing Compare and evaluate competing
historical perspectives about the past historical perspectives about the past
based on proof. based on proof.
6 – H1.2.5 Identify the role of the individual in history Identify the role of the individual in history
and the significance of one person’s and the significance of one person’s
ideas. ideas.
H1.4 Historical Understanding

Use historical concepts, patterns, and themes to study the past.
Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to
construct knowledge as historical understandings. These understandings are drawn from the record of
human history and include human aspirations, strivings, accomplishments, and failures in spheres of
human activity.
Standard 2007 2018
6 – H1.4.1 Describe and use cultural institutions to Describe and use cultural institutions to
study an era and a region (political, study an era and a region (political,
economic, religion/ belief, economic, religion/ belief,
science/technology, written language, science/technology, written language,
education, family). education, family).
Examples column.
P a g e | 39
Standard 2007 2018

6 – H1.4.2 Describe and use themes of history to Describe and use themes of history to
study patterns of change and continuity. study patterns of change and continuity.
6 – H1.4.3 Use historical perspective to analyze Use historical perspective to analyze
global issues faced by humans long ago global issues faced by humans long ago
and today and today
W1 WHG ERA 1 – The Beginnings of Human Society: Beginnings to 4000 B.C.E./B.C.

Explain the basic features and differences between hunter-gatherer societies and pastoral nomads.
Analyze and explain the geographic, environmental, biological, and cultural processes that influenced
the rise of the earliest human communities, the migration and spread of people throughout the world,
and the causes and consequences of the growth of agriculture.
W1.1 Peopling of the Earth
Describe the spread of people in the Western Hemisphere in Era 1.
In the first era of human history,people spread throughout the world.As communities of hunters,foragers,
or fishers, they adapted creatively and continually to a variety of contrasting, changing environments in
the Americas.
Standard 2007 2018
6 – W1.1.1 Describe the early migrations of people Describe the early migrations of people
among Earth’s continents (including the among Earth’s continents (including the
Berringa Land Bridge). Berringa Land Bridge).
6 – W1.1.2 Examine the lives of hunting and Examine the lives of hunting and
gathering people during the earliest eras gathering people during the earliest eras
of human society (tools and weapons, of human society (tools and weapons,
language, fire). language, fire).
W1.2 Agricultural Revolution

Describe the Agricultural Revolution and explain why it is a turning point in history.
The Agricultural Revolution was a major turning point in history that resulted in people and civilizations
viewing and using the land in a systematic manner to grow food crops, raise animals, produce food
surpluses, and the development of sedentary settlement.
Standard 2007 2018
6 – W1.2.1 Describe the transition from hunter Describe the transition from hunter
gatherers to sedentary agriculture gatherers to sedentary agriculture
(domestication of plants and animals). (domestication of plants and animals).
6 – W1.2.2 Describe the importance of the natural Describe the importance of the natural
environment in the development of environment in the development of
agricultural settlements in different agricultural settlements in different
locations (e.g., available water for locations (e.g., available water for
irrigation, adequate precipitation, and irrigation, adequate precipitation, and
suitable growing season). suitable growing season).
6 – W1.2.3 Explain the impact of the Agricultural Explain the impact of the Agricultural
Revolution (stable food supply, surplus, Revolution (stable food supply, surplus,
population growth, trade, division of population growth, trade, division of
labor, development of settlements). labor, development of settlements).
W2 WHG ERA 2 – EARLy CIVILIZATIONS AND CULTURES AND THE EMERGENCE OF PASTORAL PEOPLES,
4000 TO 1000 B.C.E./B.C.
Describe and differentiate defining characteristics of early civilization and pastoral societies, where they
emerged, and how they spread.
W2.1 Early Civilizations and Early Pastoral Societies
Describe the characteristics of early Western Hemisphere civilizations and pastoral societies.
During this era, early agrarian civilizations and pastoral societies emerged. Many of the world’s most
fundamental institutions, discoveries, inventions, and techniques appeared. Pastoral societies
developed cultures that reflected the geography and resources that enabled them to inhabit the more
challenging physical environments such as the tundra and semi-arid regions of North and South
America.
Standard 2007 2018
6 – W2.1.1 Explain how the environment favored Explain how the environment favored
hunter gatherer, pastoral, and small scale hunter gatherer, pastoral, and small scale
agricultural ways of life in different parts of agricultural ways of life in different parts of
the Western Hemisphere. the Western Hemisphere.
6 – W2.1.2 Describe how the invention of agriculture Describe how the invention of agriculture
led to the emergence of agrarian led to the emergence of agrarian
civilizations (seasonal harvests, specialized civilizations (seasonal harvests, specialized
crops, cultivation, and development of crops, cultivation, and development of
villages and towns). villages and towns).
6 – W2.1.3 Use multiple sources of evidence to Use multiple sources of evidence to
describe how the culture of early peoples describe how the culture of early peoples
of North America reflected the of North America reflected the
geography and natural resources geography and natural resources
available (e.g., Inuit of the Arctic, Kwakiutl available (e.g., Inuit of the Arctic, Kwakiutl
of the Northwest Coast; Anasazi and of the Northwest Coast; Anasazi and
Apache of the Southwest). Apache of the Southwest).
6 – W2.1.4 Use evidence to identify defining Use evidence to identify defining
characteristics of early civilizations and characteristics of early civilizations and
early pastoral nomads (government, early pastoral nomads (government,
language, religion, social structure, language, religion, social structure,
technology, and division of labor). technology, and division of labor).
W3 WHG ERA 3 – CLASSICAL TRADITIONS AND MAjOR EMPIRES, 1000 B.C.E./B.C.TO 300 C.E./A.D.
(Note:Mayan, Aztec,and Incan societies had their beginnings in Era 3 but became more prominent as
civilizations in Era 4.)
Analyze the civilizations and empires that emerged during this era, noting their political, economic, and
social systems, and their changing interactions with the environment.
Analyze the innovations and social, political, and economic changes that occurred through the
emergence of agrarian societies of Mesoamerica and Andean South America and the subsequent
urbanization and trading economies that occurred in the region. (Grade 6)
W3.1 Classical Traditions and Major Empires in the Western Hemisphere
Describe empires and agrarian civilizations in Mesoamerica and South America.
Examples column.
P a g e | 41
Civilizations and empires that emerged during this era were noted for their political, economic and
social systems and their changing interactions with the environment and the agrarian civilizations that
emerged in Mesoamerica and South America.
Standard 2007 2018
6 – W3.1.1 Analyze the role of environment in the Analyze the role of environment in the
development of early empires, development of early empires,
referencing both useful environmental referencing both useful environmental
features and those that presented features and those that presented
obstacles. obstacles.
6 – W3.1.2 Explain the role of economics in shaping Explain the role of economics in shaping
the development of early civilizations the development of early civilizations
(trade routes and their significance – Inca (trade routes and their significance – Inca
Road, supply and demand for products). Road, supply and demand for products).
6 – W3.1.3 Describe similarities and difference Describe similarities and difference
among Mayan, Aztec, and Incan among Mayan, Aztec, and Incan
societies, including economy, religion, societies, including economy, religion,
and role and class structure. and role and class structure.
6 – W3.1.4 Describe the regional struggles and Describe the regional struggles and
changes in governmental systems among changes in governmental systems among
the Mayan, Aztec, and Incan Empires. the Mayan, Aztec, and Incan Empires.
6 – W3.1.5 Construct a timeline of main events on Construct a timeline of main events on
the origin and development of early and the origin and development of early and
classic ancient civilizations of the Western classic ancient civilizations of the Western
Hemisphere (Olmec, Mayan, Aztec, and Hemisphere (Olmec, Mayan, Aztec, and
Incan). Incan).
GEOGRAPHY
G1 The World in Spatial Terms: Geographical Habits of Mind
Describe relationships between people, places, and environments by using information that is in a
geographic (spatial) context. Engage in mapping and analyzing information to explain the patterns
and relationships among people, their cultures, and the natural environment. Explain and use key
conceptual devices (places and regions, spatial patterns, and processes) that geographers use to
organize information.
G1.1 Spatial Thinking
Use maps and other geographic tools to acquire and process information from a spatial perspective.
World and regional maps made for specific purposes (population distribution, climate patterns,
vegetation patterns) are used to present information so that it can be compared, contrasted, and
examined to answer the questions “Where is something located?” and “Why is it located there?” and
“What effect does this location have?”
Standard 2007 2018
6 – G1.1.1 Describe how geographers use mapping Describe how geographers use mapping
to represent places and natural and to represent places and natural and
human phenomena in the world. human phenomena in the world.EXPLAIN
AND USE A VARIETY OF MAPS, GLOBES,
AND WEB BASED GEOGRAPHY
TECHNOLOGY TO STUDY THE WORLD AT
GLOBAL, REGIONAL, AND LOCAL SCALES.
6 – G1.1.2 Draw a sketch map from memory of the Draw a sketch map, from memory of the
Western Hemisphere showing the major Western Hemisphere showing the major
regions (Canada, United States, Mexico, regions (Canada, United States, Mexico,
Central America, South America, and Central America, South America, and
Caribbean). Caribbean) OR ADD INFORMATION TO AN
OUTLINE MAP, OF THE WORLD OR A
WORLD REGION.
G1.2 Geographical Inquiry and Analysis
Use SKILLS OF geographic inquiry and analysis to answer important questions about relationships
between people, THEIR cultures, AND their environment, IN THEIR COMMUNITY and relations within the
larger world context.
Students use information to make reasoned judgments based on the authenticity of the information,
their skill at critically analyzing the information, and presenting the results.
Standard 2007 2018
6 – G1.2.1 Locate the major landforms, rivers Locate the major landforms, rivers
(Amazon, Mississippi, Missouri, Colorado), (Amazon, Mississippi, Missouri, Colorado),
and climate regions of the Western and climate regions of the Western
Hemisphere. Hemisphere.APPLY THE SKILLS OF
GEOGRAPHIC INQUIRY
(ASKING GEOGRAPHIC QUESTIONS,
ACQUIRING GEOGRAPHIC INFORMATION,
ORGANIZING GEOGRAPHIC
INFORMATION, ANALYZING GEOGRAPHIC
INFORMATION, AND ANSWERING
GEOGRAPHIC QUESTIONS) TO ANALYZE A
GEOGRAPHIC PROBLEM OR ISSUE.
6 – G1.2.2 Explain why maps of the same place may Explain why maps of the same place may
vary, including cultural perspectives of the vary, including cultural THE perspectives of
Earth and new knowledge based on the Earth and new knowledge based on
science and modern technology. science and modern technology AND
PURPOSES OF THE CARTOGRAPHERS.
Examples column.
P a g e | 43
Standard 2007 2018

6 – G1.2.3 Use data to create thematic maps and Use, data to create thematic maps and
graphs showing patterns of population, graphs showing patterns of population,
physical terrain, rainfall, and vegetation, physical terrain, rainfall, and vegetation,
analyze the patterns and then propose analyze the patterns and then propose
two generalizations about the location two generalizations about the location
and density of the population. and density of the population., INTERPRET,
AND CREATE MAPS AND GRAPHS
REPRESENTING POPULATION
CHARACTERISTICS, NATURAL FEATURES,
AND LAND USE OF THE REGION UNDER
STUDY
6 – G1.2.4 Use observations from air photos, Use observations from air photos,
photographs (print and CD), films (VCR photographs (print and CD) and films
and DVD) as the basis for answering (VCR and DVD) IMAGES as the basis for
geographic questions about the human answering geographic questions about
and physical characteristics of places the human and physical characteristics of
and regions places and major world regions.
6 – G1.2.5 Use information from modern technology LOCATE AND use information from
such as Geographic Positioning System modern technology, such as Geographic
(GPS), Geographic Information System Positioning System (GPS), Geographic
(GIS), and satellite remote sensing to Information Systems (GIS) and satellite
locate information and process maps and remote sensing to locate information and
data to analyze spatial patterns of the process maps and data to analyze spatial
Western Hemisphere to answer patterns of the Western Hemisphere to
geographic questions. answer geographic questions.
6 – G1.2.6 Apply the skills of geographic inquiry Apply the skills of geographic inquiry
(asking geographic questions, acquiring (asking geographic questions, acquiring
geographic information, organizing geographic information, organizing
geographic information, analyzing geographic information, analyzing
geographic information, and answering geographic information, and answering
geographic questions) to analyze a geographic questions) to analyze a
problem or issue of importance to a problem or issue of importance to a
region of the Western Hemisphere. region of the Western Hemisphere.CREATE
OR INTERPRET A MAP OF THE POPULATION
DISTRIBUTION OF A REGION AND
GENERALIZE ABOUT THE FACTORS
INFLUENCING THE DISTRIBUTION OF THE
POPULATION.
G1.3 Geographical Understanding
THE PURPOSE OF MIDDLE SCHOOL GEOGRAPHY CURRICULUM IS TO DEVELOP CONTENT, THEMES, SKILLS,
AND PERSPECTIVES THAT CAN HELP STUDENTS UNDERSTAND A DIVERSE AND INTERCONNECTED WORLD.
The nature and uses of geography as a discipline and the spatial perspective require that students
observe, interpret, assess, and apply geographic information and skills. The uses of the subject and
content of geography are essential in the development of geographical understanding. A spatial
perspective enables student to observe, describe, and analyze the organizations of people, places,
and environments at different scales and is central to geographic literacy.
Standard 2007 2018
6 – G1.3.1 Use the fundamental themes of Use the fundamental themes of
geography (location, place, human geography (location, place, human
environment interaction, movement, environment interaction, movement,
region) to describe regions or places on region) to describe regions or places on
earth. earth.
6 – G1.3.2 Explain the locations and distributions of Explain the locations and distributions of
physical and human characteristics of physical and human characteristics of
Earth by using knowledge of spatial Earth by using knowledge of spatial
patterns. patterns.USE MAPS OF PHYSICAL
FEATURES, LAND USE, AND
TRANSPORTATION TO GENERALIZE ABOUT
THE REASONS FOR THE DISTRIBUTION OF
POPULATION.
6 – G1.3.3 Explain the different ways in which places Explain the different ways in which places
are connected and how those are connected and how those
connections demonstrate connections demonstrate
interdependence and accessibility. interdependence and accessibility.

Describe the cultural groups and diversities among people that are rooted in particular places and in
human constructs called regions. Analyze the physical and human characteristics of places and
regions.
G2.1 Physical Characteristics of Place
Describe the physical characteristics of places.
Standard 2007 2018
6 – G2.1.1 Describe the landform features and the LOCATE AND describe the landform
climate of the region (within the Western features LANDFORMS, ECOSYSTEMS, and
or Eastern Hemispheres) under study. the climate of the CONTINENTS region
(within the Western or Eastern
Hemispheres) under study.
Examples column.
P a g e | 45
Standard 2007 2018

6 – G2.1.2 Account for topographic and human Account for topographic and human
spatial patterns (where people live) spatial patterns (where people live)
associated with tectonic plates such as associated with tectonic plates such as
volcanoes, earthquakes, settlements (Ring volcanoes, earthquakes, settlements (Ring
of Fire, recent volcanic and seismic of Fire, recent volcanic and seismic
events, settlements in proximity to natural events, settlements in proximity to natural
hazards in the Western Hemisphere) by hazards in the Western Hemisphere) by
using information from GIS, remote using information from GIS, remote
sensing, and the World Wide Web. sensing, and the World Wide
Web.DESCRIBE THE BASIC PATTERNS AND
PROCESSES OF PLATE TECTONICS.
6 – G2.1.3 DESCRIBE THE CHARACTERISTICS OF
MAJOR WORLD CLIMATES AND
ECOSYSTEMS.
G2.2 Human Characteristics of Place
Describe the human characteristics of places.
Standard 2007 2018
6 – G2.2.1 Describe the human characteristics of the Describe the human characteristics of the
region under study (including languages, region under study (including languages,
religion, economic system, governmental religion, economic system, governmental
system, cultural traditions). system, cultural traditions).
6 – G2.2.2 Explain that communities are affected Explain how communities are affected
positively or negatively by changes in positively or negatively by changes in
technology (e.g., Canada with regard to technology (e.g., Canada with regard to
mining, forestry, hydroelectric power mining, forestry, hydroelectric power
generation, agriculture, snowmobiles, cell generation, agriculture, snowmobiles, cell
phones, air travel). phones, air travel).
6 – G2.2.3 Analyze how culture and experience Analyze EXPLAIN how culture and
influence people’s perception of places experience influence people’s
and regions (e.g., the Caribbean Region perception of places and regions. (e.g.,
that presently displays enduring impacts the Caribbean Region that presently
of different immigrant groups – Africans, displays enduring impacts of different
South Asians, Europeans – and the immigrant groups – Africans, South Asians,
differing contemporary points of view Europeans – and the differing
about the region displayed by islanders contemporary points of view about the
and tourists). region displayed by islanders and tourists).
6 – G2.2.4 INTERPRET POPULATION PYRAMIDS FROM
DIFFERENT COUNTRIES INCLUDING BIRTH
RATES, DEATH RATES, MALE-FEMALE
DIFFERENCES, AND THE CAUSES AND
CONSEQUENCES OF THE AGE STRUCTURE
OF THE POPULATION.
G3 Physical Systems
Describe the physical processes that shape the Earth’s surface which, along with plants and animals,
are the basis for both sustaining and modifying ecosystems. Identify and analyze the patterns and
characteristics of the major ecosystems on Earth.
G3.1 Physical Processes
Describe the physical processes that shape the patterns of the Earth’s surface.
Standard 2007 2018
6 – G3.1.1 Construct and analyze climate graphs for Construct and analyze climate graphs for
two locations at different latitudes and two locations at different latitudes and
elevations in the region to answer elevations in the region to answer
geographic questions and make geographic questions and make
predictions based on patterns. (e.g., predictions based on patterns.(e.g.,
compare and contrast Buenos Aires and compare and contrast Buenos Aires and
La Paz; Mexico City and Guatemala City; La Paz; Mexico City and Guatemala City;
Edmonton and Toronto). Edmonton and Toronto).INTERPRET AND
COMPARE CLIMOGRAPHS FROM
DIFFERENT LATITUDES AND LOCATIONS.
6 – G3.1.2 EXPLAIN THE FACTORS THAT CAUSE
DIFFERENT TYPES OF CLIMATES.
G3.2 Ecosystems
Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface.
Standard 2007 2018
6 – G3.2.1 Explain how and why ecosystems differ as Explain how and why ecosystems differ as
a consequence of differences in latitude, a consequence of differences in latitude,
elevation, and human activities (e.g., elevation, and human activities (e.g.,
South America’s location relative to the South America’s location relative to the
equator, effects of elevations on equator, effects of elevations on
temperature and growing season, temperature and growing season,
proximity to bodies of water and the proximity to bodies of water and the
effects on temperature and rainfall, effects on temperature and rainfall, and
effects of annual flooding on vegetation the effects of annual flooding on
along river flood plains such as the vegetation along river flood plains such as
Amazon). the Amazon).LOCATE MAJOR
ECOSYSTEMS AND EXPLAIN HOW AND
WHY THEY ARE SIMILAR OR DIFFERENT AS A
CONSEQUENCE OF LATITUDE, ELEVATION,
LANDFORMS, LOCATION, AND HUMAN
FACTORS.
Examples column.
P a g e | 47
Standard 2007 2018

6 – G3.2.2 Identify ecosystems and explain why Identify MAJOR ecosystems OF THE
some are more attractive for humans to REGION UNDER STUDY and explain why
use than are others (e.g., mid-latitude some are more attractive PROVIDE
forest in North America, high latitude of GREATER OPPORTUNITIES (FERTILE SOIL,
Peru, tropical forests in Honduras, fish or LENGTH OF GROWING SEASON,
marine vegetation in coastal zones). PRECIPITATION) for humans to use than
others (e.g., mid-latitude forest in North
America, high latitude of Peru, tropical
forests in Honduras, fish or marine
vegetation in coastal zones) AND HOW
LAND USE CHANGES WITH TECHNOLOGY.
G4 Human Systems
Explain that human activities may be seen on Earth’s surface.
Human systems include the way people divide the land, decide where to live, develop communities
that are part of the larger cultural mosaic, and engage in the cultural diffusion of ideas and products
within and among groups.
G4.1 Cultural Mosaic
Describe the characteristics, distribution and complexity of Earth’s cultural mosaic.
Standard 2007 2018
6 – G4.1.1 Identify and explain examples of cultural Identify and explain examples of DEFINE
diffusion within the Americas (e.g., culture AND DESCRIBE EXAMPLES OF
baseball, soccer, music, architecture, CULTURAL CHANGE THROUGH diffusion,
television, languages, health care, within the Americas (e.g., baseball,
Internet, consumer brands, currency, soccer, music, architecture, television,
restaurants, international migration). languages, health care, Internet,
consumer brands, currency, restaurants,
international migration), INCLUDING WHAT
HAS DIFFUSED, WHY AND WHERE IT HAS
SPREAD, AND CONSEQUENCES.
6 – G4.1.2 COMPARE THE ROLES OF MEN AND
WOMEN IN DIFFERENT SOCIETIES.
6 – G4.1.3 DESCRIBE CULTURES OF THE REGION BEING
STUDIED INCLUDING THE MAJOR
LANGUAGES AND RELIGIONS.
6 – G4.1.4 EXPLAIN HOW CULTURAL PATTERNS
INFLUENCE ENVIRONMENTS AND THE DAILY
LIVES OF PEOPLE.
G4.2 Technology Patterns and Networks
Describe how technology creates patterns and networks that connect people, products, and ideas.
Standard 2007 2018
6 – G4.2.1 List and describe the advantages and List IDENTIFY and describe the
disadvantages of different technologies advantages, and disadvantages, AND
used to move people, products, and IMPACT OF different technologies used to
ideas throughout the world (e.g., call move people, products, and ideas
centers in the Eastern Hemisphere that throughout the world (e.g., call centers in
service the Western Hemisphere; the the Eastern Hemisphere that service the
United States and Canada as hubs for the Western Hemisphere; the United States
Internet; transport of people and and Canada as hubs for the Internet;
perishable products; and the spread of transport of people and perishable
individuals’ ideas as voice and image products; and the spread of individuals’
messages on electronic networks such as ideas as voice and image messages on
the Internet). electronic networks such as the Internet).
Examples column.
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G4.3 Patterns of Human Settlement

Describe patterns, processes, and functions of human settlement.
Standard 2007 2018
6 – G4.3.1 Identify places in the Western Hemisphere Identify places in the Western Hemisphere
that have been modified to be suitable that have been modified to be suitable
for settlement by describing the for settlement by describing the
modifications that were necessary (e.g., modifications that were necessary (e.g.,
Vancouver in Canada; irrigated Vancouver in Canada, irrigated
agriculture; or clearing of forests for agriculture, or clearing of forests for
farmland). farmland).EXPLAIN HOW PEOPLE HAVE
MODIFIED THE ENVIRONMENT AND USED
TECHNOLOGY TO MAKE PLACES MORE
SUITABLE FOR HUMANS.
6 – G4.3.2 Describe patterns of settlement by using Describe patterns of settlement by using
historical and modern maps (e.g., coastal historical and modern maps (e.g., coastal
and river cities and towns in the past and and river cities and towns in the past and
present, locations of megacities – modern present, locations of mega cities, modern
cities over 5 million, such as Mexico City, cities over 5 million such as Mexico City,
and patterns of agricultural settlements in and patterns of agricultural settlements in
South and North America). South and North America) AND EXPLAIN
WHY PEOPLE SETTLE WHERE THEY DO AND
HOW THEY MAKE THEIR LIVING.
6 – G4.3.3 EXPLAIN THE PATTERNS, CAUSES, AND
CONSEQUENCES OF MAJOR HUMAN
MIGRATIONS.
G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division of the Earth’s
surface and its resources.
Standard 2007 2018
6 – G4.4.1 Identify factors that contribute to conflict Identify factors that contribute to conflict
and cooperation between and among and cooperation between and among
cultural groups (control/use of natural cultural groups (control/use of natural
resources, power, wealth, and cultural resources, power, wealth, and cultural
diversity). diversity).
6 – G4.4.2 Describe the cultural clash of First Peoples, Describe the cultural clash of First Peoples,
French and English in Canada long ago, French and English in Canada long ago,
and the establishment of Nunavut in 1999. and the establishment of Nunavut in
1999.EVALUATE EXAMPLES OF
COOPERATION AND CONFLICT WITHIN THE
REGION UNDER STUDY FROM DIFFERENT
PERSPECTIVES.
Explain that the physical environment is modified by human activities, which are influenced by the ways
in which human societies value and use Earth’s natural resources, and by Earth’s physical features and
processes. Explain how human action modifies the physical environment and how physical systems
affect human systems.
G5.1 Humans and the Environment
Describe how human actions modify the environment.
Standard 2007 2018
6 – G5.1.1 Describe the environmental effects of Describe the environmental effects of
human action on the atmosphere (air), human action on the atmosphere (air),
biosphere (people, animals, and plants), biosphere (people, animals, and plants),
lithosphere (soil), and hydrosphere (water) lithosphere (soil), and hydrosphere
(e.g., changes in the tropical forest (water), (e.g., changes in the tropical
environments in Brazil, Peru, and Costa forest environments in Brazil, Peru, and
Rica). Costa Rica). DESCRIBE EXAMPLES OF HOW
HUMANS HAVE IMPACTED AND ARE
CONTINUING TO IMPACT THE
ENVIRONMENT IN DIFFERENT PLACES AS A
CONSEQUENCE OF POPULATION SIZE,
LEVEL OF CONSUMPTION, AND
TECHNOLOGY.
6 – G5.1.2 Describe how variations in technology Describe how variations in technology
affect human modifications of the affect human modifications of the
landscape (e.g., clearing forests for landscape (e.g., clearing forests for
agricultural land in South America, fishing agricultural land in South America, fishing
in the Grand Banks of the Atlantic, in the Grand Banks of the Atlantic,
expansion of cities in South America, expansion of cities in South America,
hydroelectric developments in Canada, hydroelectric developments in Canada,
Brazil and Chile, and mining the Kentucky Brazil and Chile, and mining coal in
and West Virginia). Kentucky and West Virginia). EXPLAIN
HOW DIFFERENT TECHNOLOGIES CAN
HAVE POSITIVE AND NEGATIVE IMPACTS
ON THE ENVIRONMENT.
6 – G5.1.3 Identify the ways in which human- Identify the ways in which human-
induced changes in the physical induced changes in the physical
environment in one place can cause environment in one place can cause
changes in other places (e.g., cutting changes in other places. (e.g., cutting
forests in one region may result in river forests in one region may result in river
basin flooding elsewhere; building a dam basin flooding elsewhere; building a dam
floods land upstream and may permit floods land upstream and may permit
irrigation in another region). irrigation in another region).
Examples column.
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G5.2 Physical and Human Systems

Describe how physical and human systems shape patterns on the Earth’s surface.
Standard 2007 2018
6– G5.2.1 Describe the effects that a change in the Describe the effects that a change in the
physical environment could have on physical environment could have on
human activities and the choices people human activities and the choices people
would have to make in adjusting to the would have to make in adjusting to the
change (e.g., drought in northern Mexico, change (e.g., drought in northern Mexico,
disappearance of forest vegetation in disappearance of forest vegetation in the
theAmazon, natural hazards and disasters Amazon, natural hazards and disasters
from volcanic eruptions in Central from volcanic eruptions in Central
America and the Caribbean and America and the Caribbean, and
earthquakes in Mexico City and earthquakes in Mexico City and
Colombia). Colombia).
6– G5.2.2 DESCRIBE HOW COMBINATIONS OF
HUMAN DECISIONS AND NATURAL FORCES
CAN LEAD TO (OR HELP PEOPLE AVOID) A
NATURAL DISASTER.
G6 Global Issues (H1.4.3, G1.2.6 G1.2.1)
Throughout the school year the students are introduced to topics that address global issues that
integrate time and place. Included are capstone projects that entail the investigation of historical and
contemporary global issues that have significance for the student and are clearly linked to the world
outside the classroom. The topics and issues are developed as capstone projects within units and at the
end of the course. Regular experiences with those topics and issues are necessary during each grade in
order to build the background students will require to complete in-depth capstone projects.
G6.1 Global Topic Investigation and Issue Analysis (P2)
Capstone projects require the student to use geography, history, economics, and government to
inquire about major contemporary and historical issues and events linked to the world outside the
classroom. The core disciplines are used to interpret the past and plan for the future. During the school
year the students will complete at least three capstone projects. (National Geography Standards 17
and 18, p. 179 and 181)
Standard 2007 2018
6 – G6.1.1 Contemporary Investigations – Conduct Contemporary Investigations - Conduct
research on contemporary global topics research on INVESTIGATE A contemporary
and issues, compose persuasive essays, global topics and issue,s compose
and develop a plan for action. (H1.4.3, persuasive essays, BY APPLYING THE SKILLS
G1.2.6, See P3 and P4) OF GEOGRAPHIC INQUIRY (ASKING
GEOGRAPHIC QUESTIONS; ACQUIRING,
Contemporary Investigation Topics
ORGANIZING, AND ANALYZING
Global Climate Change – Investigate the GEOGRAPHIC INFORMATION; AND
impact of global climate change and ANSWERING GEOGRAPHIC QUESTIONS)
describe the significance for and, WHEN PRACTICAL, develop a plan
human/environment relationships. for action (H1.4.3, G1.2.6, See P3 and P4).
Globalization – Investigate the Contemporary Investigation Topics
significance of globalization and describe Global Climate Change – Investigate the
its impact on international economic and impact of global climate change and
political relationships. describe the significance for human/
environment relationships.
Migration – Investigate issues arising from Globalization – Investigate the
international movement of people and significance of globalization and describe
the economic, political, and cultural its impact on international economic and
consequences. political relationships.
Human-Environmental Interactions – Migration – Investigate issues arising from
Investigate how policies from the past international movement of people and
and their implemantation have had the economic, political, and cultural
positive or negative consequences for the consequences.
environment in the future. Human-Environmental Interactions –
Investigate how policies from the past
Natural Disasters – Investigate the and their implementation have had
significance of natural disasters and positive or negative consequences for the
describe the effects on human and environment in the future.
physical systems, and the economy, and Natural Disasters – Investigate the
the responsibilities of government. significance of natural disasters and
describe the effects on human and
physical systems, and the economy, and
the responsibilities of government.
6 – G6.1.2 Investigations Designed for Ancient World 6 – G6.1.2 Investigations Designed for
History Eras – Conduct research on global Ancient World History Eras – Conduct
topics and issues, compose persuasive research on global topics and issues,
essays, and develop a plan for action. compose persuasive essays, and develop
(H1.4.3, G1.2.6, See P3 and P4) a plan for action.
(H1.4.3, G1.2.6, See P3 and P4)
Examples column.
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Analyze how people identify, organize, and accomplish the purposes of government.
C1.1 Nature of Civic Life, Politics, and Government
Describe Civic Life, Politics, and Government and explain their relationships.
Standard 2007 2018
6 – C1.1.1 Analyze competing ideas about the Analyze competing ideas about the
purposes government should serve in a purposes government should serve in a
democracy and in a dictatorship (e.g., democracy and in a dictatorship (e.g.,
protecting individual rights, promoting the protecting individual rights, promoting the
common good, providing economic common good, providing economic
security, molding the character of citizens, security, molding the character of citizens,
or promoting a particular religion). or promoting a particular religion).
COMPARE AND CONTRAST COMPETING
IDEAS ABOUT THE PURPOSES OF
GOVERNMENT IN DIFFERENT COUNTRIES.
6 – C1.1.2 EXAMINE WHAT IT MEANS TO BE A CITIZEN
IN DIFFERENT COUNTRIES.
Describe the major activities of government, including making and enforcing laws, providing services
and benefits to individuals and groups, assigning individual and collective responsibilities, generating
revenue, and providing national security.
C3.6 Characteristics of Nation-States
Describe the characteristics of nation-states and how they may interact.
Standard 2007 2018
6 – C3.6.1 Define the characteristics of a nation- Define the characteristics of a MODERN
state (a specific territory, clearly defined nation-stateS.(a specific territory, clearly
boundaries, citizens, and jurisdiction over defined boundaries, citizens, and
people who reside there, laws, and jurisdiction over people who reside there,
government), and how Western laws, and government), and how Western
Hemisphere nations interact. Hemisphere nations interact.
6 – C3.6.2 Compare and contrast a military Compare and contrast a military
dictatorship such as Cuba, a presidential dictatorship such as Cuba, a presidential
system of representative democracy such system of representative democracy such
as the United States, and a parliamentary as the United States, and a parliamentary
system of representative democracy such system of representative democracy such
as Canada. as Canada VARIOUS FORMS OF
GOVERNMENT AROUND THE WORLD.
C4 Relationship of United States to Other Nations and World Affairs
Explain that nations interact with one another through trade, diplomacy, treaties and agreements,
humanitarian aid, economic sanctions and incentives, and military force, and threat of force.
C4.3 Conflict and Cooperation Between and Among Nations
Explain the various ways that nations interact both positively and negatively.
Standard 2007 2018
6 – C4.3.1 Explain the geopolitical relationships Explain the geopolitical relationships
between countries (e.g., petroleum and between countries (e.g., petroleum and
arms purchases in Venezuela and arms purchases in Venezuela and
Ecuador; foreign aid for health care in Ecuador; foreign aid for health care in
Nicaragua). Nicaragua). EXPLAIN HOW
GOVERNMENTS ADDRESS NATIONAL AND
INTERNATIONAL ISSUES AND FORM
POLICIES, AND HOW THE POLICIES MAY
NOT BE CONSISTENT WITH THOSE OF OTHER
COUNTRIES.
6 – C4.3.2 Explain the challenges to governments Explain the challenges to governments
and the cooperation needed to address and the cooperation needed to address
international issues in the Western international issues in the Western
Hemisphere (e.g., migration and human Hemisphere (e.g., migration and human
rights). rights).
6 – C4.3.3 Give examples of how countries work Give examples of how countries work
together for mutual benefits through together for mutual benefits through
international organizations (e.g. North international organizations (e.g. North
American Free Trade Agreement (NAFTA), American Free Trade Agreement (NAFTA),
Organization of American States (OAS), Organization of American States (OAS),
United Nations (UN)). United Nations (UN)).
ANALYZE THE IMPACT OF TREATIES,
AGREEMENTS, AND INTERNATIONAL
ORGANIZATIONS ON GLOBAL ISSUES.
ECONOMICS
E1 The Market Economy
Describe the market economy in terms of the relevance of limited resources, how individuals and
institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create
markets, how markets allocate resources, and the economic role of government in a market economy.
E1.1 Individual, Business, and Government Choices
Describe how individuals, businesses and government make economic decisions when confronting
scarcity in the market economy.
Standard 2007 2018
6 – E1.1.1 Explain how incentives vary in different Explain how incentives in different
economic systems (e.g. acquiring money, economic systems can change the
profit, goods, wanting to avoid loss in decision-making process (e.g.acquiring
position in society, job placement). money, profit, goods, wanting to avoid
loss in position in society, job placement).
Examples column.
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E2 The National Economy

Use economic concepts, terminology, and data to identify and describe how a national economy
functions and to study the role of government as a provider of goods and services within a national
economy.
E2.3 Role of Government
Describe how national governments make decisions that affect the national economy.
Standard 2007 2018
6 – E2.3.1 Describe the impact of governmental Describe the impact of governmental
policy (sanctions, tariffs, treaties) on that policy sanctions, tariffs, treaties, QUOTAS,
country and on other countries that use its AND SUBSIDIES on a country and on other
resources. countries that use its resources.
Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses
trade across international borders, and the comparisons of the benefits and costs of specialization and
the resulting trade for consumers, producers, and governments.
E3.1 Economic Interdependence
Describe patterns and networks of economic interdependence, including trade.
Standard 2007 2018
6 – E3.1.1 Use charts and graphs to compare Use charts and graphs to compare
imports and exports of different countries imports and exports of different countries
in the Western Hemisphere and propose in the Western Hemisphere WORLD and
generalizations about patterns of propose generalizations about patterns of
economic interdependence. economic interdependence.
6 – E3.1.2 Diagram or map the movement of a Diagram or map the movement of a
consumer product from where it is consumer product from where it is
manufactured to where it is sold to manufactured to where it is sold to
demonstrate the flow of materials, labor, demonstrate the flow of materials, labor,
and capital (e.g., global supply chain for and capital (e.g., global supply chain for
computers, athletic shoes, and clothing). computers, athletic shoes, and clothing)
USED TO
PRODUCE A CONSUMER PRODUCT.
6 – E3.1.3 Explain how communications innovations Explain how communication innovations
have affected economic interactions and have affected economic interactions and
where and how people work (e.g., where and how people work (e.g.,
internet-based home offices, international internet-based home offices, international
work teams, international companies). work teams, international companies).
E3.3 Economic Systems
Describe how societies organize to allocate resources to produce and distribute goods and services.
Standard 2007 2018
6 – E3.3.1 Explain and compare how economic Explain and compare how economic
systems (traditional, command, and systems (traditional, command, market)
market) answer four basic questions: What answer the four THREE basic economic
should be produced? How will it be questions: What should be produced? How
produced? How will it be distributed? Who will it be produced? How will it be
will receive the benefits of production? distributed? Who will receive the benefits of
(e.g., compare United States and Cuba, or production? (e.g., compare United States
Venezuela and Jamaica.) and Cuba, or Venezuela and Jamaica.)
WHAT GOODS AND SERVICES WILL BE
PRODUCED? HOW WILL THEY BE
PRODUCED? FOR WHOM WILL THEY BE
PRODUCED?
6 – E3.3.2 COMPARE THE ECONOMIC AND
ECOLOGICAL COSTS AND BENEFITS OF
DIFFERENT KINDS OF ENERGY PRODUCTION.

P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public
Issue, and Citizen Involvement
Standard 2007 2018
6 – P3.1.1 Clearly state an issue as a question or Clearly state a GLOBAL issue as a question
public policy, trace the origins of an issue, of public policy, trace the origins of an THE
analyze various perspectives, and issue, analyze various perspectives, and
generate and evaluate alternative generate and evaluate alternative
resolutions. Deeply examine policy issues in resolutions. Deeply examine policy issues in
group discussions and debates to make group discussions and debates to make
reasoned and informed decisions. Write reasoned and informed decisions.Write
persuasive/ argumentative essays persuasive/ argumentative essays
expressing and justifying decisions on public expressing and justifying decisions on public
policy issues. Plan and conduct activities policy issues. Plan and conduct activities
intended to advance views on matters of intended to advance views on matters of
public policy, report the results, and public policy, report the results, and
evaluate effectiveness. evaluate effectiveness.
• Identify public policy issues related to
global topics and issues studied.
global topics and issues studied.
• Clearly state the issue as a question of
• Clearly state the issue as a question of public policy orally or in written form.
public policy orally or in written form. • Use inquiry methods to acquire content
• Use inquiry methods to acquire content knowledge and appropriate data
knowledge and appropriate data about about the issue.
the issue. • Identify the causes and consequences
and analyze the impact, both positive
• Identify the causes and consequences and negative.
and analyze the impact, both positive • Share and discuss findings of research
and negative. and issue analysis in group discussions
and debates.
Examples column.
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Standard 2007 2018

• Share and discuss findings of research • Compose a persuasive essay justifying a
and issue analysis in group discussions position with a reasoned argument.
and debates. • Develop an action plan to address or
inform others about the issue, at local to
• Compose a persuasive essay justifying
global scales.
the position with a reasoned argument.
• Develop an action plan to address or
inform others about the issue at the local
to global scales.

Standard 2007 2018
6 – P4.2.1 Demonstrate knowledge of how, when, Demonstrate knowledge of how, when,
and where individuals would plan and and where individuals would plan and
conduct activities intended to advance conduct activities intended to advance
views in matters of public policy, report the views in matters of public policy, report the
results, and evaluate effectiveness. results, and evaluate effectiveness.
6 – P4.2.2 Engage in activities intended to contribute Engage in activities intended to contribute
to solving a national or international to solving a national or international
problem studied. problem studied.
others (e.g., service learning projects). others. (e.g., service learning projects).
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE SEVEN

HISTORY
H1 The World in Temporal Terms: Historical Habits of Mind
Evaluate evidence, compare and contrast information, interpret the historical record, and develop
sound historical arguments and perspectives on which informed decisions in contemporary life can be
based.
H1.1 Temporal Thinking
Use historical conceptual devices to organize and study the past.
Historians use conceptual devices (eras, periods, calendars, time lines) to organize their study of the
world.Chronology is based on time and reflects cultural and historical interpretations, including major
starting points, and calendars based on different criteria (religious, seasonal, Earth-sun-and-moon
relationships).Historians use eras and periods to organize the study of broad developments that have
involved large segments of world’s population and have lasting significance for future generations and
to explain change and continuity.
Standard 2007 2018
7 – H1.1.1 Explain why and how historians use eras Explain why and how historians use eras
and periods as constructs to organize and and periods as constructs to organize and
explain human activities over time. explain human activities over
time.COMPARE AND CONTRAST SEVERAL
DIFFERENT CALENDAR SYSTEMS USED IN THE
Standard 2007 2018
PAST AND PRESENT AND THEIR CULTURAL
SIGNIFICANCE.
7 – H1.1.2 Compare and contrast several different Compare and contrast several different
calendar systems used in the past and calendar systems used in the past and
present and their cultural significance (e.g., present and their cultural significance (e.g.,
Sun Dial, Gregorian calendar – B.C./A.D.; Sun Dial, Gregorian calendar – B.C./A.D.;
contemporary secular contemporary secular – B.C.E./C.E.;
Chinese, Hebrew, and Islamic/Hijri
– B.C.E./C.E.; Chinese, Hebrew, and
calendars).
Islamic/Hijri calendars).
H1.2 Historical Inquiry and Analysis

Use historical inquiry and analysis to study the past.
History is a process of reasoning based on evidence from the past. Historians use and interpret a variety
of historical documents (including narratives), recognize the difference between fact and opinion,
appreciate multiple historical perspectives while avoiding present mindedness (judging the past solely in
term of norms and values of today), and explain that historical events often are the result of multiple
causation. Students will conduct their own inquiry and analysis in their studies about the ancient history
of the world.
Standard 2007 2018
7 – H1.2.1 Explain how historians use a variety of Explain how historians use a variety of
sources to explore the past (e.g., artifacts, sources to explore the past (e.g., artifacts,
primary and secondary sources including primary and secondary sources including
narratives, technology, historical maps, narratives, technology, historical maps,
visual/mathematical quantitative data, visual/ mathematical quantitative data,
radiocarbon dating, DNA analysis). radiocarbon dating, DNA analysis).
7 – H1.2.2 Read and comprehend a historical Read and comprehend a historical
passage to identify basic factual passage to identify basic factual
knowledge and the literal meaning by knowledge and the literal meaning by
indicating who was involved, what indicating who was involved, what
happened, where it happened, what happened, where it happened, what
events led to the development, and what events led to the development, and what
consequences or outcomes followed. consequences or outcomes followed.
7 – H1.2.3 Identify the point of view (perspective of Identify the point of view (perspective of
the author) and context when reading and the author) and context when reading and
discussing primary and secondary sources. discussing primary and secondary sources.
7 – H1.2.4 Compare and evaluate competing Compare and evaluate differing historical
historical perspectives about the past perspectives based on proof EVIDENCE.
based on proof.
7 – H1.2.5 Describe how historians use methods of Describe how historians use methods of
inquiry to identify cause effect relationships inquiry to identify cause effect relationships
in history noting that many have multiple in history noting that many have multiple
causes. causes.
7 – H1.2.6 Identify the role of the individual in history Identify the role of the individual in history
and the significance of one person’s ideas. and the significance of one person’s ideas.
Examples column.
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H1.4 Historical Understanding

Use historical concepts, patterns, and themes to study the past.
Historians apply temporal perspective, historical inquiry, and analysis to spheres of human society to
construct knowledge as historical understandings. These understandings are drawn from the record of
human history and include human aspirations, strivings, accomplishments, and failures in spheres of
human activity.
Standard 2007 2018

7 – H1.4.1 Describe and use cultural institutions to Describe and use cultural institutions to
study an era and a region (political, study an era and a region. (political,
economic, religion/ belief, economic, religion/ belief,
science/technology, written language, science/technology, written language,
education, family). education, family).
7 – H1.4.2 Describe and use themes of history to study Describe and use themes of history to study
patterns of change and continuity. patterns of change and continuity.
7 – H1.4.3 Use historical perspectives to analyze Use historical perspectives to analyze
global issues faced by humans long ago global issues faced by humans long ago
and today. and today.
W1 WHG Era 1 – The Beginnings of Human Society: Beginnings to 4000 BCE/CE

Explain the basic features of and differences between hunter-gatherer societies and pastoral nomads.
Analyze and explain the geographic, environmental, biological, and cultural processes that influenced
the rise of the earliest human communities, the migration and spread of people throughout the world,
and the causes and consequences of the growth of agriculture.
W1.1 Peopling of Earth
Describe the spread of people during Era 1.
In the first era of human history, people spread throughout the world. As communities of hunters,
foragers, or fishers, they adapted creatively and continually to a variety of contrasting, changing
environments.
Standard 2007 2018

7 – W1.1.1 Explain how and when human Explain how and when human communities
communities populated major regions of populated major regions of the Eastern
the Eastern Hemisphere (Africa, Australia, Hemisphere (Africa, Australia, Europe, Asia)
Europe, Asia) and adapted to a variety of WORLD and adapted to a variety of
environments. environments. (G)
7 – W1.1.2 Explain what archaeologists have learned Explain what archaeologists have learned
about Paleolithic and Neolithic patterns of about Paleolithic and Neolithic patterns of
living in Africa, Western Europe, and Asia. living in Africa, Western Europe, and Asia
SOCIETIES.
W1.2 Agricultural Revolution
Describe the Agricultural Revolution and explain why it was a turning point in history.
The Agricultural Revolution was a major turning point in history that resulted in people and civilizations
viewing and using the land in a systematic manner to grow food crops, raise animals, produce food
surpluses, and the development of sedentary settlement.
Standard 2007 2018
7 – W1.2.1 DESCRIBE THE TRANSITION FROM HUNTER
GATHERERS TO SEDENTARY AGRICULTURE
(DOMESTICATION OF PLANTS AND
ANIMALS).
7 – W1.2.12 Explain the importance of the natural Explain the importance of the natural
environment in the development of environment in the development of
agricultural settlements in different agricultural settlements in different
locations (e.g., available water for locations (e.g., available water for
irrigation, adequate precipitation, and irrigation, adequate precipitation, and
suitable growth season). suitable growth season).
7 – W1.2.23 Explain the impact of the Agricultural Explain the impact of the Agricultural
Revolution (stable food supply, surplus, Revolution (stable food supply, surplus,
population growth, trade, division of population growth, trade, division of labor,
labor, development of settlements). development of settlements).
7 – W1.2.34 Compare and contrast the Compare and contrast the environmental,
environmental, economic, and social economic, and social institutions of two
institutions of two early civilizations from early civilizations from different world
different world regions (e.g., Yangtse, regions (e.g., Yangtze, Indus River Valley,
Indus River Valley, Tigris/Euphrates, and Tigris/Euphrates, and Nile). (G, C, E)
Nile).
W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000
BCE/CE
Describe and differentiate defining characteristics of early civilization and pastoral societies, where they
emerged, and how they spread.
W2.1 Early Civilizations and Major Empires
Analyze early Eastern Hemisphere civilizations and pastoral societies.
During this era early civilizations and pastoral societies emerged.Many of the world’s most fundamental
institutions, discoveries, inventions, and techniques appeared.Pastoral societies developed the herding
of animals as a primary food source that enabled them to inhabit the semi-arid steppes of Eurasia and
Africa.This era introduces students to one of the most enduring themes in history: the dynamic interplay
between herding and agrarian societies involving both conflict and mutual dependence.
Standard 2007 2018
7 – W2.1.1 Describe the importance of the Describe the importance of the
development of human language, oral development of human language, oral
and written, and its relationship to the and written, and its relationship to the
development of culture development of culture
• verbal vocalizations • verbal vocalizations
• standardization of physical (rock, bird) • standardization of physical (rock, bird)
and abstract (love, fear) words and abstract (love, fear) words
• pictographs to abstract writing
pictographs to abstract writing
(governmental administration, laws,
(governmental administration, laws, codes,
codes, history and artistic expressions)
history and artistic expressions)
Examples column.
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Standard 2007 2018

7 – W2.1.2 DESCRIBE HOW THE INVENTION OF AGRICULTURE
LED TO THE EMERGENCE OF AGRARIAN
CIVILIZATIONS (SEASONAL HARVESTS, SPECIALIZED
CROPS, CULTIVATION, AND DEVELOPMENT OF
VILLAGES AND TOWNS).
7 – W2.1.23 Use historical and modern maps and Use historical and modern maps and other
other sources to locate, describe, and sources to locate, describe, and analyze
analyze major river systems and discuss major river systems and discuss the ways
the ways these physical settings these physical settings supported
supported permanent settlements, and permanent settlements, and development
development of early civilizations (Tigris of early civilizations (Tigris and Euphrates
and Euphrates Rivers, Yangtze River, Nile Rivers, Yangtze River, Nile River, Indus River).
River, Indus River).
7 – W2.1.34 Examine early civilizations to describe Examine early civilizations to describe their
their common features (ways of common features. (ways of governing,
governing, stable food supply, economic stable food supply, economic and social
and social structures, use of resources structures, use of resources and
and technology, division of labor and technology, division of labor and forms of
forms of communication). communication).
7 – W2.1.45 Define the concept of cultural diffusion Define the concept of cultural diffusion and
and how it resulted in the spread of ideas how it resulted in the spread of ideas and
and technology from one region to technology from one region to another.
another (e.g., plants, crops, plow, wheel, (e.g., plants, crops, plow, wheel, bronze
bronze metallurgy). metallurgy).
7 – W2.1.56 Describe pastoralism and explain how Describe pastoralism and explain how the
the climate and geography of Central climate and geography of Central Asia
Asia were linked to the rise of pastoral were linked to the rise of pastoral societies
societies on the steppes. on the steppes.
W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires, 1000 BCE to 300 CE
Analyze classical civilizations and empires and the emergence of major world religions and large-scale
empires.
During this era, innovations and social, political, and economic changes occurred through emergence
of classical civilizations in Africa and Eurasia. Africa and Eurasia moved in the direction of forming a
single world of human interchange as a result of trade, empire building, and the diffusion of skills and
ideas. Six of the world’s major faiths and ethical systems emerged and classical civilizations established
institutions, systems of thought, and cultural styles that would influence neighboring peoples and endure
for centuries.
W3.1 Classical Traditions
Analyze classical civilizations and empires and their lasting impact on institutions, political thought,
structures, technology and art forms that grew in India, China, the Mediterranean basin, Africa, and
Southwest and Central Asia during this era.
Standard 2007 2018
7 – W3.1.1 Describe the characteristics that classical Describe the characteristics that classical
civilizations share (institutions, cultural civilizations share (institutions, cultural styles,
styles, systems of thought that influenced systems of thought that influenced
neighboring peoples and have endured neighboring peoples and have endured for
for several centuries). several centuries).
Standard 2007 2018
7 – W3.1.2 Using historic and modern maps, locate Using historic and modern maps, locate
three major empires of this era, describe three major empires of this era, describe
their geographic characteristics including their geographic characteristics including
physical features and climates, and physical features and climates, and
propose a generalization about the propose a generalization about the
relationship between geographic relationship between geographic
characteristics and the development of characteristics and the development of
early empires. early empires.
7 – W3.1.3 Compare and contrast the defining Compare and contrast the defining
characteristics of a city-state, civilization, characteristics of a city-state, civilization,
and empire. and empire.
7 – W3.1.4 Assess the importance of Greek ideas Assess the importance of Greek ideas
about democracy and citizenship in the about democracy and citizenship in the
development of Western political thought development of Western political thought
and institutions. and institutions.
7 – W3.1.5 Describe major achievements from Describe major achievements from Indian,
Indian, Chinese, Mediterranean, African, Chinese, Mediterranean, African, and
and Southwest and Central Asian Southwest and Central Asian civilizations in
civilizations in the areas of art, the areas of art, architecture and culture;
architecture and culture; science, science, technology and mathematics;
technology and mathematics; political political life and ideas; philosophy and
life and ideas; philosophy and ethical ethical beliefs; and military strategy.
beliefs; and military strategy
7 – W3.1.6 Use historic and modern maps to locate Use historic and modern maps to locate
and describe trade networks among and describe trade networks among
empires in the classical era. empires in the classical era.
7 – W3.1.7 Use a case study to describe how trade Use a case study to describe how trade
integrated cultures and influenced the integrated cultures and influenced the
economy within empires (e.g., Assyrian economy within empires (e.g., Assyrian and
and Persian trade networks or networks of Persian trade networks or networks of Egypt
Egypt and Nubia/Kush; or Phoenician and Nubia/Kush; or Phoenician and Greek
and Greek networks). networks).
7 – W3.1.8 Describe the role of state authority, Describe the role of state authority, military
military power, taxation systems, and power, taxation systems, and institutions of
institutions of coerced labor, including coerced labor, including slavery, in building
slavery, in building and maintaining and maintaining empires (e.g., Han Empire,
empires (e.g., Han Empire, Mauryan Mauryan Empire, Egypt, Greek city-states
Empire, Egypt, Greek city-states and the and the Roman Empire).
Roman Empire).
7 – W3.1.9 Describe the significance of legal codes, Describe the significance of legal codes,
belief systems, written languages and belief systems, written languages and
communications in the development of communications in the development of
large regional empires. large regional empires.
7 – W3.1.10 Create a time line that illustrates the rise Create a time line that illustrates the rise
and fall of classical empires during the and fall of classical empires during the
classical period. classical period.
Examples column.
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Standard 2007 2018

7 – W3.1.11 EXPLAIN THE ROLE OF ECONOMICS IN
SHAPING THE DEVELOPMENT OF CLASSICAL
CIVILIZATIONS AND EMPIRES.
W3.2 Growth and Development of World Religions
Explain how world religions or belief systems of Judaism, Hinduism, Buddhism, Confucianism, Islam
DAOISM, and Christianity, grew and their significance (Islam is included here even though it came after
300 C.E./A.D.). EXPLAIN HOW SIX OF THE WORLD’S MAJOR FAITHS AND ETHICAL SYSTEMS EMERGED,
ESTABLISHING INSTITUTIONS AS WELL AS SYSTEMS OF THOUGHT AND CULTURE.
Standard 2007 2018
7 – W3.2.1 Identify and describe the beliefs of the Identify and describe the CORE beliefs of
five major world religions. the five major world religions THE WORLD’S
FAITH AND ETHICAL SYSTEMS, INCLUDING
BUDDHISM, CHRISTIANITY, CONFUCIANISM,
HINDUISM, DAOISM, AND JUDAISM.
7 – W3.2.2 Locate the geographical center of major Locate the geographical center of major
religions and map the spread through the religions and map the spread through the
3rd century C.E./A.D. 3rd century CE/AD. (G)
7 – W3.2.3 Identify and describe the ways that Identify and describe the ways that
religions unified people’s perceptions of religions unified people’s perceptions of the
the world and contributed to cultural world and contributed to cultural
integration of large regions of Afro- integration of large regions of Afro-Eurasia.
Eurasia.
(National Geography Standard 6, p. 73)
W4 WHG Era 4 – Expanding and Intensified Hemispheric Interactions, 300 TO 1500

W4.1 CROSS-TEMPORAL OR GLOBAL EXPECTATIONS
ANALYZE IMPORTANT HEMISPHERIC INTERACTIONS AND TEMPORAL DEVELOPMENTS DURING AN ERA OF
INCREASING REGIONAL POWER, RELIGIOUS EXPANSION, AND THE COLLAPSE OF SOME EMPIRES.
Standard 2007 2018
7 – W4.1.1 CRISIS IN THE CLASSICAL WORLD -- ANALYZE
THE ENVIRONMENTAL, ECONOMIC, AND
POLITICAL CRISES IN THE CLASSICAL WORLD
THAT LED TO THE COLLAPSE OF CLASSICAL
EMPIRES AND THE CONSOLIDATION OF
BYZANTIUM. (C.G, E)
7 – W4.1.2 WORLD RELIGIONS -- USING HISTORICAL
DOCUMENTS AND HISTORICAL AND
CURRENT MAPS, ANALYZE THE RISE OF
ISLAM, AS WELL AS THE SPREAD AND
INTERACTIONS OF MAJOR WORLD
RELIGIONS FROM 300-1500 CE. (G)
7 – W4.1.3 TRADE NETWORKS AND CONTACTS –
ANALYZE THE DEVELOPMENT,
INTERDEPENDENCE, SPECIALIZATION, AND
IMPORTANCE OF INTERREGIONAL TRADING
SYSTEMS, BOTH WITHIN AND BETWEEN
SOCIETIES.(G)
W4.2 INTERREGIONAL OR COMPARATIVE EXPECTATIONS
ANALYZE AND COMPARE IMPORTANT HEMISPHERIC INTERACTIONS AND CROSS-REGIONAL
DEVELOPMENTS, INCLUDING THE GROWTH AND CONSEQUENCES OF AN INTERREGIONAL SYSTEM OF
COMMUNICATION, TRADE, AND CULTURE EXCHANGE DURING AN ERA OF INCREASING REGIONAL
POWER AND RELIGIOUS EXPANSION.
Standard 2007 2018
7 – W4.2.1 GROWTH OF ISLAM AND DAR AL-ISLAM (A
COUNTRY, TERRITORY, LAND, OR ABODE
WHERE MUSLIM SOVEREIGNTY PREVAILS) –
IDENTIFY AND EXPLAIN THE ORIGINS AND
EXPANSION OF ISLAM AND THE CREATION
OF THE ISLAMIC EMPIRE.
7 – W4.2.2 UNIFICATION OF EURASIA UNDER THE
MONGOLS – USING HISTORICAL AND
MODERN MAPS, LOCATE AND DESCRIBE THE
GEOGRAPHIC PATTERNS OF MONGOL
CONQUEST AND EXPANSION, AND
DESCRIBE THE CHARACTERISTICS OF THE PAX
MONGOLICA.
7 – W4.2.3 THE PLAGUE — USE HISTORICAL AND
MODERN MAPS AND OTHER EVIDENCE TO
EXPLAIN THE CAUSES AND CONSEQUENCES
OF THE PLAGUE
W4.3 REGIONAL EXPECTATIONS
SOME REGIONAL EXPECTATIONS ARE INCLUDED TO SET THE STAGE FOR THE EMERGENCE OF THE FIRST
GLOBAL AGE AND THE COLUMBIAN EXCHANGE.
Standard 2007 2018
7 – W4.3.1 AFRICA TO 1500 — DESCRIBE THE DIVERSE
CHARACTERISTICS OF EARLY AFRICAN
SOCIETIES. (G)
7 – W4.3.2 THE AMERICAS TO 1500 — DESCRIBE THE
DIVERSE CHARACTERISTICS OF EARLY
CIVILIZATIONS IN THE AMERICAS.
7 – W4.3.3 CHINA TO 1500 — IDENTIFY MAJOR CHINESE
DYNASTIES AND DESCRIBE WAYS THEY
RESPONDED TO INTERNAL AND EXTERNAL
CHALLENGES.
7 – W4.3.4 THE EASTERN EUROPEAN SYSTEM AND THE
BYZANTINE EMPIRE TO 1500 — ANALYZE
RESTRUCTURING OF THE EASTERN EUROPEAN
SYSTEM.
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Standard 2007 2018

7 – W4.3.5 WESTERN EUROPE TO 1500 — EXPLAIN THE
WORKINGS OF FEUDALISM, MANORIALISM,
AND THE GROWTH OF CENTRALIZED
MONARCHIES AND CITY-STATES IN EUROPE.
(FOUNDATIONAL EXPECTATIONS
ADDRESSED IN GRADE 6)
STUDY THE RELATIONSHIPS BETWEEN PEOPLE,
PLACES, AND ENVIRONMENTS BY USING
INFORMATION THAT IS IN A GEOGRAPHIC
(SPATIAL) CONTEXT.ENGAGE IN MAPPING
AND ANALYZING THE INFORMATION TO
EXPLAIN THE PATTERNS AND RELATIONSHIPS
THEY REVEAL BOTH BETWEEN AND AMONG
PEOPLE, THEIR CULTURES, AND THE NATURAL
ENVIRONMENT IN A HISTORICAL CONTEXT.
G1.12 Spatial Thinking Geographical Inquiry and Analysis
Use maps and other geographic tools to acquire and process information from a spatial perspective.
Use geographic inquiry and analysis to answer important questions about relationships between people,
cultures, their environment, and relations within the era under study.
Standard 2007 2018
7 – G1.1.1 Explain and use a variety of maps, 7 – G1.12.1 Explain and use a variety of
globes, and web based geography maps, globes, and web based geography
technology to study the world, including technology to study the world, including
global, interregional, regional, and local global, interregional, regional, and local
scales. scales WHY MAPS OF THE SAME PLACE MAY
VARY AS A RESULT OF NEW KNOWLEDGE
AND/OR ADVANCES IN SCIENCE AND
TECHNOLOGY.
7 – G1.1.2 Draw an accurate sketch map from Draw an accurate sketch map from
memory of the Eastern Hemisphere memory of the Eastern Hemisphere
showing the major regions (Africa, Asia, showing the major regions (Africa, Asia,
Europe, Australia/Oceania, Antarctica). Europe, Australia/Oceania, Antarctica).
7 – G1.2.1 Locate the major landforms, rivers and Locate the major landforms, rivers and
climate regions of the Eastern climate regions of the Eastern Hemisphere.
Hemisphere.
7 – G1.2.2 Explain why maps of the same place may Explain why maps of the same place may
vary as a result of the cultural or historical vary as a result of the cultural or historical
background of the cartographer. background of the cartographer.
7 – G1.2.3 Use observations from air photos, Use observations from air photos,
photographs (print and CD), films (VCR photographs (print and CD), films (VCR and
and DVD) as the basis for answering DVD) as the basis for answering
geographic questions about the human geographic questions about the human
and physical characteristics of places and physical characteristics of places and
and regions. regions.
Standard 2007 2018
7 – G1.2.4 Draw the general population distribution Draw the general population distribution of
of the Eastern Hemisphere on a map, the Eastern Hemisphere on a map, analyze
analyze the patterns, and propose two the patterns, and propose two
generalizations about the location and generalizations about the location and
density of the population. density of the population.
7 – G1.2.5 Use information from modern technology Use information from modern technology
such as Geographic Positioning System such as Geographic Positioning System
(GPS), Geographic Information System (GPS), Geographic Information System
(GIS), and satellite remote sensing to (GIS), and satellite remote sensing to locate
locate information and process maps information and process maps and data to
and data to analyze spatial patterns of analyze spatial patterns of the Eastern
the Eastern Hemisphere to answer Hemisphere to answer geographic
geographic questions. questions.
7 – G1.2.6 Apply the skills of geographic inquiry Apply the skills of geographic inquiry
(asking geographic questions, acquiring (asking geographic questions, acquiring
geographic information, organizing geographic information, organizing
geographic information, analyzing geographic information, analyzing
geographic information, and answering geographic information, and answering
geographic questions) to analyze a geographic questions) to analyze a
problem or issue of importance to a problem or issue of importance to a region
region of the Eastern Hemisphere. of the Eastern Hemisphere.
G1.3 Geographical Understanding

Use geographic themes, knowledge about processes and concepts to study the Earth.
The nature and uses of geography as a discipline and the spatial perspective require that students
observe, interpret, assess, and apply geographic information and skills. The uses of the subject and
content of geography are essential in the development of geographical understanding. A spatial
perspective enables students to observe, describe, and analyze the organizations of people, places,
and environments at different scales and is central to geographic literacy.
Standard 2007 2018
7 – G1.3.1 Use the fundamental themes of Use the fundamental themes of geography
geography (location, place, human (location, place, human environment
environment interaction, movement, interaction, movement, region) to describe
region) to describe regions or places on regions or places on earth.
earth.
7 – G1.3.2 Explain the locations and distributions of Explain the locations and distributions of
physical and human characteristics of physical and human characteristics of
Earth by using knowledge of spatial Earth by using knowledge of spatial
patterns. patterns.
7 – G1.3.3 Explain the different ways in which places Explain the different ways in which places
are connected and how those are connected and how those
connections demonstrate connections demonstrate
interdependence and accessibility. interdependence and accessibility.
Examples column.
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G2.1 Physical Characteristics of Place

Describe the physical characteristics of places.
Standard 2007 2018
7 – G2.1.1 Describe the landform features and the Describe the landform features and the
climate of the region (within the Western climate of the region (within the Western or
or Eastern Hemispheres) under study. Eastern Hemispheres) under study.
7 – G2.1.2 Use information from GIS, remote sensing Use information from GIS, remote sensing
and the World Wide Web to compare and the World Wide Web to compare and
and contrast the surface features and contrast the surface features and
vegetation of the continents of the vegetation of the continents of the Eastern
Eastern Hemisphere. Hemisphere.
G2.2 Human Characteristics of Place

Describe the human characteristics of places.
Standard 2007 2018
7 – G2.2.1 Describe the human characteristics of Describe the human characteristics of the
the region under study (including region under study (including languages,
languages, religion, economic system, religion, economic system, governmental
governmental system, cultural traditions). system, cultural traditions).
7 – G2.2.2 Explain that communities are affected Explain that communities are affected
positively or negatively by changes in positively or negatively by changes in
technology (e.g., increased technology (e.g., increased manufacturing
manufacturing resulting in rural to urban resulting in rural to urban migration in
migration in China, increased farming of China, increased farming of fish,
fish, hydroelectric power generation at hydroelectric power generation at Three
Three Gorges, pollution resulting from Gorges, pollution resulting from increased
increased manufacturing and manufacturing and automobiles).
automobiles).
7 – G2.2.3 Analyze how culture and experience Analyze how culture and experience
influence people’s perception of places influence people’s perception of places
and regions (e.g., that beaches are and regions (e.g., that beaches are places
places where tourists travel, cities have where tourists travel, cities have historic
historic buildings, northern places are buildings, northern places are cold,
cold, equatorial places are very warm). equatorial places are very warm).
G3.1 Physical Processes

Describe the physical processes that shape the patterns of the Earth’s surface.
Standard 2007 2018
7 – G3.1.1 Construct and analyze climate graphs for Construct and analyze climate graphs for
locations at different latitudes and locations at different latitudes and
elevations in the region to answer elevations in the region to answer
geographic questions and make geographic questions and make
predictions based on patterns (e.g., predictions based on patterns (e.g.,
compare and contrast Norway and compare and contrast Norway and
France; Nairobi and Kilimanjaro; Mumbai France; Nairobi and Kilimanjaro; Mumbai
and New Delhi). and New Delhi).
G3.2 Ecosystems
Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface.
The characteristics of major ecosystems on Earth’s surface include forests, deserts, grasslands,
mountains, high latitude/polar and the temperature and precipitation patterns that cause them.
Standard 2007 2018

7 – G3.2.1 Explain how and why ecosystems differ as Explain how and why ecosystems differ as a
a consequence of differences in latitude, consequence of differences in latitude,
elevation, and human activities (e.g., elevation, and human activities (e.g.,
effects of latitude on types of vegetation effects of latitude on types of vegetation in
in Africa, proximity to bodies of water in Africa, proximity to bodies of water in
Europe, and effects of annual river Europe, and effects of annual river flooding
flooding in Southeast Asia and China). in Southeast Asia and China).
7 – G3.2.2 Identify ecosystems of a continent and Identify ecosystems of a continent and
explain why some provide greater explain why some provide greater
opportunities (fertile soil, precipitation) for opportunities (fertile soil, precipitation) for
humans to use than do other ecosystems humans to use than do other ecosystems
and how that changes with technology and how that changes with technology
(e.g., China’s humid east and arid west (e.g., China’s humid east and arid west
and the effects of irrigation technology). and the effects of irrigation technology).
G4.1 Cultural Mosaic

Describe the characteristics, distribution and complexity of Earth’s cultural mosaic.
People are central to the study of geography. The characteristics, distribution, and complexity of
human cultures create a cultural mosaic.
Standard 2007 2018

7 – G4.1.1 Identify and explain examples of cultural Identify and explain examples of cultural
diffusion within the Eastern Hemisphere diffusion within the Eastern Hemisphere
(e.g., the spread of sports, music, (e.g., the spread of sports, music,
architecture, television, Internet, Bantu architecture, television, Internet, Bantu
languages in Africa, Islam in Western languages in Africa, Islam in Western
Europe). Europe).
7 – G4.1.2 Compare roles of women in traditional Compare roles of women in traditional
African societies in the past with roles of African societies in the past with roles of
women as modern micro-entrepreneurs women as modern micro-entrepreneurs in
in current economies. current economies.
G4.2 Technology Patterns and Networks

Describe how technology creates patterns and networks that connect people, products and ideas.
Technology affects the patterns and networks that develop on Earth and that enable people, products,
and ideas to be exchanged.
Examples column.
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Standard 2007 2018

7 – G4.2.1 List and describe the advantages and List and describe the advantages and
disadvantages of different technologies disadvantages of different technologies
used to move people, products, and used to move people, products, and ideas
ideas throughout the world (e.g., throughout the world (e.g., opportunities for
opportunities for employment, employment, entrepreneurial and
entrepreneurial and educational educational opportunities using the
opportunities using the Internet; the Internet; the effects of technology on
effects of technology on reducing the reducing the time necessary for
time necessary for communications and communications and travel; the uses and
travel; the uses and effects of wireless effects of wireless technology in
technology in developing countries; and developing countries; and the spread of
the spread of group and individual’s group and individual’s ideas as voice and
ideas as voice and image messages on image messages on electronic networks
electronic networks such as the Internet). such as the Internet).
G4.3 Patterns of Human Settlement

Describe patterns, processes and functions of human settlement.
Human settlements have a powerful influence in shaping the world’s different cultural mosaics and
political and economic systems. Patterns of settlement are shaped by trade, the movement of raw
materials, finished products, people, and ideas (scientific, technological, religious).
Standard 2007 2018

7 – G4.3.1 Identify places in the Eastern Hemisphere Identify places in the Eastern Hemisphere
that have been modified to be suitable that have been modified to be suitable for
for settlement by describing the settlement by describing the modifications
modifications that were necessary (e.g., that were necessary (e.g., Nile River
Nile River irrigation, reclamation of land irrigation, reclamation of land along the
along the North Sea, planting trees in North Sea, planting trees in areas that have
areas that have become desertified in become desertified in Africa).
Africa).
7 – G4.3.2 Describe patterns of settlement by using Describe patterns of settlement by using
historical and modern maps (e.g., the historical and modern maps (e.g., the
location of the world’s mega cities, other location of the world’s mega cities, other
cities located near coasts and navigable cities located near coasts and navigable
rivers, regions under environmental stress rivers, regions under environmental stress
such as the Sahel). such as the Sahel).
G4.42.1 Forces of Cooperation and Conflict

Explain how forces of conflict and cooperation among people influence the division and control of the
Earth’s surface.
Forces of cooperation and conflict divide Earth’s space and involve the control of land, resources,
strategic routes, and domination of other peoples.
Standard 2007 2018
7 – G42.41.1 Identify and explain factors that Identify and explain factors that contribute
contribute to conflict and cooperation to conflict and cooperation between and
between and among cultural groups among cultural groups (e.g., natural
(e.g., natural resources, power, culture, resources, power, culture, wealth).
wealth).
7 – G42.41.2 Describe examples of cooperation and Describe examples of cooperation and
conflict within the European Union (e.g., conflict within the ERA UNDER STUDY.
European Parliament, Euro as currency European Union (e.g., European
in some countries but not others, open Parliament, Euro as currency in some
migration within the European Union, countries but not others, open migration
free trade, and cultural impacts such as within the European Union, free trade, and
a multi-lingual population). cultural impacts such as a multi-lingual
population).
G5.1 Humans and the Environment
Describe how human actions modify the environment.
Standard 2007 2018
7 – G5.1.1 Describe the environmental effects of Describe the environmental effects of
human action on the atmosphere (air), human action on the atmosphere (air),
biosphere (people, animals, and plants), biosphere (people, animals, and plants),
lithosphere (soil), and hydrosphere lithosphere (soil), and hydrosphere (water)
(water) (e.g., desertification in the Sahel (e.g., desertification in the Sahel Region of
Region of North Africa, deforestation in North Africa, deforestation in the Congo
the Congo Basin, air pollution in urban Basin, air pollution in urban center, and
center, and chemical spills in European chemical spills in European Rivers).
Rivers).
7 – G5.1.2 Describe how variations in technology Describe how variations in technology
affect human modifications of the affect human modifications of the
landscape (e.g., clearing of agricultural landscape (e.g., clearing of agricultural
land in Southeast Asia, fish factories in land in Southeast Asia, fish factories in North
North Atlantic and Western Pacific Atlantic and Western Pacific Ocean, and
Ocean, and damming rivers to meet damming rivers to meet needs for
needs for electricity). electricity).
7 – G5.1.3 Identify the ways in which human- Identify the ways in which human-induced
induced changes in the physical changes in the physical environment in one
environment in one place can cause place can cause changes in other places
changes in other places (e.g., cutting (e.g., cutting forests in one region may
forests in one region may result in river result in river basin flooding elsewhere as
basin flooding elsewhere as has has happened historically in China; building
happened historically in China; building dams floods land upstream and permits
dams floods land upstream and permits irrigation downstream as in Southern Africa,
irrigation downstream as in Southern the Aswan Dam flooded the upper Nile
Africa, the Aswan Dam flooded the Valley and permitted irrigation
upper Nile Valley and permitted downstream).
irrigation downstream).
Examples column.
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G5.2 Physical and Human Systems

Describe how physical and human systems shape patterns on the Earth’s surface.
Standard 2007 2018
7 – G5.2.1 Describe the effects that a change in Describe the effects that a change in the
the physical environment could have on physical environment could have on
human activities and the choices human activities and the choices people
people would have to make in adjusting would have to make in adjusting to the
to the change (e.g., drought in Africa, change (e.g., drought in Africa, pollution
pollution from volcanic eruptions in from volcanic eruptions in Indonesia,
Indonesia, earthquakes in Turkey, and earthquakes in Turkey, and flooding in
flooding in Bangladesh). Bangladesh).
G3 GLOBAL TOPIC INVESTIGATION AND ANALYSIS (P2)

THROUGHOUT THE SCHOOL YEAR THE STUDENTS ARE INTRODUCED TO TOPICS THAT ADDRESS GLOBAL
ISSUES THAT INTEGRATE TIME AND PLACE.INCLUDED ARE CAPSTONE PROJECTS THAT ENTAIL THE
INVESTIGATION OF HISTORICAL AND CONTEMPORARY GLOBAL ISSUES THAT HAVE SIGNIFICANCE FOR THE
STUDENT AND ARE CLEARLY LINKED TO THE WORLD OUTSIDE THE CLASSROOM.THE TOPICS AND ISSUES
ARE DEVELOPED AS POSSIBLE CAPSTONE PROJECTS WITHIN UNITS AND AT THE END OF THE COURSE.
G63.1 Public Discourse, Decision Making, and Citizen Involvement (P3, P4)
Capstone projects require the student to use geography, history, economics, and government to
inquire about major contemporary and historical issues and events linked to the world outside the
classroom. The core disciplines are used to interpret the past and plan for the future. During the school
year the students will complete at least three capstone projects. (National Geography Standards 17
and 18, p.179 and 181)
Standard 2007 2018
7 – G63.1.1 Contemporary Investigations – Conduct Contemporary Investigations -
research on contemporary global topics INVESTIGATIONS DESIGNED FOR WORLD
and issues, compose persuasive essays, HISTORY ERAS 1-4 – Conduct research on
and develop a plan for action. (H1.4.3, contemporary global topics and issues,
G1.2.6, See P3 and P4) compose persuasive essays, and develop a
plan for action. (H1.4.3, G1.2.6, See P3 and
P4)
7 – G6.1.2 Investigations Designed for Ancient Investigations Designed for Ancient World
World History Eras – Conduct research on History Eras – Conduct research on global
global topics and issues, compose topics and issues, compose persuasive
persuasive essays, and develop a plan essays, and develop a plan for action.
for action. (H1.4.3, G1.2.6, See P3 and (H1.4.3, G1.2.6, See P3 and P4)
P4)
C1.1 Nature of Civic Life, Politics, and Government
Describe civic life, politics and government and explain their relationships.
Standard 2007 2018
7 – C1.1.1 Explain how the purposes served by Explain how the purposes served by
government affect relationships government affect relationships between
between the individual, government, the individual, government, and society as
and society as a whole and the a whole and the differences that occur in
differences that occur in monarchies, monarchies, theocracies, dictatorships,
theocracies, dictatorships, and and representative governments.
representative governments.
C3.6 Characteristics of Nation-States

Describe the characteristics of nation-states and how nation-states may interact.
Standard 2007 2018
7 – C3.6.1 Define the characteristics of a nation- Define the characteristics of a nation-state
state (a specific territory, clearly defined (a specific territory, clearly defined
boundaries, citizens, and jurisdiction over boundaries, citizens, and jurisdiction over
people who reside there, laws, and people who reside there, laws, and
government) and how Eastern government) and how Eastern Hemisphere
Hemisphere nations interact. nations interact.
C4.3 Conflict and Cooperation Between and Among Nations

Explain the various ways that nations interact both positively and negatively.
Standard 2007 2018
7 – C4.3.1 Explain how governments address Explain how governments address national
national issues and form policies, and issues and form policies, and how the
how the policies may not be consistent policies may not be consistent with those of
with those of other countries (e.g., other countries (e.g., population pressures
population pressures in China compared in China compared to Sweden;
to Sweden; international immigration international immigration quotas,
quotas, international aid, energy needs international aid, energy needs for natural
for natural gas and oil and military aid). gas and oil and military aid).
7 – C4.3.2 Explain the challenges to governments Explain the challenges to governments and
and the cooperation needed to address the cooperation needed to address
international issues (e.g., migration and international issues (e.g., migration and
human rights). human rights).
7 – C4.3.3 Explain why governments belong to Explain why governments belong to
different types of international and different types of international and regional
regional organizations (e.g., United organizations (e.g., United Nations (UN),
Nations (UN), North Atlantic Treaty North Atlantic Treaty Organization (NATO),
Organization (NATO), Organization of Organization of the Petroleum Exporting
the Petroleum Exporting Countries Countries (OPEC), European Union (EU),
(OPEC), European Union (EU), and and African Union (AU), G-8 countries
African Union (AU), G-8 countries (leading economic/political)).
(leading economic/political)).
Examples column.
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E1.1 Individual, Business, and Government Choices

Describe how individuals, businesses, and governments make economic decisions when confronting
scarcity in the market economy.
Standard 2007 2018
7 – E1.1.1 Explain the role of incentives in different Explain the role of incentives in different
economic systems (acquiring money, economic systems (acquiring money, profit,
profit, goods, wanting to avoid loss, goods, wanting to avoid loss, position in
position in society, job placement) society, job placement)
7 – E1.1.2 Describe the circular flow model (that Describe the circular flow model (that
businesses get money from households businesses get money from households in
in exchange for goods and services and exchange for goods and services and
return that money to households by return that money to households by paying
paying for the factors of production that for the factors of production that
households have to sell) and apply it to households have to sell) and apply it to a
a public service (e.g., education, health public service (e.g., education, health
care, military protection). care, military protection).
E2.3 Role of Government

Describe how national governments make decisions that affect the national economy.
Standard 2007 2018
7 – E2.3.1 Explain how national governments make Explain how national governments make
decisions that impact both that country decisions that impact both that country
and other countries that use its resources and other countries that use its resources
(e.g., sanctions and tariffs enacted by a (e.g., sanctions and tariffs enacted by a
national government to prevent imports, national government to prevent imports,
most favored trade agreements, the most favored trade agreements, the
impact China is having on the global impact China is having on the global
economy and the U.S. economy in economy and the U.S. economy in
particular). particular).
E3.1 Economic Interdependence

Describe patterns and networks of economic interdependence, including trade.
Standard 2007 2018
7 – E3.1.1 Explain the importance of trade (imports Explain the importance of trade (imports
and exports) on national economies in and exports) on national economies in the
the Eastern Hemisphere (e.g., natural Eastern Hemisphere (e.g., natural gas in
gas in North Africa, petroleum Africa, North Africa, petroleum Africa, mineral
mineral resources in Asia). resources in Asia).
7 – E3.1.2 Diagram or map the movement of a Diagram or map the movement of a
consumer product from where it is consumer product from where it is
manufactured to where it is sold to manufactured to where it is sold to
demonstrate the flow of materials, labor, demonstrate the flow of materials, labor,
and capital (e.g., global supply chain for and capital (e.g., global supply chain for
computers, athletic shoes, and clothing). computers, athletic shoes, and clothing).
Standard 2007 2018
7 – E3.1.3 Determine the impact of trade on a Determine the impact of trade on a region
region of the Eastern Hemisphere by of the Eastern Hemisphere by graphing and
graphing and analyzing the gross analyzing the gross Domestic Product of
Domestic Product of the region for the the region for the past decade and
past decade and comparing the data comparing the data with trend data on the
with trend data on the total value of total value of imports and exports over the
imports and exports over the same same period.
period.
7 – E3.1.4 Explain how communications Explain how communications innovations
innovations have affected economic have affected economic interactions and
interactions and where and how people where and how people work (e.g., internet
work (e.g., internet home offices, home offices, international work teams,
international work teams, international international companies).
companies).
E3.3 Economic Systems

Describe how societies organize to allocate resources to produce and distribute goods and services.
Standard 2007 2018
7 – E3.3.1 Explain and compare how economic Explain and compare how economic
systems (traditional, command, and systems (traditional, command, and
market) answer four basic questions: market) answer four basic questions: What
What should be produced? How will it should be produced? How will it be
be produced? How will it be distributed? produced? How will it be distributed? Who
Who will receive the benefits of will receive the benefits of production?
production? (e.g., market economies in (e.g., market economies in Africa, Europe;
Africa, Europe; command economy in command economy in North Korea;and
North Korea;and the transition to market the transition to market economies in
economies in Vietnam and China). Vietnam and China).
Examples column.
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Standard 2007 2018
7 – P3.1.1 Clearly state an issue as a question or Clearly state an issue as a question or
public policy, trace the origins of an public policy, trace the origins of an issue,
issue, analyze and synthesize various analyze and synthesize various
perspectives, and generate and perspectives, and generate and evaluate
evaluate alternative resolutions. Deeply alternative resolutions. Deeply examine
examine policy issues in group policy issues in group discussions and
discussions and debates to make debates to make reasoned and informed
reasoned and informed decisions. Write decisions. Write persuasive/argumentative
persuasive/argumentative essays essays expressing and justifying decisions on
expressing and justifying decisions on public policy issues. Plan and conduct
public policy issues. Plan and conduct activities intended to advance views on
activities intended to advance views on matters of public policy, report the results,
matters of public policy, report the and evaluate effectiveness.
results, and evaluate effectiveness.
• Identify public policy issues related to global topics and issues studied.
global topics and issues studied. • Clearly state the issue as a question of
• Clearly state the issue as a question public policy orally or in written form.
of public policy orally or in written • Use inquiry methods to acquire content
form. knowledge and appropriate data
• Use inquiry methods to acquire about the issue.
content knowledge and appropriate • Identify the causes and consequences
data about the issue. and analyze the impact, both positive
• Identify the causes and and negative.
consequences and analyze the • Share and discuss findings of research
impact, both positive and negative. and issue analysis in group discussions
• Share and discuss findings of and debates.
research and issue analysis in group • Compose a persuasive essay justifying
discussions and debates. the position with a reasoned argument.
• Compose a persuasive essay
Develop an action plan to address or
justifying the position with a reasoned
inform others about the issue at the local to
argument.
global scales.
• Develop an action plan to address
or inform others about the issue at
the local to global scales.

Standard 2007 2018
views in matters of public policy, report views in matters of public policy, report the
the results, and evaluate effectiveness. results, and evaluate effectiveness.
Standard 2007 2018
7 – P4.2.2 Engage in activities intended to Engage in activities intended to contribute
contribute to solving a national or to solving a national or international
international problem studied. problem studied.
others (e.g., service learning projects). others (e.g., service learning projects).
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE EIGHT

FOUNDATIONS IN UNITED STATES HISTORY AND GEOGRAPHY ERAS 1-32
These foundational expectations are included to help students draw upon their previous study of
American history and connect 8th grade United States history with the history studied in 5th grade.
To set the stage for the study of U.S. history that begins with the creation DEVELOPMENT of the U.S.
Constitution, students should be able to draw upon an understanding of these politics PHILOSOPHIES
and intellectual understandings FOUNDATIONS.
F1 Political and Intellectual Transformations
F1.1 Describe the ideas, experiences, and interactions that influenced the colonists’ decisions to
declare independence by analyzing:
• THE CORE VALUES DECLARED AS the self-evident truths (“core principles”) held by the founding
fathers (Equality, CORE VALUES Rule of Law, Unalienable Rights, Limited Government, Social
Compact Theory, and the Right of Revolution)
• experiences with self-government (e.g., House of Burgesses and town meetings) (C2)
• changing interactions with the royal government of Great Britain after the French and Indian
War (C2)
F1.2 USING THE DECLARATION OF INDEPENDENCE, INCLUDING GRIEVANCES, UNIFYING PRINCIPLES,
AND CORE VALUES DESCRIBE THE ROLE THIS DOCUMENT ANALYZE THE DECLARATION OF INDEPENDENCE
PLAYED IN EXPRESSING:
• COLONISTS’ VIEWS OF GOVERNMENT
• THEIR REASONS FOR SEPARATING FROM GREAT BRITAIN (C2)
F1.3 DESCRIBE THE CONSEQUENCES OF THE AMERICAN REVOLUTION BY ANALYZING AND EVALUATING
THE RELATIVE INFLUENCES OF:
• BIRTH OF AN INDEPENDENT REPUBLICAN GOVERNMENT (C2)
• CREATION OF THE ARTICLES OF CONFEDERATION (C2)
• CHANGING VIEWS ON FREEDOM AND EQUALITY (C2)
• CONCERNS OVER DISTRIBUTION OF POWER WITHIN GOVERNMENTS, BETWEEN GOVERNMENT AND
THE GOVERNED, AND AMONG PEOPLE (C2)
U3 USHG ERA 3 – REVOLUTION AND THE NEW NATION

U3.3 Creating New Government(s) and a New Constitution
Explain the challenges faced by the new nation and analyze the development of the Constitution as a
new plan for governing. [Foundations for Civics HSCE Standard 2.2.]
Note: Expectations U3.3.1–U3.3.5 address content that was introduced in Grade 5, but ask for
explanation and analysis at a higher level than expected in Grade 5. They are included here to support
in-depth discussion of the historical and philosophical origins of constitutional government in the United
States. (U3.3.6)
Examples column.
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Standard 2007 2018

8 – U3.3.1 Explain the reasons for the adoption and Explain the reasons for the adoption and
subsequent failure of the Articles of subsequent failure of the Articles of
Confederation (e.g., why its drafters Confederation. (e.g., why its drafters
created a weak central government, created a weak central government,
challenges the nation faced under the challenges the nation faced under the
Articles, Shays’ Rebellion, disputes over Articles, Shays’ Rebellion, disputes over
western lands). (C2) western lands). (C2)
8 – U3.3.2 Identify economic and political Identify economic and, political, AND
questions facing the nation during the CULTURAL questions ISSUES facing the
period of the Articles of Confederation nation during the period of the Articles of
and the opening of the Constitutional Confederation and the opening of the
Convention. (E1.4) Constitutional Convention. (E1.4)
8 – U3.3.3 Describe the major issues debated at the Describe the major issues debated at the
Constitutional Convention including the Constitutional Convention, including the
distribution of political power, conduct of distribution of political power AMONG THE
foreign affairs, rights of individuals, rights STATES AND WITHIN THE FEDERAL
of states, election of the executive, and GOVERNMENT, the conduct of foreign
slavery as a regional and federal issue. affairs, COMMERCE WITH TRIBES, rights of
individuals, rights of states, election of the
executive, and slavery as a regional and
federal issue.
8 – U3.3.4 Explain how the new constitution Explain how the new constitution resolved
resolved (or compromised) the major (or compromised) the major issues,
issues including sharing, separating, and including sharing and separation of power,
checking of power among federal and checking of power among federal
government institutions, dual sovereignty government institutions; dual sovereignty
(state-federal power), rights of (state-federal power); rights of individuals;
individuals, the Electoral College, the the Electoral College; the Three-Fifths
Three-Fifths Compromise, and the Great Compromise; the Great Compromise; AND
Compromise. RELATIONSHIPS AND AFFAIRS WITH
INDIGENOUS NATIONS.
8 – U3.3.5 Analyze the debates over the ratification Analyze the debates over the ratification of
of the Constitution from the perspectives the Constitution from the perspectives of
of Federalists and Anti-Federalists and Federalists and Anti- Federalists and
describe how the states ratified the describe how the states ratified the
Constitution. (C2) Constitution. (National Geography
Standard 3, p.148) (C2)
8 – U3.3.6 Explain how the Bill of Rights reflected Explain how the Bill of Rights reflected the
the concept of limited government, concept of limited government,
protections of basic freedoms, and the protections of basic freedoms, and the fear
fear of many Americans of a strong among many Americans of a strong
central government. (C3) central government. (C3)
Standard 2007 2018
8 – U3.3.7 EXPLAIN HOW THE CORE VALUES PRINCIPLES
(EQUALITY, RULE OF LAW, UNALIENABLE
RIGHTS, LIMITED GOVERNMENT, SOCIAL
COMPACT THEORY, AND THE RIGHT OF
REVOLUTION) ARE EMBODIED IN THE
CONSTITUTION THROUGH CONSTITUTIONAL
FEATURES PRINCIPLES SUCH AS
REPRESENTATIVE GOVERNMENT,
SEPARATION OF POWERS, CHECKS AND
BALANCES, FEDERALISM, ENUMERATED
POWERS, BICAMERIALISM, BILL OF RIGHTS,
AND POPULAR SOVEREIGNTY.
8 – U3.3.78 Using important documents (e.g., Using important documents (e.g.,
Mayflower Compact, Iroquois Mayflower Compact, Iroquois
Confederacy, Common Sense, Confederacy, Common Sense,
Declaration of Independence, Declaration of Independence, Northwest
Northwest Ordinance, Federalist Papers), Ordinance, Federalist Papers), Describe
describe the historical and philosophical the historical and philosophical origins of
origins of constitutional government in constitutional government in the United
the United States using the ideas of States using the CORE VALUES. ideas of
social compact, limited government, social compact, limited government,
natural rights, right of revolution, natural rights, right of revolution,
separation of powers, bicameralism, separation of powers, bicameralism,
republicanism, and popular participation republicanism, and popular participation
in government. (C2) in government FROM JOHN LOCKE,
THOMAS HOBBES, THE MAYFLOWER
COMPACT, “COMMON SENSE,” THE
DECLARATION OF INDEPENDENCE, AND
THE NORTHWESTERN ORDINANCE.
U4 USHG ERA 4 – EXPANSION AND REFORM (1792-1861)

U4.1 Challenges to an Emerging Nation
Analyze the challenges the new government faced and the role of political and social leaders in
meeting these challenges.
Standard 2007 2018
8 – U4.1.1 Washington’s Farewell – Use WASHINGTON’S FAREWELL – Use
Washington’s Farewell Address to Washington’s Farewell Address to analyze
analyze the most significant challenges WASHINGTON’S PERSPECTIVE ON the most
the new nation faced and the extent to significant challenges the new nation
which subsequent Presidents heeded faced. and the extent to which subsequent
Washington’s advice. (C4) Presidents heeded Washington’s advice.
(C4)
Examples column.
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Standard 2007 2018

8 – U4.1.2 Establishing America’s Place in the World ESTABLISHING AMERICA’S PLACE IN THE
– Explain the changes in America’s WORLD – Explain Assess the changes in
relationships with other nations by America’s relationships with other
analyzing treaties with American Indian nations by analyzing THE ORIGINS, INTENTS,
nations, Jay’s Treaty (1795), French AND PURPOSES OF treaties with American
Revolution, Pinckney’s Treaty (1795), Indian nations, Jay’s Treaty (1795), French
Louisiana Purchase, War of 1812, Revolution, Pinckney’s Treaty (1795),
Transcontinental Treaty (1819), and the Louisiana Purchase, War of 1812,
Monroe Doctrine. (C4) (National Transcontinental Treaty (1819), and the
Geography Standard 13, p. 169) Monroe Doctrine. (C4) (National
Geography Standard 13, p.161).
8 – U4.1.3 Challenge of Political Conflict – Explain CHALLENGE OF POLITICAL CONFLICT –
how political parties emerged out of the Explain how EXAMINE THE ORIGINS AND
competing ideas, experiences, and fears INTENTIONS OF EARLY AMERICAN political
of Thomas Jefferson and Alexander parties, INCLUDING HOW THEY emerged,
Hamilton (and their followers), despite WHO PARTICIPATED, AND WHAT
the worries the Founders had concerning INFLUENCED THEIR IDEOLOGIES. out of the
the dangers of political division, by competing ideas, experiences, and fears of
analyzing disagreements over Thomas Jefferson and Alexander Hamilton
(and their followers), despite the worries the
• relative power of the national
Founders had concerning the dangers of
government (e.g., Whiskey Rebellion,
political division, by analyzing
Alien and Sedition Acts) and of the
disagreements over
executive branch (e.g., during the
Jacksonian era) (C3) (National • relative power of the national
Geography Standard 13, p. 169) government (e.g., Whiskey Rebellion,
• foreign relations (e.g., French Alien and Sedition Acts) (C3)
Revolution, relations with Great • foreign relations (e.g., French
Britain) (C3) (National Geography Revolution, relations with Great Britain)
Standard 13, p. 169) (C3)
• economic policy (e.g., the creation • economic policy (e.g., the creation of
of a national bank, assumption of a national bank, assumption of
revolutionary debt) (C3, E2.2) revolutionary debt) (C3, E2.2)
8 – U4.1.4 Establishing a National Judiciary and Its Explain the development of the power of
Power – Explain the development of the the Supreme Court through the doctrine of
power of the Supreme Court through the judicial review as manifested in Marburg
doctrine of judicial review as manifested v.Madison (1803) and the role of Chief
in Marbury v. Madison (1803) and the Justice John Marshall and the Supreme
role of Chief Justice John Marshall and Court in interpreting the power of the
the Supreme Court in interpreting the national government (e.g., McCullouch
power of the national government (e.g., v.Maryland, Dartmouth College
McCullouch v. Maryland, Dartmouth v.Woodward, Gibbons v.Ogden).(C3, E1.4,
College v. Woodward, Gibbons v. 2.2) ESTABLISHING A NATIONAL JUDICIARY
Ogden). (C3, E1.4, 2.2) AND ITS POWER – USE MARBURY V.
MADISON TO EXPLAIN THE DEVELOPMENT
OF THE POWER OF THE SUPREME COURT
THROUGH THE DOCTRINE OF JUDICIAL
REVIEW.
U4.2 Regional and Economic Growth
Describe and analyze the nature and impact of the territorial, demographic, and economic growth in
the first three decades of the new nation using maps, charts, and other evidence.
Standard 2007 2018
8 – U4.2.1 Comparing Northeast and the South – Comparing the Northeast and the South –
Compare and contrast the social and Compare and contrast the social and
economic systems of the Northeast and economic systems of the Northeast, and
the South with respect to geography the the South, AND THE WESTERN FRONTIER
and climate and the development of (KENTUCKY, OHIO VALLEY, ETC.), with
respect to geography and climate and the
• agriculture, including changes in
development of:
productivity, technology, supply and
demand, and price (E1.3,1.4) agriculture, including changes in
(National Geography Standard 14, p. productivity, technology, supply and
171) demand, and price (E1.3,1.4) (National
• industry, including entrepreneurial Geography Standard 14, p.171)
development of new industries, such industry, including entrepreneurial
as textiles (E1.1) development of new industries, such as
• the labor force including labor textiles (E1.1)
incentives and changes in labor the labor force, including labor incentives
forces (E1.2) and changes in labor forces (E1.2)
• transportation including changes in transportation, including changes in
transportation (steamboats and transportation (steamboats and canal
canal barges) and impact on barges) and the impact on economic
economic markets and prices markets and prices (E1.2,1.3) (National
(E1.2,1.3) (National Geography Geography Standard 3, p.148)
Standard 3, p. 148) immigration and the growth of nativism
• immigration and the growth of (National Geography Standard 9, p.160)
nativism (National Geography race relations
Standard 9, p. 160) class relations
• race relations
• class relations
8 – U4.2.2 The Institution of Slavery – Explain the The Institution of Slavery – Explain the
ideology of the institution of slavery, its ideology of the institution of slavery, its
policies, and consequences. policies, and consequences.
8 – U4.2.3 Westward Expansion – Explain the Westward Expansion – Explain ANALYZE the
expansion, conquest, and settlement of expansion, conquest, and settlement of the
the West through the Louisiana West through the Louisiana Purchase, the
Purchase, the removal of American removal of American Indians INDIGENOUS
Indians (Trail of Tears) from their native PEOPLES (Trail of Tears) from their native
lands, the growth of a system of lands, the growth of a system of
commercial agriculture, the Mexican- commercial agriculture, the Mexican-
American War, and the idea of Manifest American War, and the idea of Manifest
Destiny. (E2.1) (National Geography Destiny. (E2.1, G6) (National Geography
Standard 6, p. 154) Standard 6, p.154)
Examples column.
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Standard 2007 2018

8 – U4.2.4 Consequences of Expansion – Develop Consequences of Expansion – Develop an
an argument based on evidence about argument based on evidence about the
the positive and negative consequences positive and negative consequences of
of territorial and economic expansion on territorial and economic expansion on
American Indians, the institution of American Indians INDIGENOUS PEOPLES,
slavery, and the relations between free the institution of slavery, and the relations
and slaveholding states. (C2) between free and slaveholding states. (C2,
G13) (National Geography Standard 13,
(National Geography Standard 13, p.
p.169)
169)
U4.3 Reform Movements

Analyze the growth of antebellum American reform movements.
Standard 2007 2018
8 – U4.3.1 Explain the origins of the American Explain the origins of the American
education system and Horace Mann’s Education system and Horace Mann’s
campaign for free compulsory public campaign for free compulsory public
education. (C2) education. (C2)
8 – U4.3.2 Describe the formation and Describe the formation and development
development of the abolitionist of the abolitionist movement by
movement by considering the roles of considering the roles of key abolitionist
key abolitionist leaders (e.g., John Brown leaders (e.g., John Brown and the armed
and the armed resistance, Harriet resistance, Harriet Tubman and the
Tubman and the Underground Railroad, Underground Railroad, Sojourner Truth,
Sojourner Truth, William Lloyd Garrison, William Lloyd Garrison, and Frederick
and Frederick Douglass), and the Douglass) and the response of southerners
response of southerners and northerners and northerners to the abolitionist
to the abolitionist movement. (C2) movement. (C2, G6) (National Geography
Standard 6, p.154)
8 – U4.3.3 Analyze the antebellum women’s rights Analyze the antebellum women’s rights
(and suffrage) movement by discussing (and suffrage) movement by discussing the
the goals of its leaders (e.g., Susan B. goals of its leaders (e.g., Susan B.Anthony
Anthony and Elizabeth Cady Stanton) and Elizabeth Cady Stanton) and
and comparing the Seneca Falls comparing the Seneca Falls Resolution
Resolution with the Declaration of PRIMARY SOURCE DOCUMENTS FROM THIS
Independence. (C2) ERA to the Declaration of Independence.
8 – U4.3.4 Analyze the goals and effects of the Analyze the goals and effects of the
antebellum temperance movement. antebellum temperance movement. (C2)
(C2)
8 – U4.3.5 Evaluate the role of religion in shaping Evaluate INVESTIGATE the role of religion in
antebellum reform movements. (C2) shaping antebellum reform movements.
(C2)
U5 USHG ERA 5 – CIVIL WAR AND RECONSTRUCTION (1850-1877)
U5.1 The Coming of the Civil War
Analyze and evaluate the early attempts to abolish or contain slavery and to realize the ideals of the
Declaration of Independence.
Standard 2007 2018
8 – U5.1.1 Explain the differences in the lives of free Explain COMPARE the differences in the
blacks (including those who escaped lives of free black people (including those
from slavery) with the lives of free whites who escaped from slavery) with the lives of
and enslaved peoples. (C2) free white people and enslaved persons.
(C2)
8 – U5.1.2 Describe the role of the Northwest Describe the role of the Northwest
Ordinance and its effect on the banning Ordinance and its effect on the banning of
of slavery (e.g., the establishment of slavery. (e.g., the establishment of
Michigan as a free state). (National Michigan as a free state).(National
Geography Standard 12, p. 167) Geography Standard 12, p.167) (G12)
8 – U5.1.3 Describe the competing views of Describe the competing views of Calhoun,
Calhoun, Webster, and Clay on the Webster, and Clay on the nature of the
nature of the union among the states union among the states. (e.g., sectionalism,
(e.g., sectionalism, nationalism, nationalism, federalism, state rights). (C3)
federalism, state rights). (C3)
8 – U5.1.4 Describe how the following increased Describe how DRAW CONCLUSIONS ABOUT
sectional tensions WHY the following increased sectional
• the Missouri Compromise (1820) tensions:
• the Wilmot Proviso (1846) • the Missouri Compromise (1820)
• the Compromise of 1850 • the Wilmot Proviso (1846)
including the Fugitive Slave Act • the Compromise of 1850 including the
• the Kansas-Nebraska Act (1854) Fugitive Slave Act
and subsequent conflict in Kansas • the Kansas-Nebraska Act (1854) and
• the Dred Scott v. Sandford subsequent conflict in Kansas
decision (1857) • the Dred Scott v. Sandford decision
• changes in the party system (1857)
(e.g., the death of the Whig party, • changes in the party system (e.g., the
rise of the Republican party and death of the Whig party, rise of the
division of the Democratic party) Republican party and division of the
(C2; C3) (National Geography Democratic party) (C2; C3) (National
Standard 13, p. 169) Geography Standard 13, p.169)
8 – U5.1.5 Describe the resistance of enslaved Describe the resistance of enslaved persons
people (e.g., Nat Turner, Harriet Tubman (e.g., Nat Turner, Harriet Tubman and the
and the Underground Railroad, John Underground Railroad, John Brown,
Brown, Michigan’s role in the Michigan’s role in the Underground
Underground Railroad) and effects of Railroad) and effects of their actions before
their actions before and during the Civil and during the Civil War. (C2)
War. (C2)
Examples column.
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8 – U5.1.6 Describe how major issues debated at Describe how major issues debated at the
the Constitutional Convention such as Constitutional Convention such as
disagreements over the distribution of disagreements over the distribution of
political power, rights of individuals political power, rights of individuals (liberty
(liberty and property), rights of states, and property), rights of states, election of
election of the executive, and slavery the executive, and slavery help explain the
help explain the Civil War. (C2) (National Civil War. (C2, G13)
Geography Standard 13, p. 169)
U5.2 Civil War

Evaluate the multiple causes, key events, and complex consequences of the Civil War.
Standard 2007 2018
8 – U5.2.1 Explain the reasons (political, economic, Explain the reasons DISCUSS THE (social,
and social) why Southern states seceded IDEOLOGICAL, political, economic, AND
and explain the differences in the timing CULTURAL REASONS FOR SECESSION.) why
of secession in the Upper and Lower Southern states seceded and explain the
South. (C3, E1.2) differences in the timing of secession in the
Upper and Lower South.(C3, E1.2) (National
Geography Standard 6, p.154)
8 – U5.2.2 Make an argument to explain the Make an argument to explain the reasons
reasons why the North won the Civil War why the North won the Civil War by
by considering the considering the
• critical events and battles in the war • critical events and battles in the war
• the political and military leadership • the political and military leadership of
of the North and South the North and South
• the respective advantages and • the respective advantages and
disadvantages, including disadvantages, including geographic,
geographic, demographic, demographic, economic and
economic and technological (E1.4) technological (E1.4) (National
(National Geography Standard 15, p. Geography Standard 15, p. 173)
173)
8 – U5.2.3 Examine Abraham Lincoln’s presidency Examine Abraham Lincoln’s presidency
with respect to with respect to
• his military and political leadership • his military and political leadership
• the evolution of his emancipation • the evolution of his emancipation policy
policy (including the Emancipation (including the Emancipation
Proclamation) Proclamation)
• and the role of his significant writings • and the role of his significant writings
and speeches, including the and speeches, including the Gettysburg
Gettysburg Address and its Address and its relationship to the
relationship to the Declaration of Declaration of Independence (C2)
Independence (C2)
8 – U5.2.4 Describe the role of African Americans in Describe the role of African Americans in
the war, including black soldiers and the war, including black soldiers and
regiments, and the increased resistance regiments, and the increased resistance of
of enslaved peoples. enslaved peoples.
Standard 2007 2018
8 – U5.2.5 Construct generalizations about how the Construct generalizations about how the
war affected combatants, civilians war affected combatants, civilians
(including the role of women), the (including the role of women), the physical
physical environment, and the future of environment, and the future of warfare,
warfare, including technological including technological developments.
developments. (National Geography (National Geography Standard 14, p. 171)
Standard 14, p. 171)
U5.3 Reconstruction
Using evidence, develop an argument regarding the character and consequences of Reconstruction.
Standard 2007 2018
8 – U5.3.1 Describe the different positions Describe COMPARE the different positions
concerning the reconstruction of concerning the reconstruction of Southern
Southern society and the nation, society and the nation, including the
including the positions of President positions of President Abraham Lincoln,
Abraham Lincoln, President Andrew President Andrew Johnson, Republicans,
Johnson, Republicans, and African DEMOCRATS, and African Americans.
Americans.
8 – U5.3.2 Describe the early responses to the end Describe the early responses to the end of
of the Civil War by describing the the Civil War by describing the
• policies of the Freedmen’s Bureau • policies of the Freedmen’s Bureau (E2.2)
(E2.2)
restrictions placed on the rights and
• restrictions placed on the rights and
opportunities of freedmen, including racial
opportunities of freedmen, including
segregation and Black Codes (C2, C5)
racial segregation and Black Codes
(C2, C5)
8 – U5.3.3 Describe the new role of African Describe the new role of African Americans
Americans in local, state and federal in local, state, and federal governments in
government in the years after the Civil the years after the Civil War and the
War and the resistance of Southern resistance of Southern whites to this
whites to this change, including the Ku change, including the Ku Klux Klan. (C2,
Klux Klan. (C2, C5) (National Geography C5, G10)
8 – U5.3.4 Analyze the intent and the effect of the Analyze the intent and the effect of the
Thirteenth, Fourteenth, and Fifteenth Thirteenth, Fourteenth, and Fifteenth
Amendments to the Constitution. Amendments to the Constitution.
8 – U5.3.5 Explain the decision to remove Union Explain the decision to remove Union troops
troops in 1877 and describe its impact on in 1877 and describe its impact on
Americans. Americans.
U5.4 INVESTIGATION TOPICS AND ISSUE ANALYSIS (P2)

USE THE HISTORICAL PERSPECTIVE TO INVESTIGATE A SIGNIFICANT HISTORICAL TOPIC FROM UNITED STATES
HISTORY ERAS 3-6 THAT ALSO HAS SIGNIFICANCE AS AN ISSUE OR TOPIC IN THE UNITED STATES TODAY.
Examples column.
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Standard 2007 2018

8 – U5.4.1 UNITED STATES HISTORY INVESTIGATION
TOPIC AND ISSUE ANALYSIS, PAST AND
PRESENT – USE HISTORICAL PERSPECTIVES TO
ANALYZE ISSUES IN THE UNITED STATES FROM
THE PAST AND THE PRESENT; CONDUCT
RESEARCH ON A HISTORICAL ISSUE OR
TOPIC; IDENTIFY A CONNECTION TO A
CONTEMPORARY ISSUE, AND PRESENT
FINDINGS; INCLUDE CAUSES AND
CONSEQUENCES OF THE HISTORICAL
ACTION; AND PREDICT POSSIBLE
CONSEQUENCES OF THE CONTEMPORARY
ACTION.(G9, 10)
U6.1 America in the Last Half of the 19th Century

Analyze the major changes in communication, transportation, demography, and urban centers,
including the location and growth of cities linked by industry and trade, in last half of the 19th century.
The purpose of this section is to introduce some of the major changes in American society and the
economy in the last part of the 19th Century. This era will be addressed in-depth and with greater
intellectual sophistication in the high school United History and Geography content expectations.
Standard 2007 2018
8 – U6.1.1 America at Century’s End – Compare America at Century’s End – Compare and
and contrast the United States in 1800 contrast the United States in 1800 with the
with the United States in 1898 focusing United States in 1898 focusing on similarities
on similarities and differences in and differences in
• territory, including the size of the • territory, including the size of the United
United States and land use (National States and land use (National
Geography Standards 1and 16, pp. Geography Standards 1and 16, pp. 144
144 and 196) and 196)
• population, including immigration, • population, including immigration,
reactions to immigrants, and the reactions to immigrants, and the
changing demographic structure of changing demographic structure of
rural and urban America (E3.2) rural and urban America (E3.2)
(National Geography Standards 9 (National Geography Standards 9 and
and 12, pp. 160 and 167) 12, pp. 160 and 167)
• systems of transportation (canals and • systems of transportation (canals and
railroads, including the railroads, including the Transcontinental
Transcontinental Railroad), and their Railroad), and their impact on the
impact on the economy and society economy and society (E1.4, 3.2)
(E1.4, 3.2) (National Geography (National Geography Standard 11, p.
Standard 11, p. 164) 164)
• governmental policies promoting • governmental policies promoting
economic development (e.g., tariffs, economic development (e.g., tariffs,
banking, land grants and mineral banking, land grants and mineral rights,
rights, the Homestead Act) (E.2.2) the Homestead Act) (E.2.2) (National
176) • economic change, including
• economic change, including industrialization, increased global
industrialization, increased global competition, and their impact on
competition, and their impact on conditions of farmers and industrial
Standard 2007 2018
conditions of farmers and industrial workers (E1.4, 2.1, 3.2) (National
workers (E1.4, 2.1, 3.2) (National Geography Standard 11, p. 164)
Geography Standard 11, p. 164) • the treatment of African Americans,
• the treatment of African Americans, including the rise of segregation in the
including the rise of segregation in South as endorsed by the Supreme
the South as endorsed by the Court’s decision in Plessy v. Ferguson,
Supreme Court’s decision in Plessy v. and the response of African Americans
Ferguson, and the response of • the policies toward American Indians,
African Americans including removal, reservations, the
• the policies toward American Dawes Act of 1887, and the response of
Indians, including removal, American Indians (National Geography
reservations, the Dawes Act of 1887, Standard 13, p. 169)
and the response of American
Indians (National Geography
U6.21 Investigation Topics and Issue Analysis (P2)

Use the historical perspective to investigate a significant historical topic from United States History Eras 3-
6 that also has significance as an issue or topic in the United States today.
Standard 2007 2018
8 – U6.21.1 United States History Investigation Topic United States History Investigation Topic
and Issue Analysis, Past and Present – and Issue Analysis, Past and Present – Use
Use historical perspectives to analyze historical perspectives to analyze issues in
issues in the United States from the past the United States from the past and the
and the present; conduct research on a present; conduct research on a historical
historical issue or topic, identify a issue or topic, identify a connection to a
connection to a contemporary issue, contemporary issue, and present findings
and present findings (e.g., oral, visual, (e.g., oral, visual, video, or electronic
video, or electronic presentation, presentation, persuasive essay, or research
persuasive essay, or research paper); paper); include causes and consequences
include causes and consequences of of the historical action and predict possible
the historical action and predict possible consequences of the contemporary
consequences of the contemporary action. (National Geography Standards 9
action. (National Geography Standards and 10, pp. 160 and 162)
9 and 10, pp. 160 and 162)

Standard 2007 2018
8 – P3.1.1 Identify, research, analyze, discuss, and Identify, research, analyze, discuss, and
defend a position on a national public defend a position on a national public
policy issue. policy issue.
• Identify a national public policy issue. • Identify a national public policy issue.
• Clearly state the issue as a question • Clearly state the issue as a question of
of public policy orally or in written public policy orally or in written form.
form.
Examples column.
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Standard 2007 2018

• Use inquiry methods to trace the • Use inquiry methods to trace the origins
origins of the issue and to acquire of the issue and to acquire data about
data about the issue. the issue.
• Generate and evaluate alternative • Generate and evaluate alternative
resolutions to the public issue and resolutions to the public issue and
analyze various perspectives analyze various perspectives (causes,
(causes, consequences, positive and consequences, positive and negative
negative impact) on the issue. impact) on the issue.
• Identify and apply core democratic • Identify and apply core democratic
values or constitutional principles. values or constitutional principles.
• Share and discuss findings of • Share and discuss findings of research
research and issue analysis in group and issue analysis in group discussions
discussions and debates. and debates.
• Compose a persuasive essay • Compose a persuasive essay justifying
justifying the position with a reasoned the position with a reasoned argument.
argument.
Develop an action plan to address or
• Develop an action plan to address
inform others about the issue
or inform others about the issue

Standard 2007 2018
views in matters of public policy, report views in matters of public policy, report the
the results, and evaluate effectiveness. results, and evaluate effectiveness.
8 – P4.2.2 Engage in activities intended to Engage in activities intended to contribute
contribute to solving a national or to solving a national or international
international problem studied. problem studied.
others (e.g., service learning projects). others (e.g., service learning projects).
MICHIGAN’S GRADE LEVEL CONTENT EXPECTATIONS FOR SOCIAL STUDIES

(9-12)
WORLD HISTORY AND GEOGRAPHY
WHG ERA 4: Expanding and Intensified Hemispheric Interactions, 300 TO 1500 C.E./A.D.
4.1 Cross-temporal or Global Expectations
Analyze important hemispheric interactions and temporal developments during an era of increasing
regional power, religious expansion, and the collapse of some empires.
Standard 2007 2018
4.1.1 Crisis in the Classical World – Explain the Crisis in the Classical World – Explain the
responses to common forces of change responses to common forces of change
that led to the ultimate collapse of that led to the ultimate collapse of classical
classical empires and discuss the
Standard 2007 2018
consequences of their collapse. (See empires and discuss the consequences of
4.3.3; 4.3.4; 4.3.5) their collapse. (See 4.3.3; 4.3.4; 4.3.5)
4.1.2 World Religions – Using historical and World Religions – Using historical and
modern maps and other documents, modern maps and other documents,
analyze the continuing spread of major analyze the continuing spread of major
world religions during this era and world religions during this era and describe
describe encounters between religious encounters between religious groups
groups including including
• Islam and Christianity (Roman • Islam and Christianity (Roman Catholic
Catholic and Orthodox) – increased and Orthodox) – increased trade and
trade and the Crusades the Crusades
• Islam and Hinduism in South Asia • Islam and Hinduism in South Asia (See
(See 5.3.3) 5.3.3)
• continuing tensions between
continuing tensions between Catholic and
Catholic and Orthodox Christianity
Orthodox Christianity (National Geography
(National Geography Standard 10,
p. 203)
4.1.3 Trade Networks and Contacts – Analyze Trade Networks and Contacts – Analyze
the development, interdependence, the development, interdependence,
specialization, and importance of specialization, and importance of
interregional trading systems both within interregional trading systems both within
and between societies including and between societies including
• land-based routes across the Sahara, • land-based routes across the Sahara,
Eurasia and Europe Eurasia and Europe
• water-based routes across Indian
water-based routes across Indian Ocean,
Ocean, Persian Gulf, South China
Persian Gulf, South China Sea, Red and
Sea, Red and Mediterranean Seas
Mediterranean Seas (National Geography
206)
4.2 Interregional or Comparative Expectations

Analyze and compare important hemispheric interactions and cross-regional developments, including
the growth and consequences of an interregional system of communication, trade, and culture
exchange during an era of increasing regional power and religious expansion.
Standard 2007 2018
4.2.1 Growth of Islam and Dar al-Islam [A Growth of Islam and Dar al-Islam [A
country, territory, land, or abode where country, territory, land, or abode where
Muslim sovereignty prevails] – Identify Muslim sovereignty prevails] – Identify and
and explain the origins and expansion of explain the origins and expansion of Islam
Islam and the creation of the Islamic and the creation of the Islamic Empire
Empire including including
• The founding geographic extent of • The founding geographic extent of
Muslim empires and the artistic, Muslim empires and the artistic,
scientific, technological, and scientific, technological, and economic
economic features of Muslim society features of Muslim society
• diverse religious traditions of Islam — • diverse religious traditions of Islam —
Sunni, Shi’a/Shi’ite, Sufi Sunni, Shi’a/Shi’ite, Sufi
Examples column.
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Standard 2007 2018

• role of Dar al-Islam as a cultural, • role of Dar al-Islam as a cultural,
political, and economic force in political, and economic force in Afro-
Afro-Eurasia Eurasia
• the caliphate as both a religious and
the caliphate as both a religious and
political institution, and the
political institution, and the persistence of
persistence of other traditions in the
other traditions in the Arab World including
Arab World including Christianity
Christianity (National Geography Standard
10, p. 203)
203)
4.2.2 Unification of Eurasia under the Mongols Unification of Eurasia under the Mongols –
– Using historical and modern maps, Using historical and modern maps, locate
locate and describe the geographic and describe the geographic patterns of
patterns of Mongol conquest and Mongol conquest and expansion and
expansion and describe the describe the characteristics of the Pax
characteristics of the Pax Mongolica Mongolica (particularly revival of long-
(particularly revival of long-distance distance trading networks between China
trading networks between China and and the Mediterranean world). (National
the Mediterranean world). (National Geography Standard 11, p. 206)
4.2.3 The Plague – Using historical and modern Growth of Islam and Dar al-Islam [A
maps and other evidence, explain the country, territory, land, or abode where
causes and spread of the Plague and Muslim sovereignty prevails] – Identify and
analyze the demographic, economic, explain the origins and expansion of Islam
social, and political consequences of and the creation of the Islamic Empire
this pandemic. (See 4.3.5) (National including
• The founding geographic extent of
Muslim empires and the artistic,
scientific, technological, and economic
features of Muslim society
• diverse religious traditions of Islam —
Sunni, Shi’a/Shi’ite, Sufi
• role of Dar al-Islam as a cultural,
political, and economic force in Afro-
Eurasia
the caliphate as both a religious and
political institution, and the persistence of
other traditions in the Arab World including
Christianity (National Geography Standard
10, p. 203)
4.3 Regional Expectations

Analyze important regional developments and cultural changes, including the growth of states, towns,
and trade in Africa south of the Sahara, Europe, the Americas, and China.
Standard 2007 2018
4.3.1 Africa to 1500 – Describe the diverse Africa to 1500 – Describe the diverse
characteristics of early African societies characteristics of early African societies
and the significant changes in African and the significant changes in African
society by society by
Standard 2007 2018
• comparing and contrasting at least • comparing and contrasting at least two
two of the major states/civilizations of of the major states/civilizations of East,
East, South, and West Africa (Aksum, South, and West Africa (Aksum, Swahili
Swahili Coast, Zimbabwe, Ghana, Coast, Zimbabwe, Ghana, Mali,
Mali, Songhai) in terms of Songhai) in terms of environmental,
environmental, economic, religious, economic, religious, political, and social
political, and social structures structures (National Geography
(National Geography Standard 12, p. Standard 12, p. 208)
208) • using historical and modern maps to
• using historical and modern maps to identify the Bantu migration patterns
identify the Bantu migration patterns and describe their contributions to
and describe their contributions to agriculture, technology and language
agriculture, technology and (National Geography Standard 9, p.
language (National Geography 201)
Standard 9, p. 201) • analyzing the African trading networks
• analyzing the African trading by examining trans-Saharan trade in
networks by examining trans-Saharan gold and salt and connect these to
trade in gold and salt and connect interregional patterns of trade (National
these to interregional patterns of Geography Standard 11, p. 206)
trade (National Geography Standard • analyzing the development of an
11, p. 206) organized slave trade within and
• analyzing the development of an beyond Africa (National Geography
organized slave trade within and Standard 4, p. 190)
beyond Africa (National Geography • analyzing the influence of Islam and
Standard 4, p. 190) Christianity on African culture and the
• analyzing the influence of Islam and blending of traditional African beliefs
Christianity on African culture and with new ideas from Islam and
the blending of traditional African Christianity (National Geography
beliefs with new ideas from Islam and Standard 10, p. 203)
Christianity (National Geography
4.3.2 The Americas to 1500 – Describe the The Americas to 1500 – Describe the diverse
diverse characteristics of early American characteristics of early American
civilizations and societies in North, civilizations and societies in North, Central,
Central, and South America by and South America by comparing and
comparing and contrasting the major contrasting the major aspects
aspects (government, religion, (government, religion, interactions with the
interactions with the environment, environment, economy, and social life) of
economy, and social life) of American American Indian civilizations and societies
Indian civilizations and societies such as such as the Maya, Aztec, Inca, Pueblo,
the Maya, Aztec, Inca, Pueblo, and/or and/or Eastern Woodland peoples.
Eastern Woodland peoples. (National (National Geography Standard 10, p. 203)
4.3.3 China to 1500 – Explain how Chinese China to 1500 – Explain how Chinese
dynasties responded to the internal and dynasties responded to the internal and
external challenges caused by ethnic external challenges caused by ethnic
diversity, physical geography, diversity, physical geography, population
population growth and Mongol invasion growth and Mongol invasion to achieve
to achieve relative political stability, relative political stability, economic
economic prosperity, and technological
Examples column.
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innovation. (National Geography prosperity, and technological innovation.
Standard 4, p. 190) (National Geography Standard 4, p. 190)
4.3.4 The Eastern European System and the The Eastern European System and the
Byzantine Empire to 1500 – Analyze Byzantine Empire to 1500 – Analyze
restructuring of the Eastern European restructuring of the Eastern European
system including system including
• the rise and decline of the Byzantine • the rise and decline of the Byzantine
Empire Empire
• the region’s unique spatial location • the region’s unique spatial location
• the region’s political, economic, and • the region’s political, economic, and
religious transformations emerging religious transformations emerging
tensions between East and West tensions between East and West
188) 188)
4.3.5 Western Europe to 1500 – Explain the Western Europe to 1500 – Explain the
workings of feudalism, manoralism, and workings of feudalism, manoralism, and the
the growth of centralized monarchies growth of centralized monarchies and city-
and city-states in Europe including states in Europe including
• the role and political impact of the • the role and political impact of the
Roman Catholic Church in European Roman Catholic Church in European
medieval society medieval society
• how agricultural innovation and • how agricultural innovation and
increasing trade led to the growth of increasing trade led to the growth of
towns and cities (National towns and cities (National Geography
Geography Standard 14, p. 212) Standard 14, p. 212)
• the role of the Crusades, 100 Years • the role of the Crusades, 100 Years War,
War, and the Bubonic Plague in the and the Bubonic Plague in the early
early development of centralized development of centralized nation-
nation-states (See 4.2.3) states (See 4.2.3)
• the cultural and social impact of the • the cultural and social impact of the
Renaissance on Western and Renaissance on Western and Northern
Northern Europe Europe
WHG ERA 5: The Emergence of the First Global Age, 15th to 18th Centuries
5.1 Cross-temporal or Global Expectations
Analyze the global impact and significant developments caused by transoceanic travel and the linking
of all the major areas of the world by the 18th century.
Standard 2007 2018
5.1.1 Emerging Global System – Analyze the EMERGING GLOBAL SYSTEM – Analyze the
impact of increased oceanic travel impact of increased oceanic travel,
including changes in the global system including changes in the global system of
of trade, migration, and political power trade, migration, and political power as
as compared to the previous era. (See compared to the previous era. (See 4.1.3;
4.1.3; 5.3.6) (National Geography 5.3.6) (National Geography Standard 11)
5.1.2 World Religions – Use historical and Use historical and modern maps to analyze
modern maps to analyze major territorial major territorial transformations and
transformations and movements of movement of world religions including the
Standard 2007 2018
world religions including the expulsion of expulsion of Muslims and Jews from Spain,
Muslims and Jews from Spain, Christianity Christianity to the Americas, and Islam to
to the Americas, and Islam to Southeast Southeast Asia, and evaluate the impact of
Asia, and evaluate the impact of these these transformations/movements on the
transformations/movements on the respective human systems.(See 4.1.2)
respective human systems. (See 4.1.2) (National Geography Standard 9d, p.202)
(National Geography Standard 9, pg. WORLD RELIGIONS – ANALYZE THE IMPACT
202) OF THE DIFFUSION OF WORLD RELIGIONS
ON SOCIAL, POLITICAL, CULTURAL, AND
ECONOMIC SYSTEMS.

Analyze the impact of oceanic travel on interregional interactions.
Standard 2007 2018
5.2.1 European Exploration/Conquest and EUROPEAN EXPLORATION/CONQUEST AND
Columbian Exchange – Analyze the COLUMBIAN EXCHANGE – Analyze EXPLAIN
demographic, environmental, and the demographic, environmental, and
political consequences of European political consequences of European
oceanic travel and conquest and of the oceanic travel and conquest and of the
Columbian Exchange in the late 15th Columbian Exchange in the late 15th and
and 16th centuries by 16th centuries by: describing; DESCRIBE the
geographic routes used TAKEN in the
describing the geographic routes used
exchange of PEOPLE, plants, animals and
in the exchange of plants, animals, and
pathogens among the continents in the
pathogens among the continents in the
late 15th and 16th centuries explaining how
late 15th and the 16th centuries
forced and free migrations of peoples
(push/pull factors) and the exchange of
206)
plants, animals, and pathogens impacted
explaining how forced and free the natural environments, political
migrations of peoples (push/pull factors) institutions, societies, and commerce of
and the exchange of plants, animals, European, Asian, African, and the
and pathogens impacted the natural American societies.(See 5.3.5) (National
environments, political institutions, Geography Standard 14d, p.212); AND
societies, and commerce of European, EVALUATE THE IMPACT OF THESE
Asian, African, and the American EXCHANGES IN THE LATE 15TH AND 16TH
societies (See 5.3.5) (National CENTURIES.
5.2.2 Trans-African and Trans-Atlantic Slave
Systems – Analyze the emerging trans- TRANS-AFRICAN AND TRANS-ATLANTIC
Atlantic slave system and compare it to SLAVE SYSTEMS – Analyze the emerging
other systems of labor existing during this trans-Atlantic slave system and compare
era by BY COMPARING it to other systems of labor
existing during this era by: using historical
• using historical and modern maps
and modern maps and other data to
and other data to analyze the
analyze WITH RESPECT TO the causes and
causes and development of the
development of the Atlantic trade system,
Atlantic trade system, including
including economic exchanges, the
economic exchanges, the diffusion
diffusion of Africans in the Americas
of Africans in the Americas (including
(including the Caribbean and South
the Caribbean and South America),
Examples column.
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and the Middle Passage (National America), and the Middle Passage.;
Geography Standard 11, p. 206) comparing and contrasting the trans-
• comparing and contrasting the Atlantic slave system with the African slave
trans-Atlantic slave system with the system and another system of labor existing
African slave system and another during this era (e.g.serfdom, indentured
system of labor existing during this servitude, corvee labor, wage labor).(See
era (e.g., serfdom, indentured 5.3.5; 5.3.6) (See 4.3.1).
servitude, corvee labor, wage labor)
(See 5.3.5; 5.3.6) (See 4.3.1)
5.2.3
GROWTH OF CHRISTIANITY—ANALYZE THE
SPREAD OF CHRISTIANITY, INCLUDING:
THE GEOGRAPHIC EXTENT OF
CHRISTIANITY AND THE ARTISTIC,
SCIENTIFIC, TECHNOLOGICAL, AND
ECONOMIC FEATURES OF CHRISTIAN
SOCIETIES
THE ROLE OF CHRISTIANITY AS A
CULTURAL, POLITICAL, AND
ECONOMIC FORCE
THE ROLE OF CHRISTIANITY AS BOTH
A POLITICAL AND RELIGIOUS
INSTITUTION
5.3 Regional Content Expectations

Analyze the important regional developments and cultural changes in Asia, Russia, Europe and the
Americas.
Standard 2007 2018
5.3.1 Ottoman Empire through the 18th Ottoman Empire through the 18th Century
Century – Analyze the major political, – Analyze the major political, religious,
religious, economic, and cultural economic, and cultural transformations in
transformations in the Ottoman Empire the Ottoman Empire by
by
• using historical and modern maps to
• using historical and modern maps to describe the empire’s origins (Turkic
describe the empire’s origins (Turkic migrations), geographic expansion, and
migrations), geographic expansion, contraction (National Geography
and contraction (National Standard 13, p. 210)
analyzing the impact of the Ottoman rule
• analyzing the impact of the Ottoman
rule
5.3.2 East Asia through the 18th Century – East Asia through the 18th Century –
Analyze the major political, religious, Analyze the major political, religious,
economic, and cultural economic, and cultural transformations in
transformations in East Asia by East Asia by
• analyzing the major reasons for • analyzing the major reasons for the
the continuity of Chinese society under continuity of Chinese society under the
the Ming and Qing dynasties, including Ming and Qing dynasties, including the role
the role of Confucianism, the civil of Confucianism, the civil service, and
Standard 2007 2018
service, and Chinese oceanic Chinese oceanic exploration (See 4.3.3)
exploration (See 4.3.3) (National (National Geography Standard 5, p. 192)
Geography Standard 5, p. 192) analyzing the changes in Japanese society
• analyzing the changes in by describing the role of geography in the
Japanese society by describing the role development of Japan, the policies of the
of geography in the development of Tokugawa Shogunate, and the influence of
Japan, the policies of the Tokugawa China on Japanese society (National
Shogunate, and the influence of China Geography Standard 4, p. 190)
on Japanese society (National
5.3.3 South Asia/India through the 18th South Asia/India through the 18th Century –
Century – Analyze the global economic Analyze the global economic significance
significance of India and the role of of India and the role of foreign influence in
foreign influence in the political, the political, religious, cultural, and
religious, cultural, and economic economic transformations in India and
transformations in India and South Asia South Asia including the Mughal Empire
including the Mughal Empire and the and the beginnings of European contact.
beginnings of European contact. (See (See 4.1.2) (National Geography Standard
4.1.2) (National Geography Standard 4, 4, p. 190)
p. 190)
5.3.4 Russia through the 18th Century – Russia through the 18th Century – Analyze
Analyze the major political, religious, the major political, religious, economic,
economic, and cultural transformations and cultural transformations in Russia
in Russia including including
• Russian imperial expansion and top- • Russian imperial expansion and top-
down westernization/modernization down westernization/modernization
210) 210)
• the impact of its unique location • the impact of its unique location
relative to Europe and Asia (National relative to Europe and Asia (National
• the political and cultural influence
the political and cultural influence (e.g.,
(e.g., written language) of Byzantine
written language) of Byzantine Empire,
Empire, Mongol Empire, and
Mongol Empire, and Orthodox Christianity
Orthodox Christianity (National
5.3.5 Europe through the 18th Century – Europe through the 18th Century – Analyze
Analyze the major political, religious, the major political, religious, cultural and
cultural and economic transformations economic transformations in Europe by
in Europe by
• explaining the origins, growth, and
• explaining the origins, growth, and consequences of European overseas
consequences of European overseas expansion, including the development
expansion, including the and impact of maritime power in Asia
development and impact of and land control in the Americas (See
maritime power in Asia and land 5.2.1) (National Geography Standard
control in the Americas (See 5.2.1) 13, p. 210)
(National Geography Standard 13, p. • analyzing transformations in Europe’s
210) state structure, including the rising
military, bureaucratic, and nationalist
Examples column.
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• analyzing transformations in Europe’s power of European states including
state structure, including the rising absolutism
military, bureaucratic, and nationalist • analyzing how the Renaissance,
power of European states including Reformation, Scientific Revolution, and
absolutism the Enlightenment contributed to
• analyzing how the Renaissance, transformations in European society
Reformation, Scientific Revolution,
analyzing the transformation of the
and the Enlightenment contributed
European economies including
to transformations in European
mercantilism, capitalism, and wage labor
society
(See 5.2.2)
• analyzing the transformation of the
European economies including
mercantilism, capitalism, and wage
labor (See 5.2.2)
5.3.6 Latin America through the 18th Century Latin America through the 18th Century –
– Analyze colonial transformations in Analyze colonial transformations in Latin
Latin America, including America, including
• the near-elimination of American • the near-elimination of American Indian
Indian civilizations and peoples civilizations and peoples
• social stratifications of the population • social stratifications of the population
(e.g., peninsulares, creoles, mestizos) (e.g., peninsulares, creoles, mestizos)
• the regional and global role of silver • the regional and global role of silver
and sugar and sugar
• resource extraction and the
resource extraction and the emerging
emerging system of labor (e.g., mita,
system of labor (e.g., mita, slavery) (See
slavery) (See 5.1.1, 5.2.2) (National
5.1.1, 5.2.2) (National Geography Standard
12, p. 208)
WHG ERA 6: An Age of Global Revolutions, 18th Century-1914

6.1 Global or Cross-temporal Expectations
Evaluate the causes, characteristics, and consequences of revolutions of the intellectual, political and
economic structures in an era of increasing global trade and consolidations of power.
Standard 2007 2018
6.1.1 Global Revolutions – Analyze the causes GLOBAL REVOLUTIONS – Analyze the
and global consequences of major causes and global consequences of major
political and industrial revolutions political and industrial revolutions, focusing
focusing on changes in relative political on changes in relative political and military
and military power, economic power, economic production, and
production, and commerce. (See 6.2.1; commerce. (See 6.2.1; 6.2.3; 6.3.1; 6.3.2)
6.2.3; 6.3.1; 6.3.2) (National Geography (National Geography Standard 13)
6.1.2 World-wide Migrations and Population WORLD-WIDE MIGRATIONS AND
Changes – Analyze the causes and POPULATION CHANGES – Analyze the
consequences of shifts in world causes and consequences of shifts in world
population and major patterns of long- population and major patterns of long-
distance migrations of Europeans, distance migrations of Europeans, Africans,
Africans, and Asians during this era, and Asians during this era, including the
including the impact of industrialism, impact of industrialism, imperialism,
Standard 2007 2018
imperialism, changing diets, and changing diets, and scientific advances.
scientific advances on worldwide on worldwide demographic trends.
demographic trends. (National (National Geographic Standard 9, p.201).
6.1.3 Increasing Global Interconnections – INCREASING GLOBAL INTERCONNECTIONS –
Describe increasing global Describe the increasing global
interconnections between societies, interconnections between societies,
through the emergence and spread of through the emergence and spread of
ideas, innovations, and commodities ideas, innovations, and commodities
including including: constitutionalism, communism
and socialism, republicanism, nationalism,
• constitutionalism, communism and
capitalism, human rights, and secularization
socialism, republicanism, nationalism,
(National Geographic Standard 10, p.203
capitalism, human rights, and
AND NEW GLOBAL NETWORKS THAT
secularization (National Geography
RESULTED IN the global SPREAD OF MAJOR
INNOVATIONS IN GOVERNANCE,
• the global spread of major
ECONOMIC SYSTEMS, technologies, and
innovations, technologies, and
commodities via new global
commodities via new global
networks.(National Geography Standards
networks (National Geography
10 and 11)
6.1.4 Changes in Economic and Political CHANGES IN ECONOMIC AND POLITICAL
Systems – Compare the emerging SYSTEMS – Compare the emerging
economic and political systems economic and political systems
(industrialism and democracy) with the (industrialism and democracy) with the
economic and political systems of the economic and political systems of the
previous era (agriculture and previous era (agriculture and absolutism).
absolutism). (See 5.3.5) (See 5.3.5)
6.1.5 Interpreting Europe’s Increasing Global INTERPRETING EUROPE’S INCREASING
Power – Describe Europe’s increasing GLOBAL POWER – Describe Europe’s
global power between 1500 and 1900; increasing global power between 1500 and
and evaluate the merits of the argument 1900, and evaluate the merits of the
that this rise was caused by factors argument that this rise was caused by
internal to Europe (e.g., Renaissance, factors internal to Europe (e.g.Renaissance,
Reformation, demographic, economic, Reformation, demographic, economic,
and social changes) or factors external and social changes) or factors external to
to Europe (e.g., decline of Mughal and Europe (e.g.decline of Mughal and
Ottoman empires and the decreasing Ottoman empires and the decreasing
engagement of China and Japan in engagement of China and Japan in global
global interactions). (See 6.3.1; 6.3.2; interactions).(See 6.3.1; 6.3.2; 5.3.2)
5.3.2) (National Geography Standard 13, (National Geography Standard 13)
p. 210)

Analyze and compare the interregional patterns of nationalism, state-building, and social reform and
imperialism.
Standard 2007 2018
6.2.1 Political Revolutions – Analyze the Age of POLITICAL REVOLUTIONS – Analyze the Age
Revolutions by comparing and of Revolutions by comparing and
Examples column.
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contrasting the political, economic, and contrasting the political, economic, and
social causes and consequences of at social causes and consequences of at
least three political and/or nationalistic least three political and/ or nationalistic
revolutions (American, French, Haitian, revolutions (American, French, Haitian,
Mexican or other Latin American, or Mexican or other Latin American, or
Chinese Revolutions) Chinese Revolutions) AMERICAN
REVOLUTION, THE FRENCH REVOLUTION,
AND ONE OTHER REVOLUTION THAT
210)
OCCURRED IN A REGION EXTERNAL TO
EUROPE FROM THE STANDPOINT OF
POLITICAL, ECONOMIC, AND SOCIAL
CAUSES AND CONSEQUENCES.(National
6.2.2 Growth of Nationalism and Nation-states GROWTH OF NATIONALISM AND NATION-
– Compare and contrast the rise of the STATES – Compare and contrast the rise of
nation-states in a western context (e.g., nation-states in a western context
Germany, Italy) and non-western (e.g.German, Italy) and non-western
context (e.g., Meiji Japan). (See 6.1.1; context (e.g.Meiji Japan).(See 6.1.1; 6.3.1;
6.3.1; 6.3.2) (National Geography 6.3.2) (National Geography Standard 10)
6.2.3 Industrialization – Analyze the origins, INDUSTRIALIZATION – Analyze the COMPARE
characteristics and consequences of AND CONTRAST the origins, characteristics
industrialization across the world by and consequences of industrialization in
Russia, Japan, and one of the following;
• comparing and contrasting the
Britain, Germany, United States, or France
process and impact of
DIFFERENT REGIONS BY:
industrialization in Russia, Japan, and
one of the following: Britain, • describing the social and economic
Germany, United States, or France impacts of industrialization,
particularly its effect on women and
• describing the social and economic
children and the rise of organized
impacts of industrialization,
labor movements (National
particularly its effect on women and
Geography Standard 11)
children, and the rise of organized
labor movements (National • describing the environmental
Geography Standard 11, p. 206) impacts of industrialization and
urbanization (National Geography
• describing the environmental
Standard 14)
impacts of industrialization and
urbanization (National Geography
6.2.4 Imperialism – Analyze the political, IMPERIALISM– Analyze the political,
economic, and social causes and economic, and social causes and
consequences of imperialism by consequences of imperialism by:
• using historical and modern maps • using historical and modern maps and
and other evidence to analyze and other evidence to analyze and explain
explain the causes and global the causes and global consequences of
consequences of nineteenth-century 19th-century imperialism, including
imperialism, including encounters encounters between imperial powers
between imperial powers (Europe, (Europe, Japan) and local peoples in
Japan) and local peoples in India, Africa, Central Asia, and East Asia
India,Africa, Central Asia, and East (National Geography Standard 16).
Standard 2007 2018
Asia (National Geography Standard • describing the connection between
16, p. 216) imperialism and racism, including the
• describing the connection between social construction of race
imperialism and racism, including the • comparing British policies in South Africa
social construction of race and India, French policies in Indochina,
• comparing British policies in South and Japanese policies in Asia (See 7.3.3)
Africa and India, French polices in (National Geography Standard 13,
Indochina, and Japanese policies in p.212).
Asia (See 7.3.3) (National Geography • analyze the responses to imperialism by
Standard 13, p. 210) African and Asian peoples (See 6.6.3)
• analyze the responses to imperialism NOTE: Teachers might also include the
by African and Asian peoples (See expansion of the United States in studying
6.6.3) (National Geography Standard Imperialism (See for example, U.S.History
13, p. 210) and Geography expectation 6.2.1).
Note: Teachers might also include the
expansion of the United States in
studying Imperialism (See for example,
U.S. History and Geography expectation
6.2.1)

Analyze the important regional developments and political, economic, and social transformations in
Europe, Japan, China, and Africa.
Standard 2007 2018
6.3.1 Europe – Analyze the economic, Europe – Analyze the economic, political,
political, and social transformations in and social transformations in Europe by
Europe by
• analyzing and explaining the impact of
• analyzing and explaining the impact economic development on European
of economic development on society (National Geography Standard
European society (National 11, p. 206)
Geography Standard 11, p. 206) • explaining how democratic ideas and
• explaining how democratic ideas revolutionary conflicts influenced
and revolutionary conflicts European society, noting particularly
influenced European society, noting their influence on religious institutions,
particularly their influence on education, family life, and the legal
religious institutions, education, family and political position of women
life, and the legal and political • using historical and modern maps to
position of women describe how the wars of the French
• using historical and modern maps to Revolutionary and Napoleonic periods
describe how the wars of the French and growing nationalism changed the
Revolutionary and Napoleonic political geography of Europe and
periods and growing nationalism other regions (e.g., Louisiana Purchase)
changed the political geography of (National Geography Standard 13, p.
Europe and other regions (e.g., 210)
Louisiana Purchase) (National
Examples column.
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6.3.2 East Asia – Analyze the political, East Asia – Analyze the political, economic,
economic, and social transformations in and social transformations in East Asia by
East Asia by
• explaining key events in the
• explaining key events in the modernization of Japan (Meiji
modernization of Japan (Meiji Restoration) and the impact of the
Restoration) and the impact of the Russo-Japanese War (National
Russo-Japanese War (National Geography Standard 13, p. 210)
Geography Standard 13, p. 210) • describing key events in the decline of
• describing key events in the decline Qing China, including the Opium Wars
of Qing China, including the Opium and the Taiping and Boxer Rebellions
Wars and the Taiping and Boxer
Rebellions
6.3.3 Africa – Evaluate the different Africa – Evaluate the different experiences
experiences of African societies north of African societies north and south of the
and south of the Sahara with imperialism Sahara with imperialism (e.g., Egypt,
(e.g., Egypt, Ethiopia and the Congo). Ethiopia and the Congo). (National
216)
WHG ERA 7: Global Crisis and Achievement, 1900-1945

7.1 Global or Cross-temporal Expectations
Analyze changes in global balances of military, political, economic, and technological power and
influence in the first half of the 20th century.
Standard 2007 2018
7.1.1 Increasing Government and Political INCREASING GOVERNMENT AND POLITICAL
Power – Explain the expanding role of POWER – Explain the expanding role of
state power in managing economies, state power in managing economies,
transportation systems, and transportation systems, technologies, and
technologies, and other social other social environments, including its
environments, including its impact of the impact of the daily lives of their citizens.
daily lives of their citizens. (See 7.3.2) (See 7.3.2) (National Geography Standard
210)
7.1.2 Comparative Global Power – Use COMPARATIVE GLOBAL POWER – Use
historical and modern maps and other historical and modern maps and other
sources to analyze and explain the sources to analyze and explain the
changes in the global balance of changes in the global balance of military,
military, political, and economic power political, and economic power between
between 1900 and 1945 (including the 1900 and 1945 (including the changing role
changing role of the United States and of the United States and those resisting
those resisting foreign domination). foreign domination).(National Geography
Standard 13)
210)
7.1.3 Twentieth Century Genocide – Use TWENTIETH CENTURY GENOCIDE – Use
various sources including works of various PRIMARY AND SECONDARY sources
journalists, journals, oral histories, films, including works of journalists, journals, oral
interviews, and writings of participants to histories, films, interviews, and writings of
analyze the causes and consequences participants to analyze the causes and
Standard 2007 2018
of the genocides of Armenians, Romas consequences of the genocides of
(Gypsies), and Jews, and the mass Armenians, Romas (Gypsies), and Jews,
exterminations of Ukrainians and and the mass exterminations of Ukrainians
Chinese. (See 7.2.3) and Chinese. (See 7.2.3).genocide in the
20th century.(National Geography
Standard 9)
7.1.4 Global Technology – Describe significant GLOBAL TECHNOLOGY – Describe
technological innovations and scientific EVALUATE HOW significant technological
breakthroughs in transportation, innovations and scientific breakthroughs in
communication, medicine, and warfare transportation, communication, medicine,
and analyze how they both benefited and warfare and analyze how they
and imperiled humanity. (National innovations both benefited and imperiled
Geography Standard 11, p. 206) humanity. (National Geography Standard
11)
7.1.5 Total War – Compare and contrast TOTAL WAR – Compare and contrast
modern warfare and its resolution with modern warfare and its resolution with
warfare in the previous eras; include warfare in the previous eras; include
analysis of the role of technology and analysis of the role of technology and
civilians. (See 7.2.1; 7.2.3) civilians. (See 7.2.1; 7.2.3) (National
210)

Assess the interregional causes and consequences of the global wars and revolutionary movements
during this era.
Standard 2007 2018
7.2.1 World War I – Analyze the causes, WORLD WAR I – Analyze EXPLAIN the
characteristics, and long-term causes, characteristics, and long-term
consequences of World War I by consequences of World War I by:
analyzing the causes of the war including
• analyzing the causes of the war
CONSIDERING MULTIPLE PERSPECTIVES ON
including nationalism,
THE EFFECTS OF nationalism,
industrialization, disputes over
industrialization, disputes over territory,
territory, systems of alliances,
imperialism, and militarism systems of alliances, imperialism, and
• analyzing the distinctive militarism, the role of colonial peoples, and
militarism
characteristics and impacts of the
analyzing DESCRIBING the distinctive
war on the soldiers and people at
characteristics and impacts of the war on
home (See 7.1.5)
the soldiers and people at home,
• explaining the major decisions made
in the Versailles Treaty and analyzing INCLUDING THE USE OF PROPAGANDA (See
its spatial and political 7.1.5)
explaining the major decisions made in the
consequences, including the
Versailles Treaty and analyzing its spatial
mandate system, reparations, and
and political consequences, including the
national self-determination around
mandate system, reparations, and national
the globe (National Geography
Standard 13, p. 210) self-determination around the globe
(National Geography Standard 13)
Examples column.
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7.2.2 Inter-war Period – Analyze the Inter-war Period – Analyze the
transformations that shaped world transformations that shaped world societies
societies between World War I and between World War I and World War II by:
World War II by examining the causes and consequences
of the economic depression on different
• examining the causes and
consequences of the economic regions, nations, and the globe
depression on different regions, describing and explaining the rise of
fascism and the spread of communism in
nations, and the globe
Europe and Asia (See 7.3.1 and 7.3.2)
• describing and explaining the rise of
comparing and contrasting the rise of
fascism and the spread of
nationalism in China, Turkey, and India
communism in Europe and Asia (See
7.3.1 and 7.3.2) (National Geography Standard 10)
• comparing and contrasting the rise
of nationalism in China, Turkey, and
India (National Geography Standard
10, p. 203)
7.2.3 World War II – Analyze the causes, WORLD WAR II – Analyze the causes,
course, characteristics, and immediate course, characteristics, and immediate
consequences of World War II by consequences of World War II by:
explaining the causes of World War II,
• explaining the causes of World War II,
including the aggression and conflict
including aggression and conflict
appeasement that led to war in Europe
appeasement that led to war in
Europe and Asia (e.g., Versailles and Asia (e.g., Versailles Treaty provisions,
Treaty provisions, Italian invasion of Italian invasion of Ethiopia, Spanish Civil
War, rape of Nanjing, annexation of Austria
Ethiopia, Spanish Civil War, rape of
& Sudetenland) (National Geography
Nanjing, annexation of Austria &
Standard 13)
Sudetenland) (National Geography
Standard 13, p. 210) explaining the Holocaust (OR SHOAH),
• explaining the Nazi ideology, including Nazi ideology, policies, and
consequences, AND RESPONSES BY THE
policies, and consequences of the
ALLIES, INTERNATIONAL ORGANIZATIONS,
Holocaust (or Shoah) (See 7.3.2)
AND INDIVIDUALS of the Holocaust (or
Shoah) (See 7.3.2) (National Geography
203)
• analyzing the major turning points Standard 10, p.203)
and unique characteristics of the investigating the development and
enactment of Hitler’s “final solution” policy,
war (See 7.1.5) (National Geography
and the responses to genocide by the
Allies, the United States government,
• explaining the spatial and political
international organizations, and individuals
impact of the Allied negotiations on
the nations of Eastern Europe and analyzing the major turning points and
the world (See 8.1.4) (National unique characteristics of the war (See 7.1.5)
(National Geography Standard 17)
explaining the spatial and political impact
• analyzing the immediate
of the Allied negotiations on the nations of
consequences of the war’s end
Eastern Europe and the world (See 8.1.4)
including the devastation, effects on
population, dawn of the atomic age, (National Geography Standard 13)
the occupation of Germany and analyzing the immediate consequences of
the war’s end, including the devastation,
Japan (See 7.1.5; 8.1) (National
effects on population, dawn of the atomic
age, AND the occupation of Germany and
• describing the emergence of the
United States and the Soviet Union as
Standard 2007 2018
global superpowers (See 7.1.5; 8.1) Japan (See 7.1.5; 8.1) (National Geography
(National Geography Standard 6, p. Standard 6)
195) describing the emergence of the United
States and the Soviet Union as global
superpowers (See 7.1.5; 8.1) (National
7.2.4 Revolutionary and/or Independence Revolutionary and/or Independence

Movements – Compare two Movements – Compare two revolutionary
revolutionary and/or Independence and/or Independence movements of this
movements of this era (Latin America, era (Latin America, India, China, the Arab
India, China, the Arab World, and World, and Africa) with at least one from
Africa) with at least one from the the previous era. (See 6.2.1). (National
previous era. (See 6.2.1). (National Geography Standard 13, p. 210)

Explain regional continuity and change in Russia, Asia, the Americas, the Middle East, and Africa.
Standard 2007 2018
7.3.1 Russian Revolution – Determine the Russian Revolution – Determine the causes
causes and results of the Russian and results of the Russian Revolution from
Revolution from the rise of Bolsheviks the rise of Bolsheviks through the conclusion
through the conclusion of World War II, of World War II, including the five-year
including the five-year plans, plans, collectivization of agriculture, and
collectivization of agriculture, and military purges. (National Geography
military purges. (National Geography Standard 6, p. 195)
Standard 6, p. 195)
7.3.2 Europe and Rise of Fascism and Europe and Rise of Fascism and Totalitarian
Totalitarian States – Compare the States – Compare the ideologies, policies,
ideologies, policies, and governing and governing methods of at least two
methods of at least two 20th-century 20th-century dictatorial regimes (Germany,
dictatorial regimes (Germany, Italy, Italy, Spain, and the Soviet Union) with
Spain, and the Soviet Union) with those those absolutist states in earlier eras. (See
absolutist states in earlier eras. (See 5.3.5; 5.3.5; 7.2.3)
7.2.3)
7.3.3 Asia – Analyze the political, economic, Asia – Analyze the political, economic, and
and social transformations that occurred social transformations that occurred in this
in this era, including era, including
(National Geography Standard 13, p. (National Geography Standard 13, p. 210)
210)
• Japanese imperialism
• Japanese imperialism • Chinese nationalism, the emergence of
• Chinese nationalism, the emergence communism, and civil war (See 7.2.2)
of communism, and civil war (See
Indian independence struggle
7.2.2)
• Indian independence struggle
Examples column.
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Standard 2007 2018

7.3.4 The Americas – Analyze the political, The Americas – Analyze the political,
economic and social transformations economic and social transformations that
that occurred in this era, including occurred in this era, including
• economic imperialism (e.g., dollar • economic imperialism (e.g., dollar
diplomacy) diplomacy)
• foreign military intervention and • foreign military intervention and political
political revolutions in Central and revolutions in Central and South
South America America
• nationalization of foreign investments
nationalization of foreign investments
210)
7.3.5 Middle East – Analyze the political, Middle East – Analyze the political,
economic, and social transformations economic, and social transformations that
that occurred in this era, including occurred in this era, including
• the decline of the Ottoman Empire • the decline of the Ottoman Empire
• changes in the Arab world including • changes in the Arab world including the
the growth of Arab nationalism, rise growth of Arab nationalism, rise of Arab
of Arab nation-states, and the nation-states, and the increasing
increasing complexity (e.g., political, complexity (e.g., political, geographic,
geographic, economic, and economic, and religious) of Arab
religious) of Arab peoples peoples
• the role of the Mandate system • the role of the Mandate system
• the discovery of petroleum resources
the discovery of petroleum resources
210)
WHG ERA 8: The Cold War and Its Aftermath: the 20th Century Since 1945
8.1 Global and Cross-temporal Expectations
Analyze the global reconfigurations and restructuring of political and economic relationships in the Post-
World War II era.
Standard 2007 2018
8.1.1 Origins of the Cold War – Describe the Origins of the Cold War – Describe Describe
factors that contributed to the Cold War the factors that contributed to the Cold
including the differences in ideologies War including the differences in ideologies
and policies of the Soviet bloc and the and policies of the Soviet bloc and the
West; political, economic, and military West; political, economic, and military
struggles in the 1940s and 1950s; and struggles in the 1940s and 1950s; and
development of Communism in China. development of Communism in China.(See
(See 7.2.3) (National Geography 723).EXPLAIN THE ECONOMIC, POLITICAL,
Standard 13, p. 210) AND MILITARY ORIGINS OF THE COLD
WAR.(National Geography Standard 13)
8.1.2 Cold War Conflicts – Describe the major Cold War Conflicts – Describe the major
arenas of conflict, including arenas of conflict, including: the ways the
Soviet Union and the United States
• the ways the Soviet Union and the
attempted to expand power and influence
United States attempted to expand
in Korea and Vietnam; ideological and
power and influence in Korea and
military competition in THREE of the
Vietnam
following areas: Congo, Cuba,
Standard 2007 2018
• ideological and military competition Mozambique, Angola, Nicaragua,
in THREE of the following areas: Guatemala, Bolivia, Chile, Indonesia, and
Congo, Cuba, Mozambique, Berlin; the arms and space race (National
Angola, Nicaragua, Guatemala, Geography Standard 13, p.210).COMPARE
Bolivia, Chile, Indonesia, and Berlin AND CONTRAST THE CAUSES AND
• the arms and space race (National CONSEQUENCES OF MAJOR COLD WAR
Geography Standard 13, p. 210) CONFLICTS, INCLUDING THE ARMS RACE
AND SPACE RACE, AND CONFLICTS IN ASIA,
AFRICA, AND CENTRAL AMERICA.(National
8.1.3 End of the Cold War – Develop an END OF THE COLD WAR – Develop an
argument to explain the end of the Cold argument to explain the end of the Cold
War and its significance as a 20th- War and its significance as a 20th-century
century event, and the subsequent event, and the subsequent transitions from
transitions from bi-polar to multi-polar bipolar to multipolar center(s) of power.
center(s) of power. (National (National Geography Standard 13)
8.1.4 Mapping the 20th Century – Using post- MAPPING THE 20TH CENTURY – Using post-
WWI, post-WWII, height of Cold War, and World War I, post-World War II, height of the
current world political maps, explain the Cold War, and current world political maps,
changing configuration of political explain the changing configuration of
boundaries in the world caused by the political boundaries in the world caused by
World Wars, the Cold War, and the the world wars, the Cold War, and the
growth of nationalist sovereign states growth of nationalist sovereign states
(including Israel, Jordan, Palestine). (See (including Israel, Jordan, Palestine). (See
7.2.3) (National Geography Standard 13, 7.2.3) (National Geography Standard 1)
p. 210)

Assess and compare the regional struggles for and against independence, decolonization, and
democracy across the world.
Standard 2007 2018
8.2.1 The Legacy of Imperialism – Analyze the THE LEGACY OF IMPERIALISM – Analyze the
complex and changing legacy of complex and changing legacy EXPLAIN
imperialism in Africa, Southeast Asia, and THE IMPACT of imperialism in Africa,
Latin America during and after the Cold Southeast Asia, and Latin America during
War such as apartheid, civil war in and after the Cold War, such as apartheid,
Nigeria, Vietnam, Cuba, Guatemala, civil war in Nigeria, Vietnam, Cuba,
and the changing nature of exploitation Guatemala, and the changing nature of
of resources (human and natural). exploitation of resources (human and
natural) INCLUDING THE IMPORTANCE OF
(National Geography Standards 11 and
THE MASSIVE RESISTANCE AND NON-
16, pp. 206 and 216)
VIOLENT PHILOSOPHY OF MAHATMA
GANDHI COMPARED TO OTHER
PHILOSOPHIES USED IN THE STRUGGLE FOR
INDEPENDENCE.(National Geography
Standards 13 and 17)
Examples column.
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Standard 2007 2018

8.2.2 Independence, Decolonization, and Independence, Decolonization, and
Democratization Movements – Compare Democratization Movements – Compare
the independence movements and the independence movements and
formation of new nations in the Indian formation of new nations in the Indian
Subcontinent, Africa, Eastern Europe, Subcontinent, Africa, Eastern Europe, and
and Southeast Asia during and after the Southeast Asia during and after the Cold
Cold War. (National Geography War. (National Geography Standards 13
Standards 13 and 17, pp. 210 and 219) and 17, pp. 210 and 219)
8.2.3 Middle East – Analyze the interregional SOUTHWEST ASIA – Analyze the interregional
causes and consequences of conflicts in causes and consequences of conflicts in
the Middle East, including the the Middle East, including the
development of the state of Israel,Arab- development of the state of Israel, Arab-
Israeli disputes, Palestine, the Suez crisis, Israeli disputes, Palestine, the Suez crisis,
and the nature of the continuing confl and the nature of the continuing conflict
ict. (National Geography Standards 13 Southwest Asia.(National Geography
and 17, pp. 210 and 219) Standards 13 and 17)
Contemporary Global Issues

Evaluate the events, trends and forces that are increasing global interdependence and expanding
global networks, and evaluate the events, trends and forces that are attempting to maintain or expand
autonomy of regional or local networks.
CG1 Population
Explain the causes and consequences of population changes over the past 50 years SINCE 1945 by
analyzing the:
• population change (including birth rate, death rate, life expectancy, growth rate, doubling
time, aging population, changes in science and technology)
• distributions of population (including relative changes in urban-rural population, gender, age,
patterns of migrations, and population density)
• relationship of the population changes to global interactions, and their impact on three regions
of the world (National Geography Standards 9 and 17)
CG2 Resources
Explain the changes over the past 50 years SINCE 1945 in the use, distribution, and importance of natural
resources (including land, water, energy, food; and renewable, non-renewable, and flow resources) on
human life, settlement, and interactions by describing and evaluating:
• change in spatial distribution and use of natural resources
• the differences in ways societies have been using and distributing natural resources
• social, political, economic, and environmental consequences of the development, distribution,
and use of natural resources
• major changes in networks for the production, distribution, and consumption of natural
resources, including the growth of multinational corporations and governmental and non-
governmental organizations
• the impact of humans on the global environment (National Geography Standard 16)
CG3 Patterns of Global Interactions
Define the process of globalization and evaluate the merit of this concept to describe the
contemporary world by analyzing:
• economic interdependence of the world’s countries, world trade patterns, and the impact on
those who labor
• the exchanges of scientific, technological, and medical innovations
• cultural diffusion and the different ways cultures/societies respond to “new” cultural ideas
• the comparative economic advantages and disadvantages of regions, regarding cost of labor,
natural resources, location, and tradition
• distribution of wealth and resources and efforts to narrow the inequitable distribution of
resources (National Geography Standards 6 and 11)
CG4 Conflict, Cooperation, and Security
Analyze the causes and challenges of continuing and new conflicts by describing:
• tensions resulting from ethnic, territorial, religious, and/or nationalist differences
• causes of and responses to ethnic cleansing/genocide/mass extermination
• local and global attempts at peacekeeping, security, democratization, and
administration of international justice and human rights
• the type of warfare used in these conflicts, including terrorism, private militias, and new
technologies (National Geography Standards10 and 13)
UNITED STATES HISTORY AND GEOGRAPHY

Foundations in United States History and Geography: Eras 1-5
These foundational expectations are included to help students draw upon their previous study of
American history INTEGRATED UNITED STATES HISTORY and to connect high school United States History
with the history studied in AND GEOGRAPHY WITH 5th and 8th grade content.
F1 Political and Intellectual Transformations of America to 1877
Standard 2007 2018
F1.1 Identify the core ideals of American Describe the self-evident truths (“core
society as reflected in the documents principles”) held by the founding fathers:
below and analyze the ways that Equality, Rule of Law, Unalienable Rights,
American society moved toward and/or Limited Government, Social Compact
away from its core ideals Theory, and the Right of Revolution; and
explain how they are reflected in the
• Declaration of
following documents IDENTIFY THE CORE
Independence
DEMOCRATIC VALUES OF AMERICAN
• the U.S. Constitution
SOCIETY AS REFLECTED IN THE DOCUMENTS
(including the Preamble)
BELOW AND ANALYZE THE WAYS THAT
• Bill of Rights
AMERICAN SOCIETY MOVED TOWARD
• the Gettysburg Address
AND/OR AWAY FROM ITS CORE IDEALS
• 13th, 14th, and 15th
Amendments the Declaration of Independence
the ORIGINAL United States
Constitution (including the
Preamble)
the Bill of Rights
the Gettysburg Address
the 13th, 14th, and 15th
Amendments
F1.2 Using the American Revolution, the Explain how the core principles and the
creation and adoption of the changing relationship between the
Constitution, and the Civil War as colonists and Great Britain (salutary neglect
touchstones, develop an to British oppression)
argument/narrative about the changing
Examples column.
P a g e | 107
Standard 2007 2018

character of American political society caused the colonists to declare
and the roles of key individuals across independence as expressed in the
cultures in prompting/supporting the Declaration of Independence and
change by discussing influenced the creation of the U.S.
Constitution.
• the birth of republican
government, including the rule of
USING THE AMERICAN REVOLUTION, THE
law, inalienable rights, equality,
CREATION AND ADOPTION OF THE
and limited government
CONSTITUTION, AND THE CIVIL WAR AS
• the development of
TOUCHSTONES, DEVELOP AN ARGUMENT
governmental roles in American
ABOUT THE CHANGING CHARACTER OF
life
AMERICAN POLITICAL SOCIETY AND THE
• and competing views of
ROLES OF KEY INDIVIDUALS ACROSS
the responsibilities of
CULTURES IN PROMPTING/ SUPPORTING THE
governments (federal, state, and
CHANGE.
local)
• changes in suffrage
qualifications
• the development of
political parties
• America’s political and
economic role in the world
(National Geography Standard
13, p. 210)
F1.3 Explain how competing views led to
political conflicts and change through
1877, including the Civil War and
Reconstruction with respect to:
• the responsibilities of governments
(federal, state, local)
• principles of life, liberty, and the
pursuit of happiness
• equality.
ANALYZE HOW THE CHANGING

CHARACTER OF AMERICAN POLITICAL
SOCIETY FROM 1791 TO 1877 HAD
SIGNIFICANT IMPACT ON: THE
RESPONSIBILITIES OF GOVERNMENTS
THROUGH THE PRINCIPLE OF
FEDERALISM.FEDERALISM AND ENUMERATED
POWERS
F2 Geographic, Economic, Social, and Demographic Trends in America to 1877

Note to teacher: This foundational expectation might be taught in stand-alone lessons or integrated
with Standard 6.1.
Standard 2007 2018
F2.1 Describe the major trends and Describe the major trends and
transformations in American life prior to transformations in American life prior to
1877 including 1877 including
Standard 2007 2018
• changing political changing political boundaries of the United
boundaries of the United States States (National Geography Standard 13,
(National Geography Standard p. 210)
13, p. 210)
regional economic differences and
• regional economic
similarities, including goods produced and
differences and similarities,
the nature of the labor force (National
including goods produced and
the nature of the labor force
(National Geography Standard changes in the size, location, and
11, p. 206) composition of the population (National
• changes in the size, Geography Standard 9, p. 201)
location, and composition of the
patterns of immigration and migration
population (National Geography
Standard 9, p. 201)
• patterns of immigration development of cities (National
and migration (National Geography Standard 12, p. 208)
changes in commerce, transportation, and
• development of cities
communication (National Geography
(National Geography Standard
12, p. 208)
• changes in commerce, major changes in Foreign Affairs marked by
transportation, and communication such events as the War of 1812, the
(National Geography Standard 11, p. Mexican-American War, and foreign
206) relations during the Civil War
• major changes in Foreign
Affairs marked by such events as
the War of 1812, the Mexican-
American War, and foreign
relations during the Civil War
USHG ERA 6: The Development of an Industrial, Urban, and Global United States (1870-1930)
6.1 Growth of an Industrial and Urban America
Explain the causes and consequences – both positive and negative – of the Industrial Revolution and
America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial
and urban nation between 1870 and 1930.
Standard 2007 2018
6.1.1 Factors in the American Industrial Factors in the American Second Industrial
Revolution – Analyze the factors that Revolution – Analyze the factors that
enabled the United States to become a enabled the United States to become a
major industrial power, including major industrial power, including:
• gains from trade (National
• gains from trade
(National Geography Standard Geography Standard 11, p.206)
11, p. 206) • the organizational “revolution”
(e.g., development of corporations
• organizational
and labor organizations)
“revolution” (e.g., development
• the economic policies of
of corporations and labor
government and industrial leaders
organizations)
• advantages of physical (including Andrew Carnegie and
geography (National Geography John D.Rockefeller)
Examples column.
P a g e | 109
Standard 2007 2018

Standards 4, 7, and 15; pp. 190, • the advantages of physical
197, and 214) geography (National Geography
• increase in labor through Standards 4, 7, and 15; pp.190, 197,
immigration and migration and 214)
(National Geography Standard • the increase in labor through
9, p. 201) immigration and migration
• economic policies of (National Geography Standard 9,
government and industrial p.201)
leaders (including Andrew • technological advances
Carnegie and John D. • THE GROWING IMPORTANCE OF THE
Rockefeller) AUTOMOBILE INDUSTRY
• technological advances
6.1.2 Labor’s Response to Industrial Growth – Labor’s Response to Industrial Growth –
Evaluate the different responses of labor Evaluate the different responses of labor to
to industrial change including industrial change, including the
development of organized labor including
• development of
Knights of Labor, American Federation of
organized labor, including the
Labor, and the United Mine Workers and
Knights of Labor, American
southern and western farmers’ reactions,
Federation of Labor, and the
the growth of populism and the populist
United Mine Workers
movement (e.g., Farmers Alliance, Grange,
• southern and western
Platform of the Populist Party, Bryan’s “Cross
farmers’ reactions, including the
of Gold” speech) (National Geography
growth of populism and the
Standard 6, p.195),.
populist
• movement (e.g., Farmers
Alliance, Grange, Platform of the
Populist Party, Bryan’s “Cross of
Gold” speech) (National
6.1.3 Urbanization – Analyze the changing Urbanization – Analyze the changing urban
urban and rural landscape by examining and rural landscape by examining EXPLAIN
THE CAUSES AND CONSEQUENCES OF
• the location and
URBANIZATION, INCLUDING:
expansion of major urban
centers (National Geography • the location and expansion
Standard 12, p. 208) of major urban centers (National
• the growth of cities linked Geography Standard 12, p.208)
by industry and trade (National AND THEIR LINK TO INDUSTRY AND
Geography Standard 11, p. 206) TRADE (National Geographic
• the development of cities Standards 11 and 12)
divided by race, ethnicity, and • the growth of cities linked by
class (National Geography industry and trade (National
• resulting tensions among • INTERNAL MIGRATION,
and within groups (National INCLUDING THE GREAT MIGRATION
Geography Standard 13, p. 210) • the development of cities
• different perspectives divided by race, ethnicity, and class
about immigrant experiences in (National Geography Standard 10,
the urban setting (National p.203)
Standard 2007 2018
Geography Standards 9 and 12, • the resulting tensions among
pp. 201 and 208) and within groups (National
• different perspectives about
the immigrant experience (National
Geography Standards 9 and 12,
pp.201 and 208)
6.1.4 Population Changes – Use census data GROWTH AND CHANGE– Use census data
from 1790-1940 to describe changes in from 1790- 1940 to describe changes in the
the composition, distribution, and density composition, distribution, and density of the
of the American population and analyze American population and analyze their
their causes, including immigration, the causes, including immigration, the Great
Great Migration, and urbanization. Migration, and urbanization.(National
(National Geography Standard 9 and Geography Standard 12, p.208).EXPLAIN
12, pp. 201 and 208) THE SOCIAL, POLITICAL, ECONOMIC, AND
CULTURAL SHIFTS TAKING PLACE IN THE
UNITED STATES AT THE END OF THE 19TH
CENTURY AND BEGINNING OF THE 20TH
CENTURY, BY:
• DESCRIBING THE
DEVELOPING SYSTEMS OF
TRANSPORTATION (CANALS AND
RAILROADS, INCLUDING THE
TRANSCONTINENTAL RAILROAD),
AND THEIR IMPACT ON THE
ECONOMY AND SOCIETY
• DESCRIBING
GOVERNMENTAL POLICIES
PROMOTING ECONOMIC
DEVELOPMENT
• EVALUATING THE TREATMENT
OF AFRICAN AMERICANS,
INCLUDING THE RISE OF
SEGREGATION IN THE SOUTH AS
ENDORSED BY THE SUPREME
COURT’S DECISION IN PLESSY V.
FERGUSON, AND DESCRIBING THE
RESPONSE OF AFRICAN AMERICANS
TO THIS INEQUALITY
• DESCRIBING THE POLICIES
TOWARD AMERICAN INDIANS
INDIGENOUS PEOPLES, INCLUDING
REMOVAL, RESERVATIONS, THE
DAWES ACT OF 1887, AND THE
RESPONSE OF AMERICAN INDIANS
TO THESE POLICIES
Examples column.
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Standard 2007 2018

6.1.5 A Case Study of American Industrialism – 6.1.5 A Case Study of American
Using the automobile industry as a case Industrialism – Using the automobile industry
study, analyze the causes and as a case study, analyze the causes and
consequences of this major industrial consequences of this major industrial
transformation by explaining transformation by explaining
• the impact of resource the impact of resource availability
availability (National Geography (National Geography Standard 16, p.216)
entrepreneurial decision making by Henry
• entrepreneurial decision
Ford and others
making by Henry Ford and others
• domestic and domestic and international migrations
international migrations (National (National Geography Standard 9, p.201)
the development of an industrial work
• the development of an
force
industrial work force
• the impact on Michigan the impact on Michigan
• the impact on American
the impact on American society
society
6.2 Becoming a World Power

Describe and analyze the major changes – both positive and negative – in the role the United States
played in world affairs after the Civil War, and explain the causes and consequences of this changing
role.
Standard 2007 2018
6.2.1 Growth of U.S. Global Power – Locate on Locate on a map the territories (Cuba,
a map the territories (Cuba, Puerto Rico, Puerto Rico, Philippines, Hawaii, Panama
Philippines, Hawaii, Panama Canal Canal Zone) acquired by the United States
Zone) acquired by the United States during its emergence as an imperial power
during its emergence as an imperial between 1890 and 1914, and analyze the
power between 1890 and 1914, and role the Spanish American War, the
analyze the role the Spanish American Philippine Revolution, the Panama Canal,
War, the Philippine Revolution, the the Open Door Policy, and the Roosevelt
Panama Canal, the Open Door Policy, Corollary played in expanding America’s
and the Roosevelt Corollary played in global influence and redefining its foreign
expanding America’s global influence policy. (National Geography Standards 1
and redefining its foreign policy. and 3; p.184 and 188). GROWTH OF
(National Geography Standards 1 and 3; U.S.GLOBAL POWER – DESCRIBE HOW
p.184 and 188) AMERICA REDEFINED ITS FOREIGN POLICY
BETWEEN 1890 AND 1914 AND ANALYZE THE
CAUSES AND CONSEQUENCES OF THE
UNITED STATES EMERGENCE AS AN IMPERIAL
POWER IN THIS TIME PERIOD, USING
RELEVANT EXAMPLES OF TERRITORIAL
EXPANSION AND INVOLVEMENT IN FOREIGN
CONFLICTS.
6.2.2 WWI – Explain the causes of World War I, World War I – Explain the causes of World
the reasons for American neutrality and War I, the reasons for American neutrality
eventual entry into the war, and and eventual entry into the war, and
Standard 2007 2018
America’s role in shaping the course of America’s role in shaping the course of the
the war. war
6.2.3 Domestic Impact of WWI – Analyze the DOMESTIC IMPACT OF WORLD WAR I –
domestic impact of WWI on the growth Analyze the domestic impact of World War
of the government (e.g., War Industries I on the growth of the government (e.g.,
Board), the expansion of the economy, War Industries Board), the expansion of the
the restrictions on civil liberties (e.g., economy, the restrictions on civil liberties
Sedition Act, Red Scare, Palmer Raids), (e.g., Sedition Act, Red Scare, Palmer
and the expansion of women’s suffrage. Raids), and the expansion of women’s
suffrage, AND ON INTERNAL MIGRATION.
6.2.4 Wilson and His Opponents – Explain how WILSON AND HIS OPPONENTS – Explain how
Wilson’s “Fourteen Points” differed from President Woodrow Wilson’s “Fourteen
proposals by others, including French Points” differed from proposals by others,
and British leaders and domestic including French and British leaders and
opponents, in the debate over the domestic opponents, in the debate over:
Versailles Treaty, United States
• the Versailles Treaty
participation in the League of Nations,
• United States participation in
the redrawing of European political
the League of Nations
boundaries, and the resulting
• the redrawing of European
geopolitical tensions that continued to
political boundaries and the
affect Europe. (National Geography
resulting geopolitical tensions that
Standards 3 and 13; p. 188 and 210)
continued to affect Europe
(National Geography Standards 3
and 13; p.188 and 210)
6.3 Progressivism and Reform Progressive Era

Select and evaluate major public and social issues emerging from the changes in industrial, urban and
global America during this period; analyze the solutions or resolutions developed by American and their
consequences (positive/negative – anticipated/ unanticipated). including but not limited to the
following Social Issues, Causes and Consequences of Progressive Reform, Women’s Suffrage:
Standard 2007 2018
6.3.1 Social Issues – Describe at least three SOCIAL ISSUES – Describe at least three the
significant problems or issues created by significant problems or issues created by
America’s industrial and urban America’s industrial and urban
transformation between 1895 and 1930 transformations between the 1890s and
(e.g., urban and rural poverty and blight, 1930s (e.g., urban and rural poverty and
child labor, immigration, political blight, child labor, immigration, political
corruption, public health, poor working corruption, public health, poor working
conditions, and monopolies). conditions, and monopolies).
6.3.2 Causes and Consequences of Causes and Consequences of Progressive
Progressive Reform – Analyze the causes, Reform – Analyze the causes,
consequences, and limitations of consequences, and limitations of
Progressive reform in the following areas Progressive reform in the following areas
Examples column.
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Standard 2007 2018

• major changes in the • major changes in the
Constitution, including 16th, 17th, Constitution, including 16th, 17th,
18th, and 19th Amendments 18th,
• new regulatory legislation • and 19th Amendments
(e.g., Pure Food and Drug Act, • new regulatory legislation
Sherman and Clayton Anti-Trust (e.g., Pure Food and Drug Act,
Acts) Sherman and Clayton Anti-Trust
• the Supreme Court’s role Acts)
in supporting or slowing reform • the Supreme Court’s role in
• role of reform supporting or slowing reform
organizations, movements and • role of reform organizations,
individuals in promoting change movements and individuals in
(e.g., Women’s Christian promoting change (e.g., Women’s
Temperance Union, settlement • Christian Temperance Union,
house movement, conservation settlement house movement,
movement, and the National conservation movement, and the
Association for the • National Association for the
Advancement of Colored Advancement of Colored People,
People, Jane Addams, Carrie Jane Addams, Carrie Chapman
Chapman Catt, Eugene Debs, • Catt, Eugene Debs,
W.E.B. DuBois, Upton Sinclair, Ida W.E.B.DuBois, Upton Sinclair, Ida
Tarbell) (National Geography Tarbell) (National Geography
• efforts to expand and • efforts to expand and
restrict the practices of restrict the practices of democracy
democracy as reflected in post- as reflected in post-Civil War
Civil War struggles of African struggles of African Americans and
Americans and immigrants immigrants (National Geography
(National Geography Standards Standards 9 and 10; pp.201 and
9 and 10; pp. 201 and 203) 203)
POLITICAL AND SOCIAL TENSIONS – USE THE
CORE VALUES AND CONSTITUTIONAL
PRINCIPLES AS SET FORTH IN THE
DECLARATION OF INDEPENDENCE AND THE
UNITED STATES CONSTITUTION TO EVALUATE
THE POST-CIVIL WAR POLITICAL,
ECONOMIC, AND SOCIAL TENSIONS:
MARGINALIZATION OF RACIAL AND ETHNIC
GROUPS.
• EVALUATE THE POLITICAL
PLATFORMS OF THE REPUBLICAN
AND DEMOCRATIC POLICIES
• EVALUATE CONSERVATIVE
AND PROGRESSIVE ECONOMIC
POLICIES
• IDENTIFY MAJOR SOCIAL
TENSIONS AND EVALUATE THEIR
IMPACT ON POLITICAL AND
ECONOMIC POLICIES
Standard 2007 2018
6.3.3 Women’s Suffrage – Analyze the Analyze the successes and failures of efforts
successes and failures of efforts to to expand women’s rights, including the
expand women’s rights, including the work of important leaders (e.g., Susan B.
work of important leaders (e.g., Susan Anthony, Elizabeth Cady Stanton) and the
B.Anthony, Elizabeth Cady Stanton) and eventual ratification of the 19th
the eventual ratification of the 19th Amendment. CAUSES AND
Amendment. CONSEQUENCES OF PROGRESSIVE POLICIES
– ANALYZE THE CAUSES, CONSEQUENCES
AND LIMITATIONS OF PROGRESSIVE
POLICIES IN THE FOLLOWING AREAS
• MAJOR CHANGES IN THE
CONSTITUTION AND THE ROLE OF
THE SUPREME COURT IN SUPPORTING
OR SLOWING REFORM
• THE RISE OF THE
ADMINISTRATIVE STATE
• THE ROLE OF REFORM
ORGANIZATIONS, MOVEMENTS AND
INDIVIDUALS IN PROMOTING
CHANGE.
6.3.4 CONSERVATIVE POLICIES - ANALYZE THE

ORIGINS, CONSEQUENCES AND
LIMITATIONS OF CONSERVATIVE POLICIES IN
THE FOLLOWING AREAS: CONSERVATIVE
REACTION TO PROGRESSIVE POLICIES–
DISCUSS THE ROLE OF FISCAL RESTRAINT AS
AN APPROACH TO ADDRESSING
ECONOMIC ISSUES IN THIS ERA.
• CONSTITUTIONAL RESTRAINTS
• FISCAL RESTRAINT
6.3.5 CONSTITUTIONAL CHANGES - ANALYZE

AMDENDMENTS 16, 17, 18, AND 19 AND THE
MOVEMENTS THAT LED TO THEIR
RATIFICATION IN THE PROGRESSIVE ERA,
INCLUDING THE WOMEN’S SUFFRAGE
MOVEMENT.
USHG ERA 7: The Great Depression and World War Ii (1920-1945)

7.1 Growing Crisis of Industrial Capitalism and Responses
Evaluate the key events and decisions surrounding the causes and consequences of the global
depression of the 1930s and World War II.
Standard 2007 2018
7.1.1 The Twenties – Identify and explain the The Twenties – Identify and explain the
significance of the cultural changes and significance of the cultural changes and
Examples column.
P a g e | 115
Standard 2007 2018

tensions in the “Roaring Twenties” tensions STRUGGLE BETWEEN TRADITIONAL
including AND MODERNIZING TRENDS in the “Roaring
Twenties,” including:
• cultural movements, such
as the Harlem Renaissance and • cultural movements, such as
the “lost generation” the Harlem Renaissance and the
• the struggle between “Lost Generation”
“traditional” and “modern” • the struggle between
America (e.g., Scopes Trial, “traditional” and “modern”
immigration restrictions, America (e.g., Scopes Trial,
Prohibition, role of women, mass immigration restrictions, Prohibition,
consumption) (National role of women, mass consumption)
Geography Standard 10, p. 203) (National Geography Standard 10,
p.203)
• NAACP LEGAL STRATEGY TO
ATTACK SEGREGATION
7.1.2 Causes and Consequences of the Great Causes and Consequences of the Great
Depression – Explain and evaluate the Depression – Explain and evaluate the
multiple causes and consequences of multiple causes and consequences of the
the Great Depression by analyzing Great Depression by analyzing:
• the political, economic, • the political, economic,
environmental, and social causes environmental, and social causes of
of the Great Depression including the Great Depression, including
fiscal policy, overproduction, fiscal policy, overproduction,
under consumption, and underconsumption, speculation, the
speculation, the 1929 crash, and 1929 crash, and the Dust Bowl
the Dust Bowl (National (National Geography Standards 14
Geography Standards 14 and 15; and 15)
p. 212 and 214) • the economic and social toll
• the economic and social of the Great Depression, including
toll of the Great Depression, unemployment and environmental
including unemployment and conditions that affected farmers,
environmental conditions that industrial workers and families
affected farmers, industrial (National Geography Standard 15)
workers and families (National • President Herbert Hoover’s
Geography Standard 15, p. 214) policies and their impact (e.g.,
• Hoover’s policies and Reconstruction Finance
their impact (e.g., Reconstruction Corporation)
Finance Corporation)
7.1.3 The New Deal – Explain and evaluate The New Deal – Explain and evaluate
Roosevelt’s New Deal Policies including President Franklin Roosevelt’s New Deal
policies, including:
• expanding the federal
government’s responsibilities to • expanding the federal
protect the environment (e.g., government’s responsibilities to
Dust Bowl and the Tennessee protect the environment (e.g., Dust
Valley), meet challenges of Bowl and the Tennessee Valley),
unemployment, address the meet challenges of unemployment,
needs of workers, farmers, poor, address the needs of workers,
and elderly (National Geography farmers, the poor, and the elderly
Standard 2007 2018
• opposition to the New (National Geography Standard 14,
Deal and the impact of the p.212)
Supreme Court in striking down • opposition to the New Deal
and then accepting New Deal and the impact of the Supreme
laws Court in striking down and then
• consequences of New accepting New Deal laws
Deal policies (e.g., promoting • consequences of New Deal
workers’ rights, development of policies (e.g., promoting workers’
Social Security program, and rights, development of Social
banking and financial regulation Security program, and banking and
conservation practices, crop financial regulation conservation
subsidies) (National Geography practices, crop subsidies) (National
7.2 World War II

Examine the causes and course of World War II, and the effects of the war on United States society and
culture, including the consequences for United States involvement in world affairs. Draw conclusions
about the causes and the course of World War II, and the effects of the war on United States society
and culture, and its role in world affairs.
Standard 2007 2018
7.2.1 Causes of WWII – Analyze the factors Causes of World War II – Analyze the factors
contributing to World War II in Europe contributing to World War II in Europe and
and in the Pacific region, and America’s in the Pacific region, and America’s entry
entry into war including into war, including:
• the political and • political and economic
economic disputes over territory disputes over territory (e.g., failure of
(e.g., failure of Versailles Treaty, Versailles Treaty, League of Nations,
League of Nations, Munich Munich Agreement) (National
Agreement) (National Geography Standard 13, p.210)
Geography Standard 13, p. 210) • the differences in the civic
• the differences in the and political values of the United
civic and political values of the States and those of Nazi Germany
United States and those of Nazi and Imperial Japan
Germany and Imperial Japan • United States neutrality
• United States neutrality • the bombing of Pearl Harbor
• the bombing of Pearl (National Geography Standard 13,
Harbor (National Geography p.210)
7.2.2 U.S. and the Course of WWII – Evaluate UNITED STATES AND THE COURSE OF WORLD
the role of the U.S. in fighting the war WAR II – Evaluate the role of the U.S. in
militarily, diplomatically and fighting the war militarily, diplomatically,
technologically across the world (e.g., and technologically across the world (e.g.,
Germany First strategy, Big Three Germany First strategy, Big Three Alliance
Alliance and the development of and the development of atomic weapons).
atomic weapons).
Examples column.
P a g e | 117
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7.2.3 Impact of WWII on American Life –
Analyze the changes in American life
Impact of World War II on American Life –
brought about by U.S. participation in
Analyze the changes in American life
World War II including
brought about by United States
• mobilization of economic, participation in World War II, including:
military, and social resources
• the mobilization of
• role of women and
economic, military, and social
minorities in the war effort
resources
• role of the home front in
• the role of women and
supporting the war effort (e.g.,
minorities in the war effort,
rationing, work hours, taxes)
INCLUDING THE WORK OF A.PHILLIP
• internment of Japanese-
RANDOLPH AND THE INTEGRATION
Americans (National Geography
OF UNITED STATES MILITARY FORCES
• the role of the home front in
supporting the war effort (e.g.,
rationing, work hours, taxes)
• the internment of Japanese
Americans (National Geography
Standard 10, p.203)
7.2.4 Responses to Genocide – Investigate RESPONSES TO GENOCIDE – Investigate the

development and enactment of Hitler’s development and enactment of
“final solution” policy, and the responses RESPONSES TO Hitler’s Final Solution policy
to genocide by the Allies, the U.S. and the responses to genocide by the
government, international organizations, Allies, the United States government,
and individuals (e.g., liberation of international organizations, and
concentration camps, Nuremberg war individuals.e.g., liberation of concentration
crimes tribunals, establishment of state of camps, Nuremberg war crimes tribunals,
Israel). (National Geography Standard establishment of state of Israel). (National
13, p. 210) Geography Standard 13, p.210).
USHG ERA 8: Post-World War II United States (1945 -1989)

8.1 Cold War and the United States
Identify AND analyze and explain the causes, conditions, and impact of the Cold War Era on the United
States.
Standard 2007 2018
8.1.1 Origins and Beginnings of Cold War – Origins and Beginnings of the Cold War –
Analyze the factors that contributed to Analyze DESCRIBE the factors that
the Cold War including contributed to the Cold War, including:
• differences in the civic, • differences in the civic,
ideological and political values, ideological, and political values,
and the economic and and in the economic and
governmental institutions of the governmental institutions, of the
U.S. and U.S.S.R. UNITED STATES (U.S.) and THE SOVIET
• diplomatic decisions UNION (U.S.S.R.)
made at the Yalta and Potsdam • diplomatic decisions made
Conferences (1945) at the Yalta and Potsdam
Conferences (1945)
Standard 2007 2018
• actions by both countries • DIPLOMATIC AND POLITICAL
in the last years of and years actions by both countries THE U.S
following World War II (e.g., the .AND U.S.S.R.in the last years of and
use of the atomic bomb, the the years following World War
Marshall Plan, the Truman II.(e.g., the use of the atomic bomb,
Doctrine, North American Treaty the Marshall Plan, the Truman
Alliance (NATO), and Warsaw Doctrine, North American Treaty
Pact) (National Geography Alliance (NATO), and Warsaw Pact)
Standard 13, p. 210) (National Geography Standard 13,
p.210)
8.1.2 Foreign Policy during the Cold War – Foreign Policy during the Cold War –
Evaluate the origins, setbacks, and Evaluate the origins, COMPARE THE CAUSES
successes of the American policy of AND CONSEQUENCES OF THE setbacks and
“containing” the Soviet Union, including successes of the American policy of
‘containing’ the Soviet Union, including:
• the development of a
U.S. national security • the development of a
establishment, composed of the United States national security
Department of Defense, the establishment composed of the
Department of State, and the Department of Defense, the
intelligence community (National Department of State, and the
Geography Standard 13, p. 210) intelligence community (National
• the armed struggle with Geography Standard 13, p.210)
Communism, including the • the DIRECT AND/OR armed
Korean conflict (National struggle CONFLICTS with
Geography Standard 13, p. 210) Communism including the Korean
• direct conflicts within conflict (National Geography
specific world regions including Standard 13, p.210) (FOR EXAMPLE,
Germany and Cuba (National BUT NOT LIMITED TO, BERLIN, KOREA,
Geography Standards 5 and 13; CUBA, VIETNAM)
pp. 192 and 210) • direct conflicts within
• U.S. involvement in specific world regions including
Vietnam, and the foreign and Germany and Cuba (National
domestic consequences of the Geography Standards 5 and 13;
war (e.g., relationship/conflicts pp.192 and 210)
with U.S.S.R. and China, U.S. • U.S.involvement in Vietnam,
military policy and practices, and the foreign and domestic
responses of citizens and mass consequences of the war (e.g.,
media) (National Geography relationship/conflicts with
Standard 13, p. 210) U.S.S.R.and China, U.S.military policy
• indirect (or proxy) and practices, responses of citizens
confrontations within specific and mass media) (National
world regions (e.g., Chile, Geography Standard 13, p.210)
Angola, Iran, Guatemala) • indirect (or proxy)
(National Geography Standards confrontations within specific world
5 and 13; pp. 192 and 210) regions (e.g., Chile, Angola, Iran,
• the arms race (National Guatemala) (National Geography
Geography Standards 13, p. 210) Standards 5 and 13; pp.192 and
210)
Examples column.
P a g e | 119
Standard 2007 2018

• the arms race (National
8.1.3 End of the Cold War – Evaluate the End of the Cold War – Evaluate DESCRIBE
factors that led to the end of the cold the factors that led to the end of the Cold
war including détente, policies of the War including détente, policies of the
U.S. and U.S.S.R. and their leaders U.S.and U.S.S.R.and their leaders (President
(President Reagan and Premier Reagan and Premier Gorbachev), the
Gorbachev), the political breakup of the political breakup of the Soviet Union, and
Soviet Union, and the Warsaw Pact. the Warsaw Pact.
8.2 Domestic Policies

Examine, analyze, and explain INVESTIGATE demographic changes, domestic policies, conflicts, and
tensions in Post-World War II America.
Standard 2007 2018
8.2.1 Demographic Changes – Use population DEMOGRAPHIC CHANGES – Use population
data to produce and analyze maps that data to produce and analyze maps that
show the major changes in population show the major changes in population
distribution, spatial patterns and density, distribution and spatial patterns and
including the Baby Boom, new density, including the Baby Boom, new
immigration, suburbanization, reverse immigration, suburbanization, reverse
migration of African Americans to the migration of African Americans to the
South, and the flow of population to the South, and the flow of population to the
“Sunbelt.” (National Geography “Sunbelt.” (National Geography Standards
Standards 1,3, 5, 9, 10; p. 184, 188, 192, 1,3, 5, 9, 10; p.184, 188, 192, 201, 203).
201, 203)
8.2.2 Policy Concerning Domestic Issues – Policy Concerning Domestic Issues –
Analyze major domestic issues in the Analyze major domestic issues in the Post-
Post-World War II era and the policies World War II era and the policies designed
designed to meet the challenges by to meet the challenges, by:
• describing issues • describing issues challenging
challenging Americans such as Americans, such as domestic
domestic anticommunism anticommunism (McCarthyism),
(McCarthyism), labor, poverty, labor, poverty, health care,
health care, infrastructure, infrastructure, immigration, and the
immigration, and the environment (National Geography
environment (National Standards 9 and 14; pp.201 and
Geography Standards 9 and 14; 212)
pp. 201 and 212) • evaluating policy decisions
• evaluating policy and legislative actions to meet
decisions and legislative actions these challenges (e.g., G.I.Bill of
to meet these challenges (e.g., Rights (1944), Taft- Hartley Act
G.I. Bill of Rights (1944), Taft- (1947), Twenty-Second Amendment
Hartley Act (1947), Twenty- to the U.S.Constitution (1951),
Second Amendment to the U.S. Federal Highways Act (1956),
Constitution (1951), Federal National Defense Act (1957),
Highways Act (1956), National E.P.A.(1970) (National Geography
Defense Act (1957), E.P.A. (1970)
Standard 2007 2018
(National Geography Standards Standards 12 and 14; pp.208 and
12 and 14; pp. 208 and 212) 212)
8.2.3 Comparing Domestic Policies – Focusing COMPARING DOMESTIC POLICIES –

on causes, programs, and impacts, Focusing on causes, programs, and
compare and contrast Roosevelt’s New impacts, compare and contrast President
Deal initiatives, Johnson’s Great Society Franklin Roosevelt’s New Deal initiatives,
programs, and Reagan’s market-based President Lyndon Johnson’s Great Society
domestic policies. (National Geography programs, and President Ronald Reagan’s
Standard 14, p. 212) market-based domestic policies.(National
8.2.4 Domestic Conflicts and Tensions – Using DOMESTIC CONFLICTS AND TENSIONS –
core democratic values, analyze and Using core democratic values, Analyze and
evaluate the competing perspectives evaluate the competing perspectives and
and controversies among Americans controversies among Americans generated
generated by U.S. Supreme Court by United States Supreme Court decisions
decisions (e.g., Roe v Wade, Gideon, (e.g., Roe v Wade, Gideon, Miranda, Tinker,
Miranda, Tinker, Hazelwood), the Hazelwood), the Vietnam War (anti-war
Vietnam War (anti-war and counter- and counter-cultural movements), the
cultural movements), environmental environmental movement, the women’s
movement, women’s rights movement, rights movement, and the constitutional
and the constitutional crisis generated crisis generated by the Watergate
by the Watergate scandal. (National scandal.(National Geography Standard 16,
Geography Standard 16, p. 216) p.216)
8.3 Civil Rights in the Post-World War II Era

Examine and analyze the Civil Rights Movement using key events, people, and organizations.
Standard 2007 2018
8.3.1 Civil Rights Movement – Analyze the key Civil Rights Movement – USING
events, ideals, documents, and FUNDAMENTAL PRINCIPLES, USING CORE
organizations in the struggle for civil VALUES analyze the key events, ideals,
rights by African Americans including documents, and organizations in the
struggle for civil rights by African American
• the impact of WWII and
CIVIL RIGHTS, including:
the Cold War (e.g., racial and
gender integration of the • the impact of World War II
military) and the Cold War (e.g., racial and
• Supreme Court decisions gender integration of the military)
and governmental actions (e.g., • RESPONSES TO Supreme
Brown v. Board (1954), Civil Rights Court decisions and governmental
Act (1957), Little Rock schools actions, INCLUDING: (e.g., Brown v.
desegregation, Civil Rights Act Board of Education (1954), Civil
(1964), Voting Rights Act (1965)) Rights Act (1957), Little Rock schools
• protest movements, desegregation, AND THE Civil Rights
organizations, and civil actions Act (1964), Voting Rights Act (1965))
(e.g., integration of baseball, • protest movements rights,
Montgomery Bus Boycott (1955– organizations, and civil actions
1956), March on Washington (e.g., integration of baseball,
(1963), freedom rides, National Montgomery Bus Boycott (1955–
Examples column.
P a g e | 121
Standard 2007 2018

Association for the 1956), March on Washington (1963),
Advancement of Colored freedom rides, National Association
People (NAACP), Southern for the Advancement of Colored
Christian Leadership Conference People (NAACP), Southern Christian
(SCLC), Student Non-violent Leadership Conference (SCLC),
Coordinating Committee Student Non-violent Coordinating
(SNCC), Nation of Islam, Black Committee (SNCC), Nation of Islam,
Panthers) Black Panthers)
• resistance to Civil Rights • resistance to Civil Rights
(National Geography Standard (National Geography Standard 6,
6, p. 195) (National Geography p.195) (National Geography
8.3.2 Ideals of the Civil Rights Movement – Ideals of the Civil Rights Movement –
Compare and contrast the ideas in Compare and contrast the ideas in Martin
Martin Luther King’s March on Luther King’s March on Washington speech
Washington speech to the ideas to the ideas expressed in the Declaration of
expressed in the Declaration of Independence, the Seneca Falls
Independence, the Seneca Falls Resolution, and the Gettysburg Address.
Resolution, and the Gettysburg Address.
8.3.3 Women’s Rights – Analyze the causes Women’s Rights – USING CORE VALUES
and course of the women’s rights USING CORE PRINCIPLES, Analyze the
movement in the 1960s and 1970s causes and course of the women’s rights
(including role of population shifts, birth movement in the 1960s and 1970s
control, increasing number of women in (including the roles of population shifts,
the work force, National Organization for birth control, the increasing number of
Women (NOW), and the Equal Rights women in the work force, the National
Amendment (ERA)). Organization for Women [NOW], and the
Equal Rights Amendment [ERA]).(National
Geography Standard 10, p.203).
203)
8.3.4 Civil Rights Expanded – Evaluate the CIVIL RIGHTS EXPANDED – Evaluate the
major accomplishments and setbacks in major accomplishments and setbacks in
civil rights and liberties for American civil rights and liberties for American
minorities over the 20th century including minorities over the 20th century, including
American Indians, Latinos/Latinas, new American Indians, Latinos/as, new
immigrants, people with disabilities, and immigrants, people with disabilities, and
gays and lesbians. (National Geography gays and lesbians.(National Geography
Standard 10, p. 203) Standard 10, p.203).AND HOW THE
EXPANSION OF RIGHTS FOR SOME GROUPS
CAN BE VIEWED AS AN INFRINGEMENT OF
RELIGIOUS RIGHTS AND FREEDOMS OF
OTHERS.
8.3.5 Tensions and Reactions to Poverty and TENSIONS AND REACTIONS TO POVERTY
Civil Rights – Analyze the causes and AND CIVIL RIGHTS – Analyze the causes
consequences of the civil unrest that and consequences of the civil unrest that
occurred in American cities by occurred in American cities, by comparing
comparing the civil unrest in Detroit with the civil unrest in Detroit with at least one
at least one other American city (e.g., other American city (e.g., Los Angeles,
Los Angeles, Cleveland, Chicago, Cleveland, Chicago, Atlanta,
Atlanta, Newark).
Standard 2007 2018
(National Geography Standard 12, p. Newark).(National Geography Standard
208) 12, p.208).
USHG ERA 9: America in a New Global Age

9.1 The Impact of Globalization on the United States
Explain the impact of globalization on the United States’ economy, politics, society and role in the
world.
Standard 2007 2018
9.1.1 Economic Changes – Using the ECONOMIC CHANGES – Using the
changing nature of the American changing nature of the American
automobile industry as a case study, automobile industry as a case study,
evaluate the changes in the American evaluate changes in the American
economy created by new markets, economy created by new markets, natural
natural resources, technologies, resources, technologies, corporate
corporate structures, international structures, international competition, new
competition, new sources and methods sources and methods of production,
of production, energy issues, and mass energy issues, and mass
communication. (National Geography communication.(National Geography
Standard 11, p. 206) Standard 11, p.206).
9.1.2 Transformation of American Politics – Transformation of American Politics –
Analyze the transformation of American Analyze the transformation of American
politics in the late 20th and early 21st politics in the late 20th and early 21st
centuries including centuries, including:
• growth of the • the growth of the
conservative movement in conservative movement in national
national politics, including the politics, including the role of Ronald
role of Ronald Reagan Reagan
• role of evangelical • the role of evangelical
religion in national politics religion in national politics (National
(National Geography Standards Geography Standards 3 and 6;
3 and 6; pp.188 and 195) pp.188 and 195)
• intensification of • the intensification of
partisanship partisanship
• partisan conflict over the • the partisan conflict over the
role of government in American role of government in American life
life • the role of regional
• role of regional differences in national politics
differences in national politics (National Geography Standard 6,
(National Geography Standard p.195)
6, p. 195)
9.2 Changes in America’s Role in the World

Examine the shifting role of United States on the world stage during the period from 1980 to the present.
Standard 2007 2018
9.2.1 U.S. in the Post-Cold War World – Explain United States in the Post-Cold War World –
the role of the United States as a super- Explain the role of the United States as a
Examples column.
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Standard 2007 2018

power in the post-Cold War world, superpower in the Post-Cold War world,
including advantages, disadvantages, including advantages, disadvantages, and
and new challenges (e.g., military new challenges. (e.g., military missions in
missions in Lebanon, Somalia, Haiti, Lebanon, Somalia, Haiti, Bosnia, Kosovo,
Bosnia, Kosovo, and the Gulf War). and the Gulf War).(National Geography
(National Geography Standard 13, p. Standard 13, p.210).
210)
9.2.2 9/11 and Responses to Terrorism – 9/11 and Responses to Terrorism – Analyze
Analyze how the attacks on 9/11 and how the attacks on 9/11 and the response
the response to terrorism have altered to terrorism have altered American
American domestic and international domestic and international policies
policies (including e.g., the Office of (including e.g., the Office of Homeland
Homeland Security, Patriot Act, wars in Security, Patriot Act, wars in Afghanistan
Afghanistan and Iraq, role of the United and Iraq, role of the United States in the
States in the United Nations, NATO). United Nations, NATO). (National
(National Geography Standard 13, p. Geography Standard 13, p.210).
210)
9.3 Policy Debates

Standard 2007 2018
9.3.1 Compose a persuasive essay on a Compose MAKE a persuasive essay
public policy issue, and justify the ARGUMENT on a public policy issue, and
position with a reasoned argument justify the position with a reasoned
based upon historical antecedents and argument based upon WITH EVIDENCE
precedents, and core democratic FROM historical antecedents and
values or constitutional principles. precedents, and core democratic values
or constitutional principles.
• role of the United States in
the world • role of the United States in
• national economic policy the world
• welfare policy • national economic policy
• energy policy • welfare policy
• health care • energy policy
• education • health care
• civil rights (National • education
Geography Standard 17, p. 216) • civil rights (National
CIVICS
C1 Conceptual Foundations of Civic and Political Life
1.1 Nature of Civic Life, Politics, and Government
Explain the meaning of civic life, politics, and government through the investigation of such questions
as: What is civic life? What are politics? What is government? What are the purposes of politics and
government?
Standard 2007 2018
1.1.1 Identify roles citizens play in civic and Identify roles citizens play in civic and
private life, with emphasis on leadership. private life, with emphasis on leadership.
Standard 2007 2018
ANALYZE COMPETING POLITICAL

PHILOSOPHIES (LOCKE, HOBBES,
MONTESQUIEU, ARISTOTLE, ROUSSEAU)
ABOUT THE NECESSITY AND PURPOSES OF
GOVERNMENT
1.1.2 Explain and provide examples of the Explain and provide examples of the
concepts “power,” “legitimacy,” concepts “power,” “legitimacy,”
“authority,” and “sovereignty.” “authority,” and “sovereignty.
1.1.3 Identify and explain competing Identify and explain competing arguments
arguments about the necessity and about the necessity and purposes of
purposes of government (such as to government (such as to protect inalienable
protect inalienable rights, promote the rights, promote the general welfare, resolve
general welfare, resolve conflicts, conflicts, promote equality, and establish
promote equality, and establish justice justice for all). (See USHG F1.1; F1.2; 8.3.2)
for all). (See USHG F1.1; F1.2; 8.3.2)
1.1.4 Explain the purposes of politics, why Explain the purposes of politics, why people
people engage in the political process, engage in the political process, and what
and what the political process can the political process can achieve (e.g.,
achieve (e.g., promote the greater promote the greater good, promote self-
good, promote self-interest, advance interest, advance solutions to public issues
solutions to public issues and problems, and problems, achieve a just society). (See
achieve a just society). (See USHG F1.1; USHG F1.1; F1.2; 6.3.2; 8.3.1)
F1.2; 6.3.2; 8.3.1)
1.2 Alternative Forms of Government

Describe constitutional government and contrast it with other forms of government through the
investigation of such questions as: What are essential characteristics of limited and unlimited
government? What is constitutional government? What forms can a constitutional government take?
Standard 2007 2018
1.2.1 Identify, distinguish among, and provide Identify, distinguish among, and provide
examples of different forms of examples of different forms of
governmental structures including governmental structures, including
anarchy, monarchy, military junta, anarchy, monarchy, military junta,
aristocracy, democracy, authoritarian, aristocracy, democracy, authoritarian,
constitutional republic, fascist, constitutional republic, fascist, communist,
communist, socialist, and theocratic socialist, and theocratic states BY
states. ANALYZING SIMILARITIES AND DIFFERENCES
IN SOVEREIGNTY, POWER, LEGITIMACY, AND
AUTHORITY.
1.2.2 Explain the purposes and uses of Explain the purposes and uses of
constitutions in defining and limiting constitutions in defining and limiting
government, distinguishing between government, distinguishing between
historical and contemporary examples historical and contemporary examples of
of constitutional governments that failed constitutional governments that failed to
to limit power (e.g., Nazi Germany and limit power (e.g., Nazi Germany and
Stalinist Soviet Union) and successful Stalinist Soviet Union) and successful
Examples column.
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constitutional governments (e.g., constitutional governments (e.g.,
contemporary Germany and United contemporary Germany and United
Kingdom). (See USHG 7.2.1; WHG 7.3) Kingdom). (See USHG 7.2.1; WHG 7.3).
1.2.3 Compare and contrast parliamentary, Compare and contrast parliamentary,
federal, confederal, and unitary systems federal, nonfederal CONFEDERAL, and
of government by analyzing similarities unitary systems of government, by
and differences in sovereignty, diffusion analyzing similarities and differences in
of power, and institutional structure. (See sovereignty, diffusion of power, and
USHG F1.1; F1.2) institutional structure. (See USHG F1.1; F1.2)
1.2.4 Compare and contrast direct and Compare and contrast direct and
representative democracy. (See USHG representative democracy. (See USHG F1.1;
F1.1; F1.2) F1.2) EVALUATE DIFFERENT FORMS OF
DEMOCRACIES, INCLUDING
CONSTITUTIONAL REPUBLIC, DIRECT,
PARLIAMENTARY, PRESIDENTIAL,
REPRESENTATIVE.
C2 Origins and Foundations of Government of the United States of America

2.1 Origins of American Constitutional Government
(Note: Much of this content should have been an essential feature of students’ 5th and 8th grade
coursework.High School U.S.History and Geography teachers, however, revisit this in USHG Foundational
Expectations 1.1, 1.2, and 2.1.)
Explain the CORE VALUES AND fundamental ideas and principles of American constitutional
government and their philosophical and historical origins through investigation of such questions as:
What are the philosophical and historical roots of the foundational CORE values of American
constitutional government? What are the fundamental principles of American constitutional
government?
Standard 2007 2018
2.1.1 Explain the historical and philosophical Explain the historical and philosophical
origins of American constitutional origins of American constitutional
government and evaluate the influence government and evaluate the influence of
of ideas found in the Magna Carta, ideas found in the Magna Carta, English Bill
English Bill of Rights, Mayflower of Rights, Mayflower Compact, Iroquois
Compact, Iroquois Confederation, Confederation, Northwest Ordinance,
Northwest Ordinance, Virginia Statute for Virginia Statute for Religious Freedom,
Religious Freedom, Declaration of Declaration of Independence, Articles of
Independence, Articles of Confederation, and selected Federalist
Confederation, and selected Federalist Papers (the 10th, 14th, 51st), John Locke’s
Papers (the 10th, 14th, 51st), John Second Treatise, Montesquieu’s Spirit of
Locke’s Second Treatise, Montesquieu’s Laws, Paine’s Common Sense.
Spirit of Laws, Paine’s Common Sense.
2.1.2 Explain the significance of the major Explain the significance of the major
debates and compromises underlying debates and compromises underlying the
the formation and ratification of formation and ratification of American
American constitutional government constitutional government including the
including the Virginia and New Jersey Virginia and New Jersey plans, the Great
plans, the Great Compromise, debates Compromise, debates between Federalists
between Federalists and Anti-Federalists, and Anti-Federalists, debates over slavery,
Standard 2007 2018
debates over slavery, and the promise and the promise for a bill of rights after
for a bill of rights after ratification. ratification.
2.1.3 Explain how the Declaration of Explain how the Declaration of
Independence, Constitution and Bill of Independence AND THE Constitution,
Rights reflected political principles of INCLUDING THE and Bill of Rights, reflected
popular sovereignty, rule of law, checks political FUNDAMENTAL principles of
and balances, separation of powers, (popular sovereignty, LIMITED
social compact, natural rights, individual GOVERNMENT, rule of law, checks and
rights, separation of church and state, balances, separation of powers, social
republicanism and federalism. compact, natural rights, individual rights,
separation of church and state,
republicanism and federalism) AND CORE
VALUES (LIFE, LIBERTY, PURSUIT OF
HAPPINESS, JUSTICE, EQUALITY,
UNALIENABLE RIGHTS, CONSENT OF THE
GOVERNED, GENERAL WELFARE AND THE
RIGHT TO ALTER OR ABOLISH GOVERNMENT)
AND HOW THOSE CORE VALUES BECAME
EMBEDDED IN THE CONSTITUTION.
2.1.4 Explain challenges and modifications to Explain challenges and modifications to
American constitutional government as American constitutional government as a
a result of significant historical events result of significant historical events such as
such as the American Revolution, the the American Revolution, the Civil War,
Civil War, expansion of suffrage, the expansion of suffrage, the Great
Great Depression, and the civil rights Depression, and the civil rights movement.
movement.
2.2 Foundational CORE Values and Constitutional FUNDAMENTAL Principles of American Government
Explain how the American idea of constitutional government has shaped a distinctive American society
through the investigation of such questions as: How have the fundamental CORE values and
FUNDAMENTAL principles of American constitutional government shaped American society?
Standard 2007 2018
2.2.1 Identify and explain the fundamental Identify and explain the fundamental CORE
values of America’s constitutional values of America’s constitutional republic
republic (e.g., life, liberty, property, the (LIFE, LIBERTY, PURSUIT OF HAPPINESS,
pursuit of happiness, the common good, JUSTICE, EQUALITY, UNALIENABLE RIGHTS,
justice, equality, diversity, authority, CONSENT OF THE GOVERNED, GENERAL
participation, and patriotism) and their WELFARE AND THE RIGHT TO ALTER OR
reflection in the principles of the United ABOLISH GOVERNMENT) and their reflection
States Constitution (e.g., popular in the FUNDAMENTAL principles of the
sovereignty, republicanism, rule of law, United States Constitution (POPULAR
checks and balances, separation of SOVEREIGNTY, LIMITED GOVERNMENT, RULE
powers, and federalism). OF LAW,
CHECKS AND BALANCES, SEPARATION OF
POWERS, SEPARATION OF CHURCH AND
STATE, AND FEDERALISM).
2.2.21 Explain and evaluate how Americans, Explain and evaluate how Americans,
either through individual or collective either through individual or collective
Examples column.
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actions, use constitutional principles and actions, use constitutional FUNDAMENTAL
fundamental values to narrow gaps principles and fundamental CORE values to
between American ideals and reality narrow gaps between American ideals and
with respect to minorities, women, and reality with respect to minorities, women,
the disadvantaged. (See USHG 6.1.2; and the disadvantaged. (See USHG 6.1.2;
6.3.2; 7.1.3; 8.3) 6.3.2; 7.1.3; 8.3)
2.2.32 Use past and present policies to analyze Using past and present policies to BOTH
conflicts that arise in society due to ABSTRACT AND CONCRETE EXAMPLES,
competing constitutional principles or analyze HOW conflicts MAY that arise
fundamental values (e.g., liberty and FROM TENSION BETWEEN in society due to
authority, justice and equality, individual COMPETING INTERPRETATIONS OF, AND
rights, and the common good). (See DIFFERING PRIORITIES OF, constitutional
USHG 6.3.2; 8.2.4; 8.3.1; 9.2.2) FUNDAMENTAL principles or fundamental
CORE values. (See USHG 6.3.2; 8.2.4; 8.3.1;
9.2.2)
2.2.43 Analyze and explain ideas about Analyze and explain ideas about
fundamental values like liberty, justice, fundamental CORE values like liberty,
and equality found in a range of justice, and equality found in a range of
documents (e.g., Martin Luther King’s “I documents.(e.g., Martin Luther King’s “I
Have a Dream” speech and “Letter from Have a Dream” speech and “Letter from
Birmingham City Jail,” the Universal Birmingham City Jail,” the Universal
Declaration of Human Rights, the Declaration of Human Rights, the
Declaration of Sentiments, the Equal Declaration of Sentiments, the Equal Rights
Rights Amendment, and the Patriot Act). Amendment, and the Patriot Act).(See
(See USHG F1.1; 8.3.2; 9.2.2) USHG F1.1; 8.3.2; 9.2.2)
2.2.54 Use examples to investigate why people Use examples to investigate why people
may agree on constitutional principles may agree on constitutional FUNDAMENTAL
and fundamental values in the abstract, principles and fundamental CORE values in
yet disagree over their meaning when the abstract, yet disagree over their
they are applied to specific situations. meaning when they are applied to specific
(See USHG 8.2.4) situations. (See USHG 8.2.4)
C3 Structure and Functions of Government in the United States of America

3.1 Structure, Functions, and Enumerated Powers of National Government
Describe how the national FEDERAL government is organized and what it does through the investigation
of such questions as: What is the structure of the national FEDERAL government? What are the functions
of the national FEDERAL government? What are its enumerated powers?
Standard 2007 2018
3.1.1 Analyze the purposes, organization, Analyze the purposes, organization,
functions, and processes of the functions POWERS, and processes of the
legislative branch as enumerated in legislative branch as enumerated in Article
Article I of the Constitution. I of the Constitution.
functions, and processes of the functions POWERS, and processes of the
executive branch as enumerated in executive branch as enumerated in Article
Article II of the Constitution. II of the Constitution.
Standard 2007 2018
functions, and processes of the judicial functions POWERS, and processes of the
branch as enumerated in Article III of the judicial branch as enumerated in Article III
Constitution. of the Constitution.
3.1.4 Identify the role of independent Identify the role of independent regulatory
regulatory agencies in the federal agencies in the federal bureaucracy (e.g.,
bureaucracy (e.g., Federal Reserve Federal Reserve Board, Food and Drug
Board, Food and Drug Administration, Administration, Federal Communications
Federal Communications Commission). Commission). (See USHG 6.3.2)
(See USHG 6.3.2)
3.1.54 Use case studies or examples to examine Use case studies or examples to examine
tensions between the three branches of tensions between the three branches of
government (e.g., powers of the purse government (e.g., powers of the purse and
and impeachment, advise and consent, impeachment, advise and consent, veto
veto power, and judicial review). power, and judicial review).
3.1.65 Evaluate major sources of revenue for Evaluate major sources of revenue AND
the national government, including the MAJOR EXPENDITURES of the national
constitutional provisions for taxing its government including the constitutional
citizens. provisions for taxing its citizens.
3.1.76 Explain why the federal government is Explain why the federal government is one
one of enumerated powers while state of enumerated powers while state
governments are those of reserved governments are those of reserved powers.
powers.
3.1.7 ANALYZE THE WAYS THE UNITED STATES
CONSTITUTION MAY BE AMENDED BY THE
FEDERAL GOVERNMENT OR BY THE STATES.
3.2 Powers and Limits on Powers

Identify how power and responsibility are distributed, shared, and limited in American constitutional
government through the investigation of such questions as: How are power and responsibility
distributed, shared, and limited in the government established by the United States Constitution?
Standard 2007 2018
3.2.1 Explain how the principles of Explain how the principles of enumerated
enumerated powers, federalism, powers, federalism, separation of powers,
separation of powers, bicameralism, bicameralism, checks and balances,
checks and balances, republicanism, republicanism, rule of law, individual rights,
rule of law, individual rights, inalienable inalienable rights, separation of church and
rights, separation of church and state, state, and popular sovereignty
and popular sovereignty serve to limit CONSTITUTIONAL PRINCIPLES FEATURES
the power of government. serve to limit the power of THE FEDERAL
government.
3.2.2 Use court cases to explain how the Use HISTORICAL AND CONTEMPORARY
Constitution is maintained as the court cases to explain how the Constitution
supreme law of the land (e.g., Marbury is maintained as the supreme law of the
v. Madison, Gibbons v. Ogden, land (e.g., Marbury v. Madison, Gibbons v.
McCulloch v. Maryland). Ogden, McCulloch v. Maryland).
Examples column.
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3.2.3 Identify specific provisions in the Identify EXPLAIN specific provisions in the
Constitution that limit the power of the Constitution, SUCH AS ENUMERATED
federal government. POWERS, FEDERALISM, SEPARATION OF
POWERS, AND CHECKS AND BALANCES,
that limit the power of the federal
government.
3.2.4 Explain the role of the Bill of Rights and Explain the role of the Bill of Rights and
each of its amendments in restraining each of its amendments in restraining the
the power of government over power of government over individuals. (See
individuals. (See USHG F1.1) USHG F1.1)
3.2.5 Analyze the role of subsequent Analyze the role of subsequent
amendments to the Constitution in amendments to the Constitution in
extending or limiting the power of extending or limiting the power of
government, including the Civil government, including the Civil
War/Reconstruction Amendments and War/Reconstruction amendments and
those expanding suffrage. (See USHG those expanding suffrage. (See USHG F1.1)
F1.1)
3.3 Structure and Functions of State and Local Governments

Describe how state and local governments are organized and what they do through the investigation
of such questions as: What are the structures and functions of state and local government?
Standard 2007 2018
3.3.1 Describe limits the U.S. Constitution Describe the limits the United States
places on powers of the states (e.g., Constitution places on powers of the states
prohibitions against coining money, (e.g., prohibitions against coining money,
impairing interstate commerce, making impairing interstate commerce, making
treaties with foreign governments) and treaties with foreign governments) and on
on the federal government’s power over the federal government’s power over the
the states (e.g., federal government states (e.g., federal government cannot
cannot abolish a state, Tenth abolish a state, Tenth Amendment reserves
Amendment reserves powers to the powers to the states) by analyzing Article IV
states). and the 10th Amendment to the
Constitution.
3.3.2 Identify and define states’ reserved and Identify and define states’ reserved and
concurrent powers. concurrent powers.
3.3.32 Explain the tension among federal, state, Explain the tension among federal, state,
and local governmental power using the and local governmental power using the
necessary and proper clause, the necessary and proper clause, the
commerce clause, and the Tenth commerce clause, and the Tenth
Amendment. Amendment.
3.3.43 Describe how state and local Describe how state and local governments
governments are organized, their major are organized, their major responsibilities,
responsibilities, and how they affect the and how they affect the lives of citizens
lives of citizens. AND EVALUATE THE CORE VALUES AND
CONSTITUTIONAL PRINCIPLES UNDERLYING
THE MICHIGAN CONSTITUTION.
Standard 2007 2018
3.3.54 Describe the mechanisms by which Describe AND EVALUATE the mechanisms,
citizens monitor and influence state and SUCH AS REFERENDUM, INITIATIVE, AND
local governments (e.g., referendum, RECALL, THAT citizens can use to monitor
initiative, recall). and influence state and local government.
3.3.65 Evaluate the major sources of revenue Evaluate the major sources of revenue for
for state and local governments. state and local governments.
3.3.7 Explain the role of state constitutions in Explain the role of state constitutions in
state governments. state governments.
3.4 System of Law and Laws

Explain why the rule of law has a central place in American society through the investigation of such
questions as: What is the role of law in the American political system? What is the importance of law in
the American political system?
Standard 2007 2018
3.4.1 Explain why the rule of law has a central Explain why the rule of law has a central
place in American society (e.g., place in American society (e.g., Supreme
Supreme Court cases like Marbury v. Court cases like Marbury v.Madison and
Madison and U.S. v. Nixon; practices U.S.v.Nixon; practices such as submitting
such as submitting bills to legal counsel bills to legal counsel to ensure
to ensure congressional compliance congressional compliance with the law)
with the law). (See USHG F1.1, 8.2.4) AND WHAT CAN HAPPEN IN THE ABSENCE
OR BREAKDOWN OF THE RULE OF LAW.(See
USHG F1.1, 8.2.4)
3.4.2 Describe what can happen in the Describe what can happen in the absence
absence or breakdown of the rule of law or breakdown of the rule of law (e.g., Ku
(e.g., Ku Klux Klan attacks, police Klux Klan attacks, police corruption,
corruption, organized crime, interfering organized crime, interfering with the right to
with the right to vote, and perjury). (See vote, and perjury).(See USHG 8.3.5)
USHG 8.3.5)
3.4.32 Explain the meaning and importance of Explain the meaning and importance of
equal protection of the law (e.g., the equal protection of the law (e.g., the 14th
14th Amendment, Americans with Amendment, Americans with Disabilities
Disabilities Act, equal opportunity Act, equal opportunity legislation) AND OF
legislation). THE 14TH AMENDMENT.
3.4.43 Describe considerations and criteria that Describe considerations and criteria that
have been used to deny, limit, or extend have been used to deny, limit, or extend
protection of individual rights (e.g., clear protection of individual rights (e.g., clear
and present danger, time, place and and present danger, time, place and
manner restrictions on speech, manner restrictions on speech, compelling
compelling government interest, government interest, security, libel or
security, libel or slander, public safety, slander, public safety, and equal
and equal opportunity). opportunity).
3.4.54 Analyze the various levels and Analyze the various levels and
responsibilities of courts in the federal responsibilities of courts in the federal and
and state judicial system and explain the state judicial system and explain the
relationships among them. relationships among them.
Examples column.
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3.5 Other Actors in the Policy Process

Describe the roles of political parties, interest groups, the media, and individuals in determining and
shaping public policy through the investigation of such questions as: What roles do political parties,
interest groups, the media, and individuals play in the development of public policy?
Standard 2007 2018
3.5.1 Explain how political parties, interest Explain how political parties interest groups,
groups, the media, and individuals can the media, POLITICAL ACTION
influence and determine the public COMMITTEES, VOLUNTARY AND CIVIC
agenda. ASSOCIATIONS, PROFESSIONAL
ORGANIZATIONS, and individuals can
influence and determine the public
agenda.
3.5.2 Describe the origin and the evolution of Describe the origin and evolution of
political parties and their influence. (See political parties and their CONTEMPORARY
Grade 5 SS; USHG 9.1.2) influence ON PUBLIC POLICY. (See Grade 5
SS; USHG 9.1.2)
3.5.3 Identify and explain the roles of various Identify and explain the roles of various
associations and groups in American associations and groups in American
politics (e.g., political organizations, politics (e.g., political organizations,
political action committees, interest political action committees, interest groups,
groups, voluntary and civic associations, voluntary and civic associations,
professional organizations, unions, and professional organizations, unions, and
religious groups). religious groups).
3.5.43 Explain the concept of public opinion, Explain the concept of public opinion,
factors that shape it, and contrasting factors that shape it, and contrasting views
views on the role it should play in public on the role it should play in public policy.
policy.
3.5.5 Evaluate the actual influence of public Evaluate the actual influence of public
opinion on public policy. opinion on public policy.
3.5.64 Explain the significance of campaigns Explain the significance of campaigns and
and elections in American politics, elections in American politics, current
current criticisms of campaigns, and criticisms of campaigns, and proposals for
proposals for their reform. their reform.
3.5.75 Explain the role of television, radio, the Explain the role of television, radio, the
press, and the internet in political press, and the internet in political
communication. communication. Analyze various forms of
political communication to help develop
an opinion on a public issue, using criteria
such as reliability of source, factual
accuracy, omission, distorted evidence,
and emotional appeals.
3.5.86 Evaluate, take, and defend positions Evaluate, take, and defend positions about
about the formation and the formation and implementation of a
implementation of a current public current public policy issue, and examine
policy issue, and examine ways to ways to participate in the decision making
participate in the decision making process about the issue.
process about the issue.
Standard 2007 2018
3.5.97 In making a decision on a public issue, In making a decision on a public issue,
analyze various forms of political analyze various forms of political
communication (e.g., political cartoons, communication (e.g., political cartoons,
campaign advertisements, political campaign advertisements, political
speeches, and blogs) using criteria like speeches, and blogs) using criteria such as
logical validity, factual accuracy and/or logical validity, factual accuracy and/or
omission, emotional appeal, distorted omission, emotional appeal, distorted
evidence, and appeals to bias or evidence, and appeals to bias or
prejudice. prejudice. Describe the formation and
implementation of U.S.foreign policy
through such questions as: How is foreign
policy formed and implemented in
American constitutional government?
C4 The United States of America and World Affairs

4.1 Formation and Implementation of U.S. Foreign Policy
Describe the formation and implementation of U.S. foreign policy through such questions as: How is
foreign policy formed and implemented in American constitutional government?
Standard 2007 2018
4.1.1 Identify and evaluate major foreign Identify and evaluate major foreign policy
policy positions that have characterized positions that have characterized the
the United States’ relations with the United States’ relations with the world (e.g.,
world (e.g., isolated nation, imperial isolated nation, imperial power, world
power, world leader) in light of leader) in light of foundational values and
foundational values and principles, principles, provide examples of how they
provide examples of how they were were implemented and their
implemented and their consequences consequences (e.g., Spanish-American
(e.g., Spanish-American War, Cold War War, Cold War containment) (See USHG
containment) (See USHG 6.2; 7.2; 8.1.2; 6.2; 7.2; 8.1.2; 9.2.1).
9.2.1).
4.1.21 Describe the process by which United Describe the process by which United
States foreign policy is made, including States foreign policy is made, including the
the powers the Constitution gives to the powers the Constitution gives to the
president; Congress and the judiciary; president; Congress and the judiciary; and
and the roles federal agencies, the roles federal agencies, domestic
domestic interest groups, the public, and interest groups, the public, and the media
the media play in foreign policy. play in foreign policy.
4.1.32 Evaluate the means used to implement Evaluate the means used to implement U.S.
U.S. foreign policy with respect to current foreign policy with respect to current or
or past international issues (e.g., past international issues. (e.g., diplomacy,
diplomacy, economic, military and economic, military and humanitarian aid,
humanitarian aid, treaties, sanctions, treaties, sanctions, military intervention, and
military intervention, and covert action). covert action).
4.1.4 Using at least two historical examples, Using at least two historical examples,
explain reasons for, and consequences explain reasons for, and consequences of,
of, conflicts that arise when international conflicts that arise when international
disputes cannot be resolved peacefully. disputes cannot be resolved peacefully.
Examples column.
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(See USHG 6.2.2; 7.2; 8.1.2; 9.2.2; WHG (See USHG 6.2.2; 7.2; 8.1.2; 9.2.2; WHG 7.2.1;
7.2.1; 7.2.3; 8.1.2) 7.2.3; 8.1.2)
4.2 U.S. Role in International Institutions and Affairs

Identify the roles of the United States of America in international institutions and affairs through the
investigation of such questions as: What is the role of the United States in international institutions and
affairs?
Standard 2007 2018
4.2.1 Describe how different political systems Describe how different political systems
interact in world affairs with respect to interact in world affairs with respect to
international issues. (See USHG 6.2.4) international issues. (See USHG 6.2.4)
4.2.21 Analyze the impact of American Analyze the impact of American political,
political, economic, technological, and economic, technological, and cultural
cultural developments on other parts of developments UNITED STATES FOREIGN
the world (e.g., immigration policies, POLICY on other parts of the world (e.g.,
economic, military and humanitarian immigration policies, economic, military
aid, computer technology research, and humanitarian aid, computer
popular fashion, and film). (See USHG technology research, popular fashion, and
6.1.4; 8.2.1) film). (See USHG 6.1.4; 8.2.1)
4.2.32 Analyze the impact of political, Analyze the impact of political, economic,
economic, technological, and cultural technological, and cultural developments
developments around the world on the around the world EVENTS on the United
United States (e.g., terrorism, emergence States (e.g., terrorism, emergence of
of regional organizations like the regional organizations like the European
European Union, multinational Union, multinational corporations, and
corporations, and interdependent world interdependent world economy) FOREIGN
economy). (See USHG 6.1.1; 9.1.1; 9.2.1) POLICY (See USHG 6.1.1; 9.1.1; 9.2.1).
4.2.43 Identify the purposes and functions of Identify the purposes and functions
governmental and non-governmental DISTINGUISH THE POWERS AND
international organizations, and the role RESPONSIBILITIES of governmental and non-
of the United States in each (e.g., the governmental international organizations
United Nations, NATO, World Court, (NGOs), and the role of the United States in
Organization of American States, each (e.g., the United Nations, NATO,
International Red Cross, Amnesty World Court, Organization of American
International). States, International Red Cross, Amnesty
International).
4.2.54 Evaluate the role of the United States in Evaluate the role of the United States in
important bilateral and multilateral important bilateral and multilateral
agreements (e.g., NAFTA, Helsinki agreements (e.g., NAFTA, Helsinki Accords,
Accords, Antarctic Treaty, Most Favored Antarctic Treaty, Most Favored Nation
Nation Agreements, and the Kyoto Agreements, and the Kyoto Protocol).
Protocol).
4.2.6 Evaluate the impact of American Evaluate the impact of American political
political ideas and values on other parts ideas and values on other parts of the
of the world (e.g., American Revolution, world (e.g., American Revolution,
fundamental values and principles fundamental values and principles
Standard 2007 2018
expressed in the Declaration of expressed in the Declaration of
Independence and the Constitution). Independence and the Constitution).
C5 Citizenship in the United States of America

5.1 The Meaning of Citizenship in the United States of America
Describe the meaning of citizenship in the United States through the investigation of such questions as:
What is the meaning of citizenship in the United States? What are the rights, responsibilities, and
characteristics of citizenship in the United States?
Standard 2007 2018
5.1.1 Using examples, explain the idea and Using examples, explain the idea and
meaning of citizenship in the United meaning of citizenship in the United States,
States of America, and the rights and and the rights and responsibilities of
responsibilities of American citizens (e.g., American citizens (e.g., people participate
people participate in public life, know in public life, know about the laws that
about the laws that govern society, govern society, respect and obey those
respect and obey those laws, laws, participate in political life, stay
participate in political life, stay informed informed and attentive about public issues,
and attentive about public issues, and and voting).
voting).
5.1.2 Compare the rights of citizenship Compare the rights of citizenship
Americans have as a member of a state Americans have as a member of a state
and the nation. and the nation.
5.2 Becoming a Citizen

Describe how one becomes a citizen in the United States through birth or naturalization by investigating
the question: How does one become a citizen in the United States?
Standard 2007 2018
5.2.1 Explain the distinction between citizens Explain the distinction between citizens by
by birth, naturalized citizens, and non- birth, naturalized citizens, and non-citizens.
citizens. DESCRIBE AND EVALUATE THE CRITERIA AND
PROCESS FOR ADMISSION TO CITIZENSHIP IN
THE UNITED STATES.
5.2.2 Describe the distinction between legal Describe the distinction between legal and
and illegal immigration and the process illegal immigration and the process by
by which legal immigrants can become which legal immigrants can become
citizens. citizens. EXPLAIN HOW THE UNITED STATES
EXPANDED CITIZENSHIP OVER TIME.
5.2.3 Evaluate the criteria used for admission Evaluate the criteria used for admission to
to citizenship in the United States and citizenship in the United States and how
how Americans expanded citizenship Americans expanded citizenship over the
over the centuries (e.g., removing centuries (e.g., removing limitations of
limitations of suffrage). suffrage).
Examples column.
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5.3 Rights of Citizenship

Identify the rights of citizenship by investigating the question: What are the personal, political, and
economic rights of citizens in the United States?
Standard 2007 2018
5.3.1 Identify and explain personal rights (e.g., Identify and explain personal rights (e.g.,
freedom of thought, conscience, freedom of thought, conscience,
expression, association, movement and expression, association, movement and
residence, the right to privacy, personal residence, the right to privacy, personal
autonomy, due process of law, free autonomy, due process of law, free
exercise of religion, and equal exercise of religion, and equal protection
protection of the law). of the law), POLITICAL RIGHTS, AND
ECONOMIC RIGHTS, AND HOW THEY
SOMETIMES CONFLICT.
5.3.2 Identify and explain political rights (e.g., Identify and explain political rights (e.g.,
freedom of speech, press, assembly, freedom of speech, press, assembly, and
and petition; and the right to vote and petition; and the right to vote and run for
run for public office). public office).
5.3.3 Identify and explain economic rights Identify and explain economic rights (e.g.,
(e.g., the right to acquire, use, transfer, the right to acquire, use, transfer, and
and dispose of property, choose one’s dispose of property, choose one’s work
work and change employment, join and change employment, join labor unions
labor unions and professional and professional associations, establish and
associations, establish and operate a operate a business, copyright protection,
business, copyright protection, enter into enter into lawful contracts, and just
lawful contracts, and just compensation compensation for the taking of private
for the taking of private property for property for public use).
public use).
5.3.4 Describe the relationship between Describe the relationship between
personal, political, and economic rights personal, political, and economic rights
and how they can sometimes conflict. and how they can sometimes conflict.
5.3.5 Explain considerations and criteria Explain considerations and criteria
commonly used in determining what commonly used in determining what limits
limits should be placed on specific rights. should be placed on specific rights.
5.3.62 Describe the rights protected by the First Describe the rights protected by the First
Amendment, and using case studies Amendment and, using COURT caseS
and examples, explore the limit and studies and examples, explore the limit and
scope of First Amendment rights. scope of First Amendment rights.
5.3.73 Using the Fourth, Fifth, Sixth, Seventh and Using the Fourth, Fifth, Sixth, Seventh, and
Eighth Amendments, describe the rights Eighth Amendments, describe the rights of
of the accused; and using case studies the accused; and using caseS studies and
and examples, explore the limit and examples, explore the limit and scope of
scope of these rights. these rights.
5.3.84 Explain and give examples of the role of Explain and give examples of the role of
the Fourteenth Amendment in extending the Fourteenth Amendment in extending
the protection of individual rights against the protection of individual rights against
state action. state action.EXPLORE ATTEMPTS TO DEFINE
THE SCOPE OF THE RIGHTS GUARANTEED IN
THE FOURTEENTH, FIFTEENTH, NINETEENTH,
Standard 2007 2018
AND TWENTY-FIRST AMENDMENTS AND OF
ACTIONS DESIGNED TO SOLIDIFY AND
STRENGTHEN THEM (INCLUDING THE CIVIL
RIGHTS ACT OF 1964 AND THE VOTING
RIGHTS ACT OF 1965) BY EXTENDING THE
PROTECTION OF THE RIGHT OF INDIVIDUAL
CITIZENS TO VOTE.
5.3.9 Use examples to explain why rights are Use examples to explain why rights are not
not unlimited and absolute. unlimited and absolute.
5.4 Responsibilities of Citizenship

Identify the responsibilities associated with citizenship in the United States and the importance of those
responsibilities in a democratic society through the investigation of questions such as: What are the
responsibilities associated with citizenship in the United States? Why are those experiences considered
important to the preservation of American constitutional government?
Standard 2007 2018
5.4.1 Distinguish between personal and civic Distinguish between personal and civic
responsibilities and describe how they responsibilities and describe how they can
can sometimes conflict with each other. sometimes conflict with each other.
5.4.2 Describe the importance of citizens’ Describe the importance of IDENTIFY
civic responsibilities including obeying citizens’ PERSONAL AND civic responsibilities
the law, being informed and attentive to including obeying the law, being informed
public issues, monitoring political leaders and attentive to public issues, monitoring
and governmental agencies, assuming political leaders and governmental
leadership when appropriate, paying agencies, assuming leadership when
taxes, registering to vote and voting appropriate, paying taxes, registering to
knowledgeably on candidates and vote and voting knowledgeably on
issues, serving as a juror, serving in the candidates and issues, serving as a juror,
armed forces, performing public service. serving in the armed forces, performing
public service AND EXPLAIN HOW THEY ARE
IMPORTANT TO THE PRESERVATION AND
IMPROVEMENT OF AMERICAN
CONSTITUTIONAL REPUBLIC.
5.4.3 Explain why meeting personal and civic Explain why meeting personal and civic
responsibilities is important to the responsibilities is important to the
preservation and improvement of preservation and improvement of
American constitutional democracy. American constitutional democracy.
5.5 Dispositions of Citizenship

Explain why particular dispositions in citizens are considered important to the preservation of American
constitutional government by investigating the question: What dispositions or character traits are
considered important to the preservation of American constitutional government?
Standard 2007 2018
5.5.1 Describe dispositions people think lead Describe dispositions people think lead
citizens to become independent citizens to become independent members
members of society (e.g., self-discipline, of society (e.g., self-discipline, self-
self-governance, and a sense of governance, and a sense of individual
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individual responsibility) and thought to responsibility) and thought to foster respect
foster respect for individual worth and for individual worth and human dignity
human dignity (e.g., respect for (e.g., respect for individual rights and
individual rights and choice, and choice, and concern for the well-being of
concern for the well-being of others). others).DESCRIBE THE DISPOSITIONS
THOUGHT TO ENCOURAGE CITIZEN
INVOLVEMENT IN PUBLIC AFFAIRS AND TO
FACILITATE THOUGHTFUL AND EFFECTIVE
PARTICIPATION IN PUBLIC AFFAIRS.
5.5.2 Describe the dispositions thought to Describe the dispositions thought to
encourage citizen involvement in public encourage citizen involvement in public
affairs (e.g., “civic virtue” or affairs (e.g., “civic virtue” or attentiveness
attentiveness to and concern for public to and concern for public affairs; patriotism
affairs; patriotism or loyalty to values and or loyalty to values and principles
principles underlying American underlying American constitutional
constitutional democracy) and to democracy) and to facilitate thoughtful
facilitate thoughtful and effective and effective participation in public affairs
participation in public affairs (e.g., (e.g., civility, respect for the rights of other
civility, respect for the rights of other individuals, respect for law, honesty, open-
individuals, respect for law, honesty, mindedness, negotiation and compromise;
open-mindedness, negotiation and persistence, civic mindedness, compassion,
compromise; persistence, civic patriotism, courage, and tolerance for
mindedness, compassion, patriotism, ambiguity).
courage, and tolerance for ambiguity).
5.5.3 Explain why the development of citizens Explain why the development of citizens as
as independent members of society independent members of society who are
who are respectful of individual worth respectful of individual worth and human
and human dignity, inclined to dignity, inclined to participate in public
participate in public affairs, and are affairs, and are thoughtful and effective in
thoughtful and effective in their their participation, is important to the
participation, is important to the preservation and improvement of
preservation and improvement of American constitutional democracy.
American constitutional democracy.
C6 Citizenship in Action
6.1 Civic Inquiry and Public Discourse
Use forms of inquiry and construct reasoned arguments to engage in public discourse around policy
and public issues by investigating the question: How can citizens acquire information, solve problems,
make decisions, and defend positions about public policy issues?
Standard 2007 2018
6.1.1 Identify and research various viewpoints Identify and research various viewpoints on
on significant public policy issues. significant public policy issues.ADDRESS A
PUBLIC ISSUE BY SUGGESTING ALTERNATIVE
SOLUTIONS OR COURSES OF ACTION,
EVALUATING THE CONSEQUENCES OF
EACH, AND PROPOSING AN ACTION TO
ADDRESS THE ISSUE OR RESOLVE THE
PROBLEM.
Standard 2007 2018
6.1.2 Locate, analyze, and use various forms Locate, analyze, and use various forms of
of evidence, information, and sources evidence, information, and sources about
about a significant public policy issue, a significant public policy issue, including
including primary and secondary primary and secondary sources, legal
sources, legal documents (e.g., documents (e.g., Constitutions, court
Constitutions, court decisions, state law), decisions, state law), non-text based
non-text based information (e.g., maps, information (e.g., maps, charts, tables,
charts, tables, graphs, and cartoons), graphs, and cartoons), and other forms of
and other forms of political political communication (e.g., oral political
communication (e.g., oral political cartoons, campaign advertisements,
cartoons, campaign advertisements, political speeches, and blogs).
political speeches, and blogs).
6.1.3 Develop and use criteria (e.g., logical Develop and use criteria (e.g., logical
validity, factual accuracy and/or validity, factual accuracy and/or omission,
omission, emotional appeal, credibility, emotional appeal, credibility, unstated
unstated assumptions, logical fallacies, assumptions, logical fallacies,
inconsistencies, distortions, and appeals inconsistencies, distortions, and appeals to
to bias or prejudice, overall strength of bias or prejudice, overall strength of
argument) in analyzing evidence and argument) in analyzing evidence and
position statements. position statements.
EVALUATE AND ANALYZE THE CREDIBILITY OF
A SOURCE USING CRITERIA.
6.1.4 Address a public issue by suggesting Address a public issue by suggesting
alternative solutions or courses of action, alternative solutions or courses of action,
evaluating the consequences of each, evaluating the consequences of each, and
and proposing an action to address the proposing an action to address the issue or
issue or resolve the problem. resolve the problem.
6.1.54 Make a persuasive, reasoned argument Make a persuasive, reasoned argument on
on a public issue and support using a public issue and support using evidence,
evidence (e.g., historical and (e.g., historical and contemporary
contemporary examples), constitutional examples) SUCH AS CORE VALUES AND
principles, and fundamental values of PRINCIPLES constitutional principles, and
American constitutional democracy; fundamental values of the American
explain the stance or position. constitutional democracy REPUBLIC;
explain the stance or position.
6.2 Participating in Civic Life

Describe multiple opportunities for citizens to participate in civic life by investigating the question: How
can citizens participate in civic life?
Standard 2007 2018
6.2.1 Describe the relationship between Describe the relationship between politics
politics and the attainment of individual and the attainment of individual and
and public goals (e.g., how individual public goals (e.g., how individual interests
interests are fulfilled by working to are fulfilled by working to achieve
achieve collective goals). collective goals).
Examples column.
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6.2.2 Distinguish between and evaluate the Distinguish between and evaluate the
importance of political participation and importance of political participation and
social participation. social participation.
6.2.31 Describe how, when, and where Describe how, when, and where AND
individuals can participate in the EVALUATE THE WAYS individuals can
political process at the local, state, and participate in the political process at the
national levels (including, but not limited local, state, and national levels (including,
to voting, attending political and but not limited to voting, attending political
governmental meetings, contacting and governmental meetings, contacting
public officials, working in campaigns, public officials, working in campaigns,
community organizing, demonstrating or community organizing, demonstrating or
picketing, boycotting, joining interest picketing, boycotting, joining interest
groups or political action committees); groups or political action committees);
evaluate the effectiveness of these evaluate the effectiveness of these
methods of participation. methods of participation.
6.2.42 Participate in a real or simulated Participate in a real or simulated election,
election, and evaluate the results, and evaluate the results including the
including the impact of voter turnout impact of voter turnout and demographics
and demographics. OF, A REAL OR SIMULATED ELECTION OR
CAMPAIGN.
6.2.53 Describe how citizen movements seek to Describe how citizen movements seek to
realize fundamental values and realize fundamental values and principles
principles of American constitutional of American constitutional democracy
democracy REPUBLIC.
6.2.64 Analyze different ways people have Analyze different ways people have used
used civil disobedience, the different civil disobedience, the different forms civil
forms civil disobedience might take disobedience might take, (e.g., violent and
(e.g., violent and non-violent) and their non-violent) and its impact.
impact.
6.2.75 Participate in a service-learning project, Participate in a CIVIC ACTIVITY SUCH AS A
reflect upon experiences, and evaluate service-learning project OR A REAL OR
the value of the experience to the SIMULATED PUBLIC HEARING, and reflect
American ideal of participation.1 upon experiences, and evaluate the value
of the experience to the American ideal of
participation ON THE IMPORTANCE OF
PARTICIPATING IN CIVIC LIFE.
6.2.86 Describe various forms and functions of Describe various forms and functions of
political leadership and evaluate the political leadership and evaluate the
characteristics of an effective leader. characteristics of an effective leader.
6.2.97 Evaluate the claim that constitutional Evaluate the claim that a constitutional
democracy requires the participation of democracy REPUBLIC requires the
an attentive, knowledgeable, and participation of an attentive,
competent citizenry. knowledgeable, and competent citizenry.
6.2.10 Participate in a real or simulated public Participate in a real or simulated public
hearing or debate and evaluate the role hearing or debate and evaluate the role of
of deliberative public discussions in civic deliberative public discussions in civic life.
life.
Standard 2007 2018
6.2.11 Identify typical issues, needs, or Identify typical issues, needs, or concerns of
concerns of citizens (e.g., seeking citizens (e.g., seeking variance, zoning
variance, zoning changes, information changes, information about property
about property taxes), and actively taxes), and actively demonstrate ways
demonstrate ways citizens might use citizens might use local governments to
local governments to resolve issues or resolve issues or concerns.
concerns.
ECONOMICS
E1 The Market Economy
1.1 Individual, Business, and Government Decision Making
Explain and demonstrate how individuals confront scarcity, and how market forces influence how they
organize, produce, use, and allocate resources in its presence.
Standard 2007 2018
1.1.1 Scarcity, Choice, Opportunity Costs, and Scarcity, Choice, Opportunity Costs,
Comparative Advantage – Using Incentives – Using examples, explain how
examples, explain how scarcity, choice, scarcity, choice, opportunity costs, AND
opportunity costs affect decisions that INCENTIVES affect decisions MADE BY the
households, businesses, and households, businesses, and governments
governments make in the market place make in the market place and explain how
and explain how comparative comparative advantage creates gains
advantage creates gains from trade. from trade.
1.1.2 Entrepreneurship – Identify the risks, Entrepreneurship – Identify the risks, returns
returns and other characteristics of and other characteristics of
entrepreneurship that bear on its entrepreneurship that bear on its
attractiveness as a career. attractiveness as a career.ANALYZE THE
RISKS AND REWARDS OF ENTREPRENEURSHIP
AND ASSOCIATE THE FUNCTIONS OF
ENTREPRENEURS WITH ALLEVIATING
PROBLEMS ASSOCIATED WITH SCARCITY.
1.1.3 MARGINAL BENEFITS AND COSTS – WEIGH
MARGINAL BENEFITS AND MARGINAL COSTS
IN DECISION MAKING.
1.2 Competitive Markets

Analyze how the functions and constraints of business structures, the role of price in the market, and
relationships of investment to productivity and growth, impact competitive markets.
Standard 2007 2018
1.2.1 Business Structures – Compare and Institutions – Compare and contrast the
contrast the functions and constraints functions and constraints facing economic
facing economic institutions including institutions including small and large
small and large businesses, labor unions, businesses, labor unions, banks, and
banks, and households. households DESCRIBE THE ROLES OF
VARIOUS ECONOMIC INSTITUTIONS AND
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PURPOSES THEY SERVE IN A MARKET
ECONOMY.
1.2.2 Price in the Market – Analyze how prices Market Structures– Analyze how prices send
send signals and provide incentives to signals and provide incentives to buyers
buyers and sellers in a competitive and sellers in a competitive market.IDENTIFY
market. THE CHARACTERISTICS OF THE VARIOUS
MARKET STRUCTURES.
1.2.3 Investment, Productivity and Growth – Investment, Productivity and Growth –
Analyze the role investments in physical Analyze the role investments in physical
(e.g., technology) and human capital (e.g., technology) and human capital
(e.g., education) play in increasing (e.g., education) play in increasing
productivity and how these influence productivity and how these influence the
the market. market.
1.3 Prices, Supply, and Demand

Compare how supply, demand, price, equilibrium, and incentives elasticity affect the workings of a
market.
Standard 2007 2018
1.3.1 Law of Supply – Explain the law of supply Supply and Demand – Explain the law of
and analyze the likely change in supply supply and analyze the likely change in
when there are changes in prices of the supply when there are changes in prices of
productive resources (e.g., labor, land, the productive resources (e.g., labor, land,
capital including technology), or the capital including technology), or the profit
profit opportunities available to opportunities available to producers by
producers by selling other goods or selling other goods or services, or the
services, or the number of sellers in a number of sellers in a market.USE THE LAWS
market. OF SUPPLY AND DEMAND TO EXPLAIN
HOUSEHOLD AND BUSINESS BEHAVIOR.
1.3.2 Law of Demand – Explain the law of Law of Demand – Explain the law of
demand and analyze the likely change demand and analyze the likely change in
in demand when there are changes in demand when there are changes in prices
prices of the goods or services, of the goods or services, availability of
availability of alternative (substitute or alternative (substitute or complementary)
complementary) goods or services, or goods or services, or changes in the
changes in the number of buyers in a number of buyers in a market created by
market created by such things as such things as change in income or
change in income or availability of availability of credit.
credit.
1.3.32 Price, Equilibrium, Elasticity, and Price, Equilibrium, Elasticity, and Incentives –
Incentives – Analyze how prices change Analyze how prices change through the
through the interaction of buyers and interaction of buyers and sellers in a market
sellers in a market including the role of including the role of supply, demand,
supply, demand, equilibrium, elasticity, equilibrium, elasticity, and explain how
and explain how incentives (monetary incentives (monetary and non-monetary)
and non-monetary) affect choices of affect choices of households and
households and economic economic organizations.
organizations.
1.4 Role of Government in the Market
Describe the varied ways in which government impacts the market HOUSEHOLDS AND BUSINESSES
through policy decisions, protection of consumers, and as a producer and consumer of goods and
services, and explain how economic incentives affect government decisions REGULATORY LAWS, AND
ORDINANCES.APPLY KEY ECONOMIC ELEMENTS TO HOW GOVERNMENTS AND MARKETS ALLOCATE
RESOURCES DIFFERENTLY AND EXPLAIN WHY THESE DIFFERENCES MATTER IN TERMS OF GROWTH AND
PROSPERITY ACROSS THE MASS POPULATION.
Standard 2007 2018
1.4.1 Public Policy and the Market – Analyze Public Policy and the Market – Analyze the
the impact of a change in public policy impact of a change in public policy (such
(such as an increase in the minimum as an increase in the minimum wage, a
wage, a new tax policy, or a change in new tax policy, or a change in interest
interest rates) on consumers, producers, rates) on consumers, producers, workers,
workers, savers, and investors. savers, and investors.
1.4.2 Government and Consumers – Analyze Government and Consumers – Analyze the
the role of government in protecting role of government in protecting
consumers and enforcing contracts, consumers and enforcing contracts,
(including property rights), and explain (including property rights), and explain how
how this role influences the incentives (or this role influences the incentives (or
disincentives) for people to produce disincentives) for people to produce and
and exchange goods and services. exchange goods and services.
1.4.3 Government Revenue and Services – Government Revenue and Services -
Analyze the ways in which local and Analyze the ways in which local and state
state governments generate revenue governments generate revenue (e.g.,
(e.g., income, sales, and property taxes) income, sales, and property taxes) and use
and use that revenue for public services that revenue to supply public services (e.g.,
(e.g., parks and highways). parks and highways).
1.4.4 Functions of Government – Explain the Market Failure– Explain the various functions
various functions of government in a of government in a market economy
market economy including the provision including the provision of public goods and
of public goods and services, the services, the creation of currency, the
creation of currency, the establishment establishment of property rights, the
of property rights, the enforcement of enforcement of contracts, correcting for
contracts, correcting for externalities externalities and market failures, the
and market failures, the redistribution of redistribution of income and wealth,
income and wealth, regulation of labor regulation of labor (e.g., minimum wage,
(e.g., minimum wage, child labor, child labor, working conditions), and the
working conditions), and the promotion promotion of economic growth and
of economic growth and security. security. EXPLAIN THE ROLE FOR
GOVERNMENT IN DEALING WITH BOTH
NEGATIVE AND POSITIVE EXTERNALITIES.
1.4.5 Economic Incentives and Government – Government Failure – Identify and explain
Identify and explain how monetary and how monetary and non-monetary
non-monetary incentives affect incentives affect government officials and
government officials and voters and voters and explain how government
explain how government policies affect policies affect the behavior of various
the behavior of various people including people including consumers, savers,
consumers, savers, investors, workers, investors, workers, and
and producers. producers.CONSEQUENCES OF
Examples column.
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GOVERNMENTAL POLICY - ASSESS THE
INCENTIVES FOR POLITICAL LEADERS TO
IMPLEMENT POLICIES THAT DISPERSE COSTS
WIDELY OVER LARGE GROUPS OF PEOPLE
AND BENEFIT SMALL, AND POLITICALLY
POWERFUL GROUPS.
1.4.6 PRICE CONTROLS – ANALYZE THE IMPACT
OF GOVERNMENT PRICE CONTROLS ON THE
QUANTITY OF A GOOD OR SERVICE
SUPPLIED AND DEMANDED IN A MARKET.
E2 The National Economy of The Unites States of America

2.1 Understanding National Markets
Describe EXPLAIN WHY inflation, unemployment, output, and growth and the factors that cause
changes in those conditions, and describe the role of money and interest rates in national markets.IN
POTENTIAL OUTPUT MATTER TO CONSUMERS AND PRODUCERS.ASSOCIATE STABLE MONEY AND INTEREST
RATES WITH ECONOMIC PROSPERITY.
Standard 2007 2018
2.1.1 Income – Describe how individuals and Circular Flow and the National Economy –
businesses earn income by selling Describe how individuals and businesses
productive resources. earn income by selling productive
resources.USING THE CONCEPT OF
CIRCULAR FLOW, ANALYZE THE ROLES OF
AND RELATIONSHIP BETWEEN HOUSEHOLDS,
BUSINESS FIRMS, AND GOVERNMENT IN THE
ECONOMY OF THE UNITED STATES.
2.1.2 Circular Flow and the National Economy Economic Indicators – Using the concept of
– Using the concept of circular flow, circular flow, analyze the roles of and the
analyze the roles of and the relationships relationships between households, business
between households, business firms, firms, financial institutions, and government
financial institutions, and government and nongovernmental agencies in the
and non-government agencies in the economy of the United States.USING A
economy of the United States. NUMBER OF INDICATORS, SUCH AS GDP,
PER CAPITA GDP, UNEMPLOYMENT RATES,
AND CONSUMER PRICE INDEX, ANALYZE THE
CURRENT AND FUTURE STATE OF AN
ECONOMY.
2.1.3 Financial Institutions and Money Supply – Financial Institutions and Money Supply –
Analyze how decisions by the Federal Analyze how decisions by the Federal
Reserve and actions by financial Reserve and actions by financial institutions
institutions (e.g., commercial banks, (e.g., commercial banks, credit unions)
credit unions) regarding deposits and regarding deposits and loans, impact the
loans, impact the expansion and expansion and contraction of the money
contraction of the money supply. supply.
2.1.4 Money Supply, Inflation, and Recession – Money Supply, Inflation, and Recession –
Explain the relationships between money Explain the relationships between money
supply, inflation, and recessions. supply, inflation, and recessions.
Standard 2007 2018
2.1.5 Gross Domestic Product (GDP) and Gross Domestic Product (GDP) and
Economic Growth – Use GDP data to Economic Growth – Use GDP data to
measure the rate of economic growth in measure the rate of economic growth in
the United States and identify factors the United States and identify factors that
that have contributed to this economic have contributed to this economic growth
growth
2.1.6 Unemployment – Analyze the character Unemployment – Analyze the character of
of different types of unemployment different types of unemployment including
including frictional, structural, and frictional, structural, and cyclical.
cyclical.
2.1.7 Economic Indicators – Using a number of Economic Indicators – Using a number of
indicators, such as GDP, per capita GDP, indicators, such as GDP, per capita GDP,
unemployment rates, and Consumer unemployment rates, and Consumer Price
Price Index, analyze the characteristics Index, analyze the characteristics of
of business cycles, including the business cycles, including the
characteristics of peaks, recessions, and characteristics of peaks, recessions, and
expansions. expansions.
2.1.8 Relationship Between Expenditures and Relationship Between Expenditures and
Revenue (Circular Flow) – Using the Revenue (Circular Flow) – Using the circular
circular flow model, explain how flow model, explain how spending on
spending on consumption, investment, consumption, investment, government and
government and net exports determines net exports determines national income;
national income; explain how a explain how a decrease in total
decrease in total expenditures affects expenditures affects the value of a nation’s
the value of a nation’s output of final output of final goods and services.
goods and services.
2.1.9 American Economy in the World – American Economy in the World – Analyze
Analyze the changing relationship the changing relationship between the
between the American economy and American economy and the global
the global economy including, but not economy including, but not limited to, the
limited to, the increasing complexity of increasing complexity of American
American economic activity (e.g., economic activity (e.g., outsourcing, off-
outsourcing, off-shoring, and supply- shoring, and supply-chaining) generated
chaining) generated by the expansion by the expansion of the global economy.
of the global economy. (National (National Geography Standard 11, p. 206)
2.2 Role of Government in the United States Economy

Analyze the role of government in the United States economy by identifying macroeconomic goals;
comparing perspectives on government roles; analyzing fiscal and monetary policy; ASSESSING THE
PROTECTIVE ROLE OF GOVERNMENT; and describing the role of government as a producer and
consumer of public goods and services. Analyze how governmental decisions on taxation, spending,
protections, and regulation impact macroeconomic goals.
Standard 2007 2018
2.2.1 Federal Government and Government Involvement in the Economy –
Macroeconomic Goals – Identify the Identify EVALUATE the three
three macroeconomic goals of an macroeconomic goals of an economic
Examples column.
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economic system (stable prices, low system (stable prices, low unemployment,
unemployment, and economic growth). and economic growth).
2.2.2 Macroeconomic Policy Alternatives – Government Revenue and Services –
Compare and contrast differing policy Compare and contrast differing policy
recommendations for the role of the recommendations for the role of the
Federal government in achieving the Federal government in achieving the
macroeconomic goals of stable prices, macroeconomic goals of stable prices, low
low unemployment, and economic unemployment, and economic
growth. growth.EVALUATE THE WAYS IN WHICH
GOVERNMENTS GENERATE REVENUE ON
CONSUMPTION, INCOME, AND WEALTH,
AND USE THAT REVENUE TO SUPPLY
GOVERNMENT SERVICES AND PUBLIC
GOODS, AND PROTECT PROPERTY RIGHTS.
2.2.3 Fiscal Policy and its Consequences – Fiscal Policy and its Consequences –
Analyze the consequences – intended Analyze the consequences – intended and
and unintended – of using various tax unintended – of using various tax and
and spending policies to achieve spending policies to achieve
macroeconomic goals of stable prices, macroeconomic goals of stable prices, low
low unemployment, and economic unemployment, and economic growth.
growth.
2.2.4 Federal Reserve and Monetary Policy – Federal Reserve and Monetary Policy –
Explain the roles and responsibilities of Explain the roles and responsibilities of the
the Federal Reserve System and Federal Reserve System and compare and
compare and contrast the contrast the consequences – intended and
consequences – intended and unintended – of different monetary policy
unintended – of different monetary actions of the Federal Reserve Board as a
policy actions of the Federal Reserve means to achieve macroeconomic goals
Board as a means to achieve of stable prices, low unemployment, and
macroeconomic goals of stable prices, economic growth.
low unemployment, and economic
growth.
2.2.5 Government Revenue and Services – Government Revenue and Services –
Analyze the ways in which governments Analyze the ways in which governments
generate revenue on consumption, generate revenue on consumption,
income and wealth and use that income and wealth and use that revenue
revenue for public services (e.g., parks for public services (e.g., parks and
and highways) and social welfare (e.g., highways) and social welfare (e.g., social
social security, Medicaid, Medicare). security, Medicaid, Medicare).
E3 The International Economy

3.1 Economic Systems
Explain how different economic systems, including free market, command, and mixed systems,
coordinate and facilitate the exchange, production, distribution, and consumption of goods and
services.
Standard 2007 2018
3.1.1 Major Economic Systems – Give Major Economic Systems – Give examples
examples of and analyze the strengths of and analyze the strengths and
Standard 2007 2018
and weaknesses of major economic weaknesses of major economic systems
systems (command, market and mixed), (command, market and mixed), including
including their philosophical and their philosophical and historical
historical foundations (e.g., Marx and foundations (e.g., Marx and the Communist
the Communist Manifesto, Adam Smith Manifesto, Adam Smith and the Wealth of
and the Wealth of Nations). Nations).
206)
3.1.21 Developing Nations – Assess how factors Assess how factors such as availability of
such as availability of natural resources, natural resources, investments in human
investments in human and physical and physical capital, technical assistance,
capital, technical assistance, public public attitudes and beliefs, property rights,
attitudes and beliefs, property rights and and free trade can affect economic
free trade can affect economic growth growth in developing nations. (National
in developing nations. (National Geography Standards 1 and 4, pp.184 and
Geography Standards 1 and 4, pp. 184 190)
and 190)
3.1.32 International Organizations and the International Organizations and the World
World Economy – Evaluate the diverse Economy – Evaluate the diverse impact of
impact of trade policies of the World trade policies of the World Trade
Trade Organization, World Bank, or Organization, World Bank, or International
International Monetary Fund on Monetary Fund on developing economies
developing economies of Africa, Central of Africa, Central America, or Asia, and on
America, or Asia, and the developed the developed economies of the United
economies of the United States and States and Western Europe.(National
Western Europe. (National Geography Geography Standard 11, p.206)
3.1.43 GDP and Standard of Living – Using GDP and Standard of Living – Using current
current and historical data on real per and historical data on real per capita GDP
capita GDP for the United States, and at for the United States, and at least three
least three other countries (e.g., Japan, other countries (e.g., Japan, Somalia, and
Somalia, and South Korea) construct a South Korea) construct a relationship
relationship between real GDP and between real GDP and standard of living.
standard of living. (National Geography (National Geography Standard 11, p. 206)
COMPARING ECONOMIC SYSTEMS –
COMPARE AND CONTRAST THE EXTENT TO
WHICH NATIONAL ECONOMIES RELY ON
GOVERNMENT DIRECTIVES (CENTRAL
PLANNING) AND SIGNALS (PRICES) FROM
FREE MARKETS TO ALLOCATE SCARCE
GOODS, SERVICES, AND PRODUCTIVE
RESOURCES.
3.1.5 Comparing Economic Systems – Using Comparing Economic Systems – Using the
the three basic economic questions three basic economic questions (e.g., what
(e.g., what to produce, how to produce, to produce, how to produce, and for
and for whom to produce), compare whom to produce), compare and contrast
and contrast a socialist (command) a socialist (command) economy (such as
economy (such as North Korea or Cuba) North Korea or Cuba) with the Capitalist as
Examples column.
P a g e | 147
Standard 2007 2018

with the Capitalist as a mixed, free a mixed, free market system of the United
market system of the United States. States.
206)
3.1.64 Impact of Transitional Economies – Impact of Transitional Economies – Analyze
Analyze the impact of transitional the impact of transitional economies, such
economies, such as in China and India, as in China and India, on the global
on the global economy in general and economy in general and the American
the American economy in particular. economy in particular. (National
206)
3.2 Economic Interdependence – Trade

Describe how FREE AND VOLUNTARY trade generates economic development and interdependence,
and analyze the resulting challenges and benefits AND COSTS for individuals, producers, and
governments PROSPERITY AND WEALTH ACROSS THE MASS POPULATION.REGARDLESS OF INCOME
LEVELS, RACE, GENDER, OR CREED, INDIVIDUALS WORK HARMONIOUSLY AND COOPERATIVELY TO SERVE
OTHERS IN FASHIONS THAT OTHERS VALUE AND TRADE FOR THE REST.
Standard 2007 2018
3.2.1 Absolute and Comparative Advantage Absolute and Comparative Advantage –
– Use the concepts of absolute and Use the concepts of absolute and
comparative advantage to explain why comparative advantage to explain why
goods and services are produced in one goods and services are produced in one
nation or locale versus another. nation or locale versus another. (National
206)
3.2.2 Domestic Activity and World Trade – Domestic Activity and World Trade – Assess
Assess the impact of trade policies (i.e. the impact of trade policies (i.e.tariffs,
tariffs, quotas, export subsidies, product quotas, export subsidies, product standards
standards and other barriers), monetary and other barriers), monetary policy,
policy, exchange rates, and interest exchange rates, and interest rates on
rates on domestic activity and world domestic activity and world trade.
trade. (National Geography Standard (National Geography Standard 11, p.206)
11, p. 206)
3.2.3 Exchange Rates and the World Trade – Exchange Rates and the World Trade –
Describe how interest rates in the United Describe how interest rates in the United
States impact the value of the dollar States impact the value of the dollar
against other currencies (such as the against other currencies (such as the Euro),
Euro), and explain how exchange rates and explain how exchange rates affect the
affect the value of goods and services value of goods and services of the United
of the United States in other markets. States in other markets. (National
206)
3.2.43 Monetary Policy and International Trade Exchange Rates and the World Trade –
– Analyze how the decisions made by a Analyze how the decisions made by a
country’s central bank (or the Federal country’s central bank (or the Federal
Reserve) impact a nation’s international Reserve )impact a nation’s international
trade.(National Geography Standard 13,
Standard 2007 2018
trade. (National Geography Standard p.210) THE EFFECTS ON TRADE OF A
13, p. 210) CHANGE IN EXCHANGE RATES BETWEEN
TWO CURRENCIES.
3.2.54 The Global Economy and the The Global Economy and the Marketplace
Marketplace – Analyze and describe – Analyze and describe how the global
how the global economy has changed economy has changed the interaction of
the interaction of buyers and sellers, buyers and sellers such as in the
such as in the automobile industry. automobile industry. (National Geography
Standard 13, p.210).
210)
E4 Personal Finance
4.1 Decision Making
Describe and demonstrate how the economic forces of scarcity and opportunity costs impact
individual and household choices.
Standard 2007 2018
4.1.1 Scarcity and Opportunity Costs – Apply Earning Income – Apply concepts of
concepts of scarcity and opportunity scarcity and opportunity costs to personal
costs to personal financial decision financial decision making. CONDUCT
making. RESEARCH REGARDING POTENTIAL INCOME
AND EMPLOYEE BENEFIT PACKAGES, NON-
INCOME FACTORS THAT MAY INFLUENCE
CAREER CHOICE, BENEFITS AND COSTS OF
OBTAINING THE NECESSARY EDUCATION OR
TECHNICAL SKILLS, TAXES A PERSON IS LIKELY
TO PAY, AND OTHER POSSIBLE SOURCES OF
INCOME.
4.1.2 Marginal Benefit and Cost – Use Buying Goods and Services – Use examples
examples and case studies to explain and case studies to explain and evaluate
and evaluate the impact of marginal the impact of marginal benefit and
benefit and marginal cost of an activity marginal cost of an activity on choices and
on choices and decisions. decisions. DESCRIBE THE FACTORS THAT
CONSUMERS MAY CONSIDER WHEN
PURCHASING A GOOD OR SERVICE,
INCLUDING THE COSTS, BENEFITS, AND THE
ROLE OF GOVERNMENT IN OBTAINING THE
INFORMATION.
4.1.3 Personal Finance Strategy – Develop a Saving – Develop a personal finance
personal finance strategy for earning, strategy for earning, spending, saving and
spending, saving and investing investing resources. IDENTIFY THE
resources. INCENTIVES PEOPLE HAVE TO SET ASIDE
INCOME FOR FUTURE CONSUMPTION, AND
EVALUATE THE IMPACT OF TIME, INTEREST
RATES, AND INFLATION UPON THE VALUE OF
SAVINGS.
4.1.4 Key Components of Personal Finance – Using Credit – Evaluate key components of
Evaluate key components of personal personal finance including, money
Examples column.
P a g e | 149
Standard 2007 2018

finance including, money management, management, saving and investment,
saving and investment, spending and spending and credit, income, mortgages,
credit, income, mortgages, retirement, retirement, investing (e.g., 401K, IRAs), and
investing (e.g., 401K, IRAs), and insurance.THE BENEFITS, COSTS, AND
insurance. POTENTIAL IMPACTS OF USING CREDIT TO
PURCHASE GOODS AND SERVICES.
4.1.5 Personal Decisions – Use a decision- Financial Investing – Use a decision-making
making model (e.g., stating a problem, model (e.g., stating a problem, listing
listing alternatives, establishing criteria, alternatives, establishing criteria, weighing
weighing options, making the decision, options, making the decision, and
and evaluating the result) to evaluate evaluating the result) to evaluate the
the different aspects of personal finance different aspects of personal finance
including careers, savings and investing including careers, savings and investing
tools, and different forms of income tools, and different forms of income
generation. generation.ANALYZE THE RISKS, EXPECTED
RATE OF RETURN, TAX BENEFITS, IMPACT OF
INFLATION, ROLE OF GOVERNMENT
AGENCIES, AND IMPORTANCE OF
DIVERSIFICATION WHEN INVESTING IN
FINANCIAL ASSETS.
4.1.6 Risk Management Plan – Develop a risk Protecting and Insuring – Develop a risk
management plan that uses a management plan that uses a
combination of avoidance, reduction, combination of avoidance, reduction,
retention, and transfer (insurance). retention, and transfer (insurance).ASSESS
THE FINANCIAL RISK OF LOST INCOME,
ASSETS, HEALTH, OR IDENTITY, AND
DETERMINE IF A PERSON SHOULD ACCEPT
THE RISK EXPOSURE, REDUCE RISK, OR
TRANSFER THE RISK TO OTHERS BY PAYING A
FEE NOW TO AVOID THE POSSIBILITY OF A
LARGER LOSS LATER.

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Social Studies

Office of Educational Supports

SOCIAL STUDIES CONTENT EXPECTATIONS: KINDERGARTEN

G2 Places and Regions

CIVICS AND GOVERNMENT

C2 Values and Principles of American Democracy

C5 Role of the Citizen in American Democracy, A CONSTITUTIONAL REPUBLIC

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.3 Persuasive Communication About a Public Issue

P4.2 Citizen Involvement

G2 Places and Regions

CIVICS AND GOVERNMENT

C2 CORE Values and Principles of American Democracy, A CONSTITUTIONAL REPUBLIC

C5 Role of the Citizen in American Democracy, A CONSTITUTIONAL REPUBLIC

P3.3 Persuasive Communication About a Public Issue

P4.2 Citizen Involvement

SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE TWO

Standard 2007 2018

G5 Environment and Society

CIVICS AND GOVERNMENT

C2 CORE Values and Principles of American Democracy, A CONSTITUTIONAL REPUBLIC

C3 Structure and Functions of Government

C5 Role of the Citizen in American Democracy, A CONSTITUTIONAL REPUBLIC

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.3 Persuasive Communication About a Public Issue

P4.2 Citizen Involvement

SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE THREE

G2 Places and Regions

G5 Environment and Society

CIVICS AND GOVERNMENT

C2 CORE Values and Principles of American Democracy, A CONSTITUTIONAL REPUBLIC

C3 Structure and Functions of Government

C5 Role of the Citizen in American Democracy, A CONSTITUTIONAL REPUBLIC

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.3 Persuasive Communication About a Public Issue

P4.2 Citizen Involvement

SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE FOUR

G2 Places and Regions

G5 Environment and Society

CIVICS AND GOVERNMENT

C2 CORE Values and Principles of American Democracy, A CONSTITUTIONAL REPUBLIC

C5 Role of the Citizen in American Democracy, A CONSTITUTIONAL REPUBLIC

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.3 Persuasive Communication About a Public Issue

SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE FIVE

U1.2 European Exploration

U1.3 African Life Before the 16th Century

U1.4 Three World Interactions

U2 USHG ERA 2 – COLONIZATION AND SETTLEMENT (1585-1763)

Standard 2007 2018

5 – U2.1.3 Describe significant developments in the Describe significant developments in the

U2.2 European Slave Trade and Slavery in Colonial America

U2.3 Life in Colonial America

U3 USHG ERA 3 REVOLUTION AND THE NEW NATION (1754 - 1800)

U3.2 The American Revolution and Its Consequences

Standard 2007 2018

U3.3 Creating New Government(s) and a New Constitution

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.3 Persuasive Communication About a Public Issue

Standard 2007 2018

SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE SIX

H1.4 Historical Understanding

Standard 2007 2018