2018 Mississippi College- and Career-Readiness Standards for Social Studies

Mississippi Administrative Code

Section: 7-193

Jurisdiction: MS

Bluebook Citation: 7 Miss. Admin. Code Pt. 193

Title 7: Education K-12 Part 193: Mississippi College- and Career-Readiness Standards for Social Studies

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Kim S. Benton, Ed.D. Interim State Superintendent of Education

Wendy Clemons

ACADEMIC OFFICE

Associate State Superintendent

TEAM MEMBERS

Tenette Smith, Ed.D. Executive Director, Office of Elementary Education and Reading

Lea Johnson, Ph. D. Bureau Director, Office of Professional Development and Innovative Programs

Tammy Crosetti Bureau Director, Office of Secondary Education 3

MISSISSIPPI DEPARTMENT OF EDUCATION Post Office Box 771 Jackson, Mississippi 39205-0771

Office of Elementary Education and Reading Office of Secondary Education 601.359.2586 4

601.359.3461 www.mdek12.org/ESE

TABLE OF CONTENTS Acknowledgements – Pg. 5-8 Introduction – Pg. 9 PRIMARY COURSES – Pg. 16 to 74 Section 1: Elementary (K – 6) – Pg. 16-55 Section 2: Middle School (7, 7C, and 8) – Pg. 56-74 CARNEGIE UNIT COURSES – Pg. 76 to 174 1. Section 1: Required Courses – Pg. 76 to 119 MS Studies – Pg. 78- 82 World History – Pg. 83 - 90 US History – Pg. 91-103 Government – Pg. 104-111 Economics – Pg. 112-119 1. Section 2: Elective Courses – Pg. 120 to 174 Introduction to Geography – 121-124 Advanced World Geography – Pg. 125-129 African American Studies – Pg. 130-136 History of the Ancient Middle East – Pg. 137-140 5 Problems of American Democracy – Pg. 141-147 Psychology I – Pg. 148-151 Psychology II – Pg. 152-155 Sociology – Pg. 156-160

ACKNOWLEDGEMENTS 2022 MISSISSIPPI COLLEGE-AND-CAREER-READINESS STANDARDS FOR THE SOCIAL STUDIES REVIEW COMMITTEE The Office of Secondary Education, through the Mississippi Department of Education (MDE), deeply appreciates the time and expertise given by the following individuals to the revision of the Mississippi College- and Career-Readiness Standards (MS CCRS) for the Social Studies 2021 draft of the Mississippi College-and-Career-Readiness Standards for Social Studies 2018.

The 2022 Review Committee consisted of representatives from each of the four congressional districts with a total of 62 members on the Review Committee. The committee members were invited to solicit feedback from the field prior to a face-to-face work session, which was aided by 26 MDE employees serving in the role of facilitator or note-taker. During the revisions process, teachers, administrators, curriculum directors, and university professors had an opportunity to review the proposed 2021 draft of the MS CCRS for Social Studies along with the public comments. A total of 241 educators (Congressional District 1- 56, Congressional District 2-73, Congressional District 3- 58, Congressional District 4-54), as well as seven university professors, gave input into the revision of the standards.

SOCIAL STUDIES 2022 STANDARDS COMMITTEE Vanessa Acosta

Hancock County School District

Rebecca Anderson

Harrison County School District

LaKristie Barner

West Tallahatchie School District

Lisa Benson

Poplarville School District

Caleb Boettcher

Tupelo Public School District

Alfred Boyd

Madison County School District

Cassandra Brower

Calhoun County School District

Andrea Burroughs

Jackson Public School District

Heidi Byrd

Pass Christian Public School District

Manya Chappell

Aberdeen School District

Krystal Cole

Vicksburg-Warren School District

Tiffany Davis

Greenville Public School District

Alexandria Drake

Jackson Public School District

John Eaton

North Tippah School District

Michelle Fisackerly

Vicksburg-Warren School District

Elizabeth Green

Pascagoula-Gautier School District

Carl Gregory

Marshall County School District

Kelly Griffin

Lawrence County School District

Laura Guidry

Madison County School District

Daa’iyah Herd

Hinds County Public School District

Tristan Howell

Choctaw Tribal Schools

Elizabeth Jackson

Rankin County School District

Wykimie Johnson

Hinds County School District

Darrell Jones

Lowndes County School District

Karen King

Claiborne County School District

Vickie Landrum

Meridian Public School District

Masha Laney

Amory School District

Natasha Lee

McComb School District

Yolanda Lewis

Jackson Public School District

Aleatrice Liddell

Canton Public School District

John Lucente

Picayune Public School District

Melody Macon

Madison County School District

Vickie Malone

Mississippi School for the Arts

Brett Mayfield

MDE

Jordan Meek

Columbia School District

Valerie Moore

McComb School District

Skye Morgan

Petal School District

Abigail Myers

Simpson County School District

Michael Nelson

Canton Public School District

Cassandra Newsome

Kosciusko School District

Mississippi Department of Education Committee Leads:

SOCIAL STUDIES 2022 STANDARDS COMMITTEE Daniel Parrish

Oxford School District

Katina Pickens

West Point School District

Heather Pickering

Simpson County School District

David Pinnow

Desoto County School District

Melinda Pittman

Pontotoc City School District

Sally Quong

University of Mississippi

Rebecca Rigby

Biloxi Public School District

Whitney Rollins

Lamar County School District

Cathy Roy

Pearl River County School District

LaTonya Slater

Tupelo Public School District

Jonathan Smith

Clinton Public School District

Julia Speed

Harrison County School District

Susan Stewart

Jackson County School District

Alicia Stringer

Rankin County School District

(contin ued)

Wendy Clemons

Associate Superintendent

Tammy Crosetti

Bureau Director Secondary Education

Dr. Marla Davis

Associate Superintendent- Academic Liaison

Mandy Hackman

Director of CTE Program Quality

Dr. Lea Johnson

Bureau Director of Professional Development

Amy Pinkerton

Professional Development Coordinator Lead

Matt Sheriff

Gifted Interventions

Elizabeth Simmons

Instructional Materials and Library Media Director

Dr. Tenette Smith

Executive Director Elementary Education/Reading

Laurie Weathersby

Bureau Director Student Intervention

Mississippi Department of Education Committee Supports:

Melissa Banks

Director of Digital Learning

Cathy Barnett

IDEA Fiscal Lead

Jayda Brantley

Student Interventions

Dr. Dexter Brookins

State Director for JROTC

Jean Cook

Chief of Communication

David Cress

Career Academy Director

University Representatives: Dr. Jonathan Brooke

William Carey University

Dr. Vicki Davidson

Tougaloo College

Dr. Katherine Green

MS Valley State University

Dr. Earnistine Lee

Alcorn State University

Dr. Felicia McGowan

Alcorn State University

SOCIAL 2021 STANDARDS COMMITTEE Dr. BradleySTUDIES Phillis University of Southern MS Megan Alvarez Dr. Stephanie Rolph

Jackson County School District Belhaven University

Jennifer Lewis

Jackson Public School District

Kenneth Anthony

Mississippi State University

Joshua Lindsey

Gulfport School District

Amber Armstrong

Rankin County School District

Clay Mangrum

DeSoto County School District

Ben Austin

Petal School District

Ouida McDaniel

George County School District

Caroline Bartlett

Long Beach School District

Charlotte McNeese

Madison County School District

Catherine Beasley

Rankin County School District

Lynsey McQueen

Jackson Public School District

Brandon Bolen

Mississippi College

Nicole Miller

Mississippi State University

Terry Boler

DeSoto County School District

9Bruce Mize

West Point Consolidated School District

Laura Boughton

Oxford School District

Skye Morgan

Petal School District

Kathryn Daniels

Petal School District

Melanie Easom

Lamar County School District

Shira Muroff Kyle Nichols

MS Department of Archives and History Clinton Public School District

INTRODUCTION MISSION STATEMENT The Mississippi Department of Education (MDE) is dedicated to student success, which includes improving student achievement in the social studies, equipping citizens to solve complex problems, and establishing fluent communication skills, while preparing students for college, career, and civic life. The Mississippi College‐ and Career‐Readiness Standards (MS CCRS) provide a consistent, clear understanding of what students are 10

expected to know and be able to do by the end of each grade level or course. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careers and allowing students to compete in the global economy.

PURPOSE This document is designed to provide districts and K-12 social studies teachers with a basis for curriculum development. In order to prepare students for careers and college, it outlines what knowledge students should obtain, and the types of skills students must master upon successful completion of each grade level. The 2022 MS CCRS for the Social Studies reflect national expectations while focusing on postsecondary success, but they are unique to Mississippi in addressing the needs of our students and teachers. The standards’ content centers around four practices: conceptual understanding, fostering inquiry, collaboration and action, and integration of content skills. Instruction in these areas is designed for a greater balance between content and process. Teachers are encouraged to transfer more ownership of the learning process to students, who can then direct their own learning and develop a deeper understanding of the social studies and the problem-solving process. Doing so will produce students who will become more capable, independent, and literate adults.

IMPLEMENTATION The 2022 MS CCRS for the Social Studies Revision will be implemented during the 2023 – 2024 academic year.

REVISION PROCESS MS CCR STANDARDS FOR THE Social Studies

The MS CCRS for Social Studies 2018 along with the following documents were used as foundational references to the MS CCRS for Social Studies 2022.

National Council for the Social Studies: College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History

National Assessment of Educational Progress (NAEP) Framework for Civics, Economics, Geography, and U.S. History

Fordham Institute Social Studies Standards

ACT College- and Career-Readiness (CCR) Benchmarks

National Standards for History Education

National Standards for the Social Studies

National Standards for Economic Education

National Standards for Civics and Government

Geography for Life (2nd Edition) National Standards for Geography

The SOCIAL STUDIES

Standards for Advanced Placement programs

Social Studies standards from other states: AL, LA, TN, TX

Current literature and research regarding the Social Studies

GEOGRAPHY

ECONOMICS

CIVIL RIGHTS

STRANDS

CIVICS HISTORY 13

The different content strands in social studies combine to give a clear picture of the past and present. Strands also give depth to the social studies curriculum, enabling students to grasp the complexity of events from the past and present and help them acquire critical thinking skills to make informed decisions in the future. The Mississippi College- and Career-Readiness Standards for the Social Studies 2022 is comprised of five (5) essential content strands: Civics, Civil Rights, Economics, Geography, and History. The five (5)

HISTORY The history strand asks students to examine historical events that significantly changed the way humans live through the study of primary and secondary sources. To gain an in-depth historical understanding, students investigate how the past shapes the present, how people and events have changed society through time, and how localized changes can impact the world power structure.

CIVICS The civics strand provides students with a basic understanding of civic life, politics, and government. It allows them to comprehend the workings of their own and other political systems, as well as the relationship of the United States. It creates a foundation for competent and responsible participation in our constitutional democracy. The civics strand should be expanded through instruction by related learning experiences in the school and community that enable students to learn how to participate in their ECONOMICS own governance. The economic strand allows students to grasp economic concepts, as well as an understanding of markets, the U.S. economy in a global setting, and financial literacy to make informed financial decisions throughout their lives. The strand emphasizes economic reasoning through integration into each grade level and course.

GEOGRAPHY The geography strand equips students with the knowledge, skills, and perspectives of world geography to engage in ethical action regarding self, other people, other species, and Earth’s diverse cultures and natural environments. Students learn how to use geographic thinking and information to make well‐reasoned decisions and to solve personal and community problems.

CIVIL RIGHTS Mississippi Code 37-13-193 requires the Mississippi Department of Education to work with the Mississippi Civil Rights Education Commission to incorporate civil rights education into the state’s K-12 educational programs. Civil rights education, as understood by the writers of this framework, is defined as the mastery of content, skills and values that are learned from a focused and meaningful exploration of civil rights issues (both past and present), locally, nationally, and globally. This education should lead learners to understand and appreciate issues such as social justice, power relations, diversity, mutual respect, and civic engagement. Students should acquire a working knowledge of tactics engaged by civil rights activists to achieve social change. Among these are: demonstrations, resistance, organizing, and collective action/unity. The content was incorporated as a content strand throughout the entire K12 framework at the recommendation of the Mississippi Civil Rights Commission.

SEQUENCING Kindergarten

Citizenship at Home and School

First Grade

Citizenship at School

Second Grade

Citizenship in School and Community

Third Grade

Citizenship in Local Government

Fourth Grade

Mississippi Studies and Regions 15

Fifth Grade

United States History from Pre-Columbian Era to American Revolution

Sixth Grade

World Geography and Civics

Seventh Grade

Early World History-Early World History from Pre-Historic Era to Age of Enlightenment or Compacted

Eighth Grade

United States History from Exploration through Reconstruction (1877)

ORGANIZATION OF DOCUMENT

Course Sequence Options: Grades 7 – 9 Best Practices for CCR Sequencing inplease refer Social Studies: The course codes follow the course names in parentheses. For other options for social studies classes, to the Approved Secondary Course Codes Report. These are the most commonly used courses for secondary level students. Beginning with school year 2015-2016, the Tooptions prepareare students to for meet College andcourse Careersequence Readinessfor ACT/SAT in their junior year, the following course sequencing is following available Social Studies middle benchmarks school: recommended for social studies. Any additional upper-level course sequencing is acceptable. 18

Grade Level

7th

TRADITIONAL | OPTION 1

COMPACTED | OPTION 2

ELECTIVE | OPTION 3

(Course Code) World History from

(Course Code) Compacted 7th Grade

(Course Code) World History from Pre-Historic Era

Pre-Historic Era to Age of Enlightenment

Early World History and U.S. History from Exploration to Reconstruction

to Age of Enlightenment

(450837)

(451035) Mississippi Studies

8th

U.S. History from Exploration to Reconstruction

(450705)

U.S. History from Exploration to Reconstruction

AND

(450804)

Introduction to Geography (451030)

Add one/both of the following as electives:

Mississippi Studies (450705) AND

9th

Introduction to Geography

World History from Age of Enlightenment to Present

(451030)

(450835)

• Mississippi Studies (450705) • Introduction to Geography (451030) World History from Age

OR AP Human Geography (450715) *NOTE: For Option 3, U.S. History from Exploration to Reconstruction must be taught in Grade 8. MS Studies and/or Geography are taught in addition to the U.S. History course as separate courses.

of Enlightenment to Present (450835)

KINDERGARTEN 20

Citizenship at Home and School

*The examples listed within the document are not an exhaustive list.

Kindergarten Citizenship at Home and School CIVICS Standard

Objectives 1.

Define authority figures and leaders.

K.CI.1

Define a productive citizen and citizenship.

Demonstrate how to be a productive citizen.

Describe character traits of productive citizens.

List examples of productive citizenship at home and school.

Identify the purpose of rules and explain why rules should be followed.

K.CI.2

Examine the purpose of rules and consequences.2.

Recognize that leaders and authority figures establish rules to provide order, security, and safety. 21

K.CI.3 Differentiate the roles and responsibilities

Differentiate between positive and negative consequences.

Relate how leaders can be authority figures.

Describe the responsibilities of authority figures and leaders.

Identify authority figures and leaders at home, school, and in the community.

of authority figures and leaders.

ECONOMICS Continued

K.E.2 Distinguish goods from services.

Define goods and services.

Identify and classify examples of goods and services.

Explain how goods and services are obtained.

ECONOMICS Standard

K.E.1 Analyze how money is earned and used.

Objectives 1.

Identify different types of jobs and describe their work.

Explain that money is earned through work.

Recognize monetary units.

Distinguish saving from spending. 22

Illustrate how money is used in daily life.

Define needs and wants.

Classify items as needs or wants.

Compare and contrast needs and wants.

K.E.3 Differentiate needs from wants.

CIVIL RIGHTS Standard K.CR.1

Objectives 1.

Define similarity and difference.

Identify examples of similarities and differences.

Explain the importance of both similarities and differences to individuals, families, and communities. Define unity and diversity.

Explore the similarities and differences of individuals and families.

K.CR.2

Examine diversity in the classroom. 2.

3. K.CR.3 Identify the cultural origins and explore

Identify types of diversity in the classroom (e.g., cultural, ethnic, students with disabilities, etc.). Propose different ways to encourage unity and appreciate diversity at home and within the classroom. 1. Describe family customs, traditions, and celebrations held by members of the class and their families (e.g., literature, language, games, songs, dances, etc.).

the customs, traditions, and celebrations of families and schools.

Describe the role that customs, traditions, and celebrations play at school.

Compare and contrast school customs, traditions, and celebrations with those of home and family. 23

GEOGRAPHY Standard

K.G.1 Establish an individual sense of place.

Objectives 1.

Illustrate and label a map of familiar places.

Identify elements of a physical address.

Explain a place using terms related to location, direction, size, and distance (e.g., up, down, left, right, far, near, etc.).

4. 1.

Examine routes and modes of transportation between home and school. Differentiate landforms from bodies of water.

K.G.2

2. Investigate the physical features of the environment. 3.

Define physical features and analyze how physical features of the Earth impact the way of life in various places. Define and describe the way physical environments may change over time (e.g., flooding, tornadoes, hurricanes, etc.).

Discuss various representations of the Earth.

Explain that maps and globes help identify location and physical features of the Earth.

Compare and contrast maps and globes.

Identify cardinal directions (e.g., north, south, east, west).

Locate the local community, Mississippi, and the United States using maps and globes.

K.G.3 Recognize representations of the Earth.

HISTORY Standard

Objectives

Define symbols and customs (e.g., school mascot, community logo, Mississippi state flag, United States flag, American eagle, etc.).

K.H.1 2. Recognize symbols, customs, and celebrations of local communities, Mississippi, and the United States. 3.

Identify school, community, state, and national symbols. State the Pledge of Allegiance and patriotic songs as expressions of patriotism.

Identify historical figures that are used as symbols of American culture (e.g., currency, monuments, and place names, etc.).

2. Describe the impact of significant historical figures and events.

Examine historical events that are significant to American culture (4th of July, Thanksgiving, Presidents Day, Juneteenth, etc.).

Interpret how oral traditions helped express important cultural and historical beliefs.

K.H.2

Grade 1 Citizenship at School 27

*The examples listed within the document are not an exhaustive list.

Grade 1 Citizenship at School CIVICS Standard

1.CI.1 Differentiate the rights and responsibilities citizens have in varying roles.

Objectives 1.

Define and identify rights and responsibilities.

Compare and contrast children’s rights and responsibilities at home, school, and in the community.

Identify the various ways that citizens participate in their communities such as voting and volunteering. 1.

Compare and contrast rules and laws.

Differentiate the consequences of breaking rules versus breaking laws.

Recognize that the governments establish laws to create peace and provide order.

1.CI.2 Distinguish rules from laws.

1.CI.3

Define patriotism.

Discuss how citizens show patriotism and respect for their communities and country.

Identify patriotic symbols of the local community, Mississippi, and the United States

Explain the importance of the Pledge of Allegiance and National Anthem

Discuss patriotism and how it is demonstrated by citizens.

ECONOMICS Standard

1.E.1 Justify why people work to earn money.

Objectives 1.

Define employment, income, salary, and wages.

Describe what it means to be employed.

Explain that people earn income through work.

Illustrate the exchange of money for goods and services to meet needs and wants. 1. Identify basic needs.

1.E.2

Explain how basic needs are met.

Determine how people meet their basic needs.

Classify items or services as needs and wants.

Examine how people prioritize spending and saving to meet their needs.

CIVIL RIGHTS Standard

Objectives 1.

Define cooperation and compromise.

Evaluate the role of cooperation and compromise within and across various groups.

Identify examples of cooperation and compromise at home and school.

1.CR.2

Analyze how cooperation and compromise supports problem solving in and among different cultures, customs, and traditions. Define culture.

1.CR.1

Examine the diverse cultures found at 30

CIVIL RIGHTS Standard

Objectives

school and in the local community.

Identify various cultures at school and in the local community.

Recognize ways people celebrate their diverse cultural heritage.

Compare and contrast ways people celebrate their diverse cultural heritage.

GEOGRAPHY Standard

Objectives 1.

Identify the seven continents and five major oceans.

Classify the major landforms, and bodies of water on a map (e.g., mountains, hills, lakes, oceans, rivers, etc.).

Describe places in relation to one another using cardinal and intermediate directions.

Understand the relationship of the location of a place from community to county, state, nation, and continent (Jackson is in Hinds County, which is in the state of Mississippi, which is in the country of the USA and on the continent of North America).

1.G.1 Demonstrate a global sense of place.

GEOGRAPHY Standard

Objectives

1.G.2 Examine the relationship between location, climate, physical features, and how people live.

Recognize characteristics of the local region.

Compare and contrast the climate, weather, and seasons of the regions of the United States.

3. 1. 1.G.3

Describe how location impacts daily life for residents in various communities (e.g., shelter, clothing, food, activities, etc.). Demonstrate map skills through vocabulary.

Identify and define cardinal and intermediate directions, compass rose, map symbol and map key.

Construct maps using cardinal and intermediate directions, a compass rose, map symbols, and a map key.

Interpret maps using directions.

HISTORY Standard

1.H.1

Objectives 1.

Identify historical figures who are used as symbols in United States culture.

Examine the significant contributions of historical figures to the local community, state, and United States.

Examine how the United States commemorates historical events through the celebration of national holidays.

Analyze the influence of significant historical figures and events from the history of the United States.

HISTORY Standard

Objectives 1.

Compare and contrast historic and modern forms of communication and sharing of information.

Identify forms of technology and illustrate changes in how it was made and used from its conception to the present (e.g., telephone, assistive technology devices, etc.).

Evaluate how apparel has changed through history, including how and why items are chosen and purchased.

Compare and contrast Americans’ use of free time in the past and present.

1.H.2 Analyze various aspects of historic and modern life in the United States.

Grade 2 Citizenship in School and Community

*The examples listed within the document are not an exhaustive list.

Grade 2 Citizenship in School and Community CIVICS Standard

Objectives 1.

Identify civic virtues and civic responsibilities.

Discuss how common civic virtues among citizens help create peaceful and orderly communities.

Compare civic responsibilities to responsibilities of home and school.

2.CI.1 Differentiate civic virtues from civic responsibilities, then evaluate their role in communities.

CIVICS Standard

Objectives 1.

Discuss importance of fair rules and laws applied to all citizens.

Analyze the fairness of rules and laws.

Identify who is responsible for creating and enforcing rules and laws.

Discuss how laws are fairly created and fairly enforced to protect all the citizens of a community (e.g., civil rights, laws to protect Americans with disabilities, etc.).

2.CI.2 Assess how rules and laws are created to provide equal and fair service and protection to all citizens.

ECONOMICS Standard

Objectives 1.

Define economy and resource.

2.E.1

Categorize resources as natural, renewable, and non-renewable.

Evaluate how the availability of resources impacts the local economy.

Explain people as a resource in the local community.

4. 1.

Examine the relationship between resources and jobs in the local community. Define consumers and producers.

Differentiate consumers from producers.

Examine the interdependence of consumers and producers.

Discuss the connection between resources and producers in the local community.

2.E.2 Assess the relationship between consumers and producers in obtaining goods and services to meet needs.

ECONOMICS Standard

Objectives 5.

Define barter system and monetary system.

Compare and contrast the barter and monetary systems of trade to meet needs.

2.E.3 Recognize factors that affect the price and availability of goods and services.

2.E.4 Identify the role of financial institutions within the community.

Define supply and demand.

Evaluate how the availability of resources impacts the price of goods and services.

Examine how budgets help individuals and families choose how to spend and save money.

Identify various types of financial institutions and their role in the community. 2.

Identify services provided by the various financial institutions in the community.

CIVIL RIGHTS Standard

Objectives

2.CR.1

Determine how traditions and customs create unity and celebrate diversity within

Recognize the cultural contributions of various groups within our community. 37

CIVIL RIGHTS Standard

Objectives

and across various groups.

Examine how cultures, and their traditions and customs, have changed over time.

3. 1.

Evaluate the qualities that build unity among diverse populations. Define respect, tolerance, and acceptance.

Examine the relationship between respect, tolerance, and acceptance and building unity across cultures.

Recognize similarities from the various cultures of the local community.

2.CR.2 Evaluate how diverse cultures build unity in a community.

GEOGRAPHY Standard

2.G.1

Objectives 1.

Categorize map types by representation and usage (e.g., topographic, physical, political, thematic, etc.).

Identify political and physical borders in the United States and across the globe.

Define urban, suburban, and rural.

4. 1.

Locate urban, suburban, and rural areas in Mississippi and United States. Define human settlements and population distribution.

Evaluate human settlements and population distribution around physical features of the Earth.

Determine reasons for human settlement near physical features of the Earth.

Analyze various types of maps.

2.G.2 Examine the connection between physical features of the Earth and where people choose to live.

GEOGRAPHY Standard 2.G.3 Interpret maps using latitude and longitude.

2.G.4 Analyze human modifications to the Earth.

Objectives 1.

Define latitude and longitude.

Locate the major lines of latitude and longitude of the Earth.

Identify then compare hemispheres of the Earth. 1.

Identify human modifications to the Earth.

Compare and contrast the positive and negative impacts of human modifications on the Earth.

HISTORY Standard

Objectives 1.

Identify various primary sources (e.g., Primary – letters, diaries, autobiographies, speeches, interviews; Secondary – magazine articles, textbooks, encyclopedia entries, biographies, etc.).

Use various primary sources to investigate significant people and events of the past.

Examine historical events from multiple perspectives by utilizing primary sources.

Identify vocabulary to express periods of time.

Illustrate events chronologically on a timeline.

Compare and contrast the eras of United States history.

2.H.1 Evaluate how people and events have shaped the local community, state, and nation through primary sources.

2.H.2 Examine the relationship between history and time.

Grade 3 Citizenship in Local Government 40

*The examples listed within the document are not an exhaustive list.

Grade 3 Citizenship in Local Government CIVICS Standard 3.CI.1 Examine the influence of democratic values on the lives of citizens.

Objectives 1.

Define democracy.

Recognize fundamental democratic values.

Discuss the evidence of democratic values at home, school, and local organizations.

CIVICS Standard

Objectives 1.

Identify the three branches of government and the purpose of each branch.

Discuss the roles of leaders in each branch of government at the federal, state, and local levels, including both municipal and county governments.

Recognize locations where government is practiced at the national, state, and local levels.

Compare and contrast services provided to communities and citizens by the federal, state, and local governments (e.g., security, people with disabilities, human services, etc.). Identify the qualifications for candidacy at the federal, state, and local levels.

3.CI.2 Demonstrate knowledge of the three branches of government at the federal, state, and local levels.

1. 3.CI.3

Analyze the common character traits and civic virtues of national, state, and local leaders.

Contrast the responsibilities of elected leaders and citizens in maintaining peaceful and orderly communities.

Examine the requirements of civic leadership.

ECONOMICS Standard

3.E.1 Investigate how local governments obtain and use money to benefit their communities.

Objectives 1.

Define tax.

Discuss the types and purpose of taxes paid by citizens to the government (e.g., sales tax, property tax, income tax, etc.).

Identify goods and services provided by a local government to its community.

Examine how a local community benefits from the goods and services provided by the local government. 42

ECONOMICS Standard

Objectives 1.

Define trade, import, and export.

Contrast imports and exports.

Identify local resources and products exported from the local community and state.

Trace the origin of products for sale in the local community.

Compare and contrast producing and buying goods to meet needs.

3.E.2 Evaluate how individuals and communities use resources and trade to meet needs.

3.E.3 Analyze the factors of population distribution.

Define economic development.

Examine the relationship between economic development, employment opportunities, and where people choose to live.

Evaluate the impact of an individual’s knowledge and skills on their opportunities for employment and income.

Explain how the availability of resources influences where people live.

CIVIL RIGHTS Standard

Objectives

Identify principals of democracy within the Declaration of Independence.

Define and identify civil liberties within the First Amendment.

Compare and contrast principles of democracy and civil liberties.

4. 1.

Explain how individuals exercise principles of democracy and civil liberties in daily life. Define voting, suffrage, and franchise.

3.CR.2

Explain the voting process.

Assess the reliance of democracy on citizen participation.

Illustrate the expansion of voting rights in America.

Identify how citizens participate in democracy apart from exercising the right to vote.

3.CR.1 Examine the Declaration of Independence and the Bill of Rights to recognize the principles of democracy and identify civil liberties.

GEOGRAPHY Standard

3.G.1 Analyze how humans have altered the Earth to meet their needs.

3.G.2 Investigate natural disasters’ effect on the Earth.

Objectives 1.

Define residential, commercial, industrial, and agricultural.

Describe the residential, commercial, industrial, and agricultural areas of the local community and state.

Explain how humans have altered the physical environment for shelter, work, and recreation.

4. 1.

Discuss how human modifications have affected the environment. Define natural disaster.

Identify characteristics of a natural disaster.

Explain how local, state, and national governments cooperate to manage 44

natural disasters. 4.

GEOGRAPHY Continued Standard

Evaluate settlement patterns after a natural disaster.

Objectives

3.G.3

Define renewable and nonrenewable resources.

Identify sources of energy (e.g., oil, petroleum, nuclear power, solar power, etc.).

Categorize energy sources as renewable and nonrenewable.

Examine the impact that human use of resources has on the Earth.

Assess energy sources of the Earth.

3.G.4 Interpret and recognize maps, graphs, and other representations of the Earth.

Analyze patterns of population distributions.

HISTORY Standard

Objectives 1.

Define dictatorship, monarchy, aristocracy, representative democracy, and direct democracy.

Cite an example of each type of government from history.

Compare and contrast the different types of government related to source of authority, how leaders are chosen, limits on power, and the role of 45

3.H.1 Analyze the different types of government throughout history, such as dictatorship, monarchy, aristocracy, representative democracy, and direct democracy.

HISTORY Standard

Objectives citizens.

3.H.2 Examine the framework of the United States government.

Discuss why the United States was established as a representative democracy.

Evaluate the importance of checks and balances to a representative democracy.

Grade 4 Theme: Mississippi Studies and Regions

*The examples listed within the document are not an exhaustive list.

Fourth Grade Theme: Mississippi Studies and Regions This course contains all Social Studies Strands including Civics, Economics, Civil Rights, Geography, and History Standard

Objectives

Standard

4.MS.1 Describe the physical geography and natural resources of the ten regions of Mississippi.

4.MS.2

Objectives 1.

Identify on a map the ten geographical regions of Mississippi (Yazoo Delta, Black Belt, Jackson Prairie, Gulf Coast, Loess Hills, North Central Hills, Flatwoods, Pontotoc Ridge, Tennessee River Hills, and Piney Woods).

Describe features of each region.

Compare and contrast the ten geographical regions of Mississippi in terms of soil, landforms, etc.

Compare and contrast major natural resources throughout Mississippi on a map (e.g., oil, agricultural, etc.).

Map and describe the settlements of the Mississippi Territory (e.g., Natchez, Washington, Port Gibson, Columbia, Winchester, Mobile, Huntsville, etc.).

Trace the routes of explorers (e.g., Hernando de Soto, Rene Robert Cavelier-sieur de La Salle, Pierre Le Moyne d ’Iberville, Jacques Marquette, Louis Jolliet, etc.) and discuss the impact on settlements in the Mississippi Territory.

Explain how differing beliefs regarding land ownership, religion, and culture led to conflicts between Europeans and Native Americans in the Mississippi Territory.

Examine the exploration and settlement of the Mississippi Territory.

Standard

Objectives 1.

Identify the location of major tribes within Mississippi: Choctaw, Chickasaw, and Natchez.

Compare and contrast the cultures and lives of the Choctaw, Chickasaw, and Natchez tribes of historic Mississippi (e.g., homes, roles, beliefs, clothes, games, traditions, food, etc.).

Discuss the impact of the removal of Native Americans from Mississippi.

4.MS.3 Investigate the Native American tribes of historic Mississippi.

4.MS.4

Trace Mississippi’s progression from territory to statehood.

Describe Mississippi’s entry into statehood.

Define political and geographic reasons for changes in location of Mississippi’s state capitol.

4.MS.5 Describe the Antebellum society of Mississippi. 3.

Outline the rise of Mississippi cotton culture.

Link cotton culture to the rise of slavery. Discuss the leaders of the abolition movement and the importance to the end of slavery in the South.

Standard

Objectives 1.

Identify the Mississippi leaders of the secession and the Civil War.

Outline the cause and effects of slavery that led Mississippi to secede from the Union in 1861 and subsequently enter the Civil War.

Investigate how Mississippi supported the Civil War through economic and military efforts.

Compare and contrast the societal roles on the homefront and battlefront during and after the Civil War.

Contrast life from the Antebellum period to post Civil War (e.g., population, economy, government, infrastructure, etc.).

Explain the use of sharecroppers as a response to the end of slavery.

Describe how the Jim Crow laws disenfranchised African Americans in Mississippi.

4.MS.6 Analyze Mississippi’s role in the Civil War.

4.MS.7 Evaluate the impact of Reconstruction and Post-Reconstruction on Mississippi.

Standard

Objectives 1.

Define discrimination, prejudice, segregation, integration, suffrage, and civil rights.

Identify important figures of the modern Civil Rights Movement including Mississippians (e.g., Martin Luther King Jr., Rosa Parks, Medgar Evers, James Meredith, Fannie Lou Hamer, Charles Evers, etc.).

Identify and explain events of the modern Civil Rights Movement, including Brown v. Board of Education (1954), Jim Crow laws, Freedom Summer, and James Meredith’s admission to the University of Mississippi.

Analyze the importance of the Civil Rights Act of 1964 and the Voting Rights Act of 1965 as it relates to Mississippians.

4.MS.8 Analyze the Civil Rights Movement to determine the social, political, and economic impact on Mississippi.

1. Identify Mississippians known for their artwork, music, architecture, and literature (e.g., Wyatt Waters, William Herd, Walter Anderson, B.B. King, Elvis Presley, Marty Stewart, Eudora Welty, Willie Morris, etc.).

4.MS.9 Explain how literature, the arts, architecture, and music distinguish Mississippi from other places.

Describe how literature, the arts, architecture, and music affect tourism within the state.

Standard

Objectives

Cite symbols and explain historical figures that are used in Mississippi’s culture (e.g., monuments, place names, etc.).

Examine events that are significant to Mississippi culture.

4.MS.10 Describe the impact of significant historical figures and events in Mississippi’s past and present.

1. Describe the division of labor within Mississippi (e.g., government, industry, agriculture, etc.). 4.MS.11 Evaluate how geographic and economic factors influence life and work in Mississippi.

2. Determine how land use impacts Mississippi’s economy (e.g., cotton farming vs. soybean farming, pastureland vs. industrial development, beaches vs. casinos, landfills vs. parks, etc.). 3. Explain the benefits and challenges of trade for Mississippi. 4. Describe the economic impact of natural disasters (e.g., hurricanes, tornadoes, earthquakes, etc.).

Grade 5 US History: Pre-Columbian Era to American Revolution

*The examples listed within the document are not an exhaustive list.

Fifth Grade US History: Pre-Columbian Era to American Revolution This course contains all Social Studies Strands including Civics, Economics, Civil Rights, Geography, and History Standards

Objectives 1.

Map the seven continents and five oceans.

Identify and locate the main mountain ranges, rivers, and other key bodies of water.

Locate on a map and discuss the pre-Columbian civilizations in North and South America.

5.1 Identify major geographic areas of the world and specifically North America.

Identify the major Native American tribes of North America and the Caribbean Basin at the beginning of the Columbian Era.

Map the territories of the major Native American Tribes of North America and the Caribbean Basin at the beginning of the Columbian Era.

Determine how tribes in different regions used their environment to obtain, food, clothing, and shelter.

Differentiate the lives and cultures of Native American tribes by region or territory.

5.2 Investigate the people and ways of life of North America and the Caribbean Basin prior to the Columbian Era.

Map the European countries of Spain, Portugal, Great Britain, and France and their initial settlements in North America and Caribbean Basin with respect to trade routes and mitigation.

5.3 Analyze the motivations and consequences of the exploration of North America.

Identify significant European explorers (e.g., Ferdinand Magellan, Hernando de Soto, Rene’ Robert Cavelier Sieur de La Salle, Francis Drake, Walter Raleigh, John Cabot, Christopher Columbus, Samuel de Champlain, etc.), their motivation to and through North America and the Caribbean Basin.

Explain the causes and effects of the Columbian Exchange.

Identify the influential leaders (e.g., Willian Penn, John Smith, Roger Williams, Lord Baltimore, William Bradford, John Winthrop, etc.) responsible for founding colonial settlements.

Describe the role of indentured servitude and slavery in early settlements (e.g., Triangular Trade, indentured servitude, enslaved and free Africans, etc.).

Compare and contrast colonial life in the different regions (e.g., New England, Middle, Southern, etc.) including resources, way of life, economics, local government, etc.

Contrast the views of land use and ownership by Native Americans and colonists.

5.4 Examine the economic, political, and religious reasons for the founding of colonial settlements.

Standards

Objectives

Standards

Objectives 1.

Identify the causes and consequences of the French and Indian War.

5.5 Trace the development of the revolutionary movement in North America.

Explain the reasons for the American Revolution.

Examine the actions taken by the British and colonists and explain how each led to the Revolutionary War (e.g., British Stamp Act, Intolerable Acts, Boston Massacre, Tea Act, etc.).

Standards

5.6

Objectives 1.

Describe the roles of major contributors (e.g., Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Benjamin Franklin, Haym Salomon, etc.).

Identify key battles of the American Revolution and their outcomes (e.g., Lexington and Concord, Bunker Hill, Saratoga, Cowpens, Yorktown, etc.).

Discuss the contributions of African Americans, women, and ordinary citizens in general to the American Revolution.

Examine efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, and the Second Continental Congress.

Explain the colonial victory of the American Revolution.

Summarize the effects of the Treaty of Paris of 1783 on the development of the United States.

Explain major events of the American Revolution.

Standards 5.7

Objectives 1.

Analyze the principles of the Declaration of Independence and the purpose of government.

Analyze the shortcomings of the Articles of Confederation.

Explain how the Northwest Ordinance influenced the framers of the Constitution.

Examine the development of the founding documents of the United States.

5.8

Identify significant attendees of the Constitutional Convention.

Identify key political members of the Federalists and Anti-Federalists.

Contrast the ideology of Federalists from that of the Anti- Federalists.

Describe the plans and compromises that contributed to the creation of the Constitution.

Examine the development of the Constitution of the United States. 4.

Evaluate the features of the Bill of Rights.

Compare and contrast the treatment of African Americans, Native Americans, and women regarding the principles in the Bill of Rights.

Compare and contrast the three branches of government. 60

Standards

Objectives 1.

Define symbols and customs.

Identify school, community, state, and national symbols (e.g., United States flag, American eagle, etc.).

Compare and contrast the Pledge of Allegiance, Preamble, and patriotic songs as expressions of patriotism.

Explain historically significant people and events that shaped America (e.g., our first president, etc.).

5.9 Recognize symbols, customs, and celebrations representative of the United States.

5.10 Identify United States and individual states on a globe and a map.

Identify the United States on a map.

Identify and label each of the 50 states on a map.

Grade 6 World Geography and Civics

*The examples listed within the document are not an exhaustive list.

Grade 6 World Geography and Civics This course contains all Social Studies Strands including Civics, Economics, Civil Rights, Geography, and History Standard

Objectives 1.

Demonstrate the use of map essentials (e.g., directions, latitude and longitude, globes, maps, etc.).

Interpret global connections by using maps to form a geographic spatial perspective.

Explain how experiences and cultures influence perceptions and help people create mental maps.

6.1 Describe the world using the tools of geography including maps, globes, and technological representations.

Standard

Objectives

6.2 Identify geographic patterns in the environment that result from the processes of Earth’s physical systems.

Standard

Analyze the concept, usage, and value of natural resources.

Define atmosphere, biosphere, lithosphere, and hydrosphere.

Describe how Earth-Sun relationships regulate seasonal changes in temperature, precipitation, vegetation, and weather patterns at various locations on Earth.

Explain the major processes and natural phenomena that shape the physical environment and how humans adapt to them.

Investigate ways humans change their environments.

Objectives

6. 3 Analyze how regions are used to describe the organization of the Earth’s surface.

6. 4

Define formal, functional, and perceptual regions.

Identify physical and human features used as the criteria for establishing each type of region.

Identify the formal world regions.

Differentiate the formal regions by their main characteristics. Characterize and differentiate renewable and non-renewable resources.

Identify important resources in the contemporary world and their usage.

Construct maps showing major deposits of important resources (e.g., continents, oceans, major landforms, trade routes on maps, etc.).

Analyze the impact of globalization on modern economic interactions.

Standard

6.5

Objectives 1.

Describe the distinguishing physical and human characteristics of the United States and other countries.

Investigate how people bring meaning to places when they live in a location.

Describe how places impact personal, community, national identities, and culture.

Explain how place-based identities can create stereotypes.

Evaluate how places gain meaning.

Standard

6.6 Describe the characteristics and causes of human population changes and migration.

Objectives 1.

Identify the spatial patterns of population distribution and density.

Explain how physical and human factors impact the population of a place.

Identify major migration patterns in the United States and the world.

Examine the push/pull factors that drive the major migration patterns of the United States and the world.

Classify spatial patterns of settlement, including types, sizes, and models.

Explain why some locations are more conducive for settlement than others.

6.7 Describe the patterns of human settlements and the factors that contribute to their formation.

Describe the relationship between settlement patterns and the location of resources. 65

Standard

6.8

Objectives

Identify and describe ways in which humans modify the physical environment.

Explain how people use technology to access resources.

Assess the opportunities and constraints for human activities created by the physical environment.

Examine how humans and the physical environment are impacted by the extraction of resources and by natural hazards.

Standard

6.9

Locate environmental hazards and the proximity of human populations.

Describe how people respond to natural hazards.

Objectives 1.

Define state, country, and nation-state.

List and explain the features of a sovereign state (nation-state) as a territory with a population that has a defined border, a government to make and enforce laws, and the sovereignty to interact with other nations.

Locate and describe different types of territorial divisions.

Analyze how sovereign nation-states interact with one another.

Standard

Objectives

Identify political boundaries that are based on physical and human factors.

10.

Assess ways the use of land and resources has led to conflict, cooperation, and compromise among nation-states.

11.

Cite evidence of conflict, cooperation, and compromise among nation-states including treaties and wars. 1. Identify and give examples of governments with rule by one, few, or many.

6.10 Examine the ways governments are organized.

1. Compare the ways other sovereign nation-states (e.g., China, Germany, India, North Korea, Russia, etc.) organize government and how they function. 1. Connect the origins of democracy to Athens (present-day Greece) and the republic to the Roman Republic.

6.11

Describe examples of limited and unlimited government.

Explain the rule of law and that government powers are defined by laws that limit its actions (United States Constitution , Bill of Rights, Civil Rights, Americans with Disabilities Act, etc.).

Explain reasons for limiting the power of governments.

Examine governments of nations that abuse the citizens by oppressing religious, ethnic, or political groups.

Describe the difference between limited and unlimited government.

Standard

Objectives 1.

6.12 Analyze the rights and responsibilities of American citizenship.

Define U.S. citizenship.

Examine the naturalization process (e.g., the citizenship exam, etc.).

Describe being an informed citizen.

Explain the rights and responsibilities of citizenship.

4. 1.

Plan ways a citizen can participate at the local, state, and national level. Define civic.

6.13 Examine the challenges of civic engagement in the contemporary world.

Categorize the positive and negative impacts of new media resources when obtaining reliable information for informed decision making. 1.

Assess how growing concerns about security have impacted civil liberty protection. Define civil and citizenship.

Formulate an understanding of citizenship roles in sovereign nation-states within cultural regions of the world.

6.14 Describe how civil rights and citizenship roles vary based on the culture and government of various nation-states.

Compare and contrast human rights and liberties of other sovereign nation-states to those in American founding documents.

Compare and contrast the Declaration of Independence, the Constitution, and the Amendments with the United Nations’ Universal Declaration of Human Rights.

Standard

Objectives 1.

Define and give examples of primary, secondary, and tertiary economic activities in the United States and other countries. 1.

6.15 Explain the geographic patterns of economic interactions.

Illustrate traditional, command and market economic systems.

Chart the characteristics of communism, socialism, and free enterprise by how they answer the three basic economic questions.

Applying the concept of the basic economic questions contrast modern economic interactions with those from the past.

Analyze the impact of globalization on modern economic interactions by investigating the origins of things such as personal belongings or various foods.

Compare and contrast economic and social metrics of various countries (e.g., GDP per capita, Human Misery Index, Gross National Happiness, Infant and Child Mortality Rates, Life Expectancy, Literacy Rates, Human Freedom Index, etc.).

Standard 6.16

Define the factors of production.

Objectives 1.

Explain the characteristics and development of culture.

Describe the major aspects of culture (e.g., religion, beliefs, languages, practices, art, architecture, behaviors, etc.).

Formulate an understanding of the cultural regions of the world: • Western Europe • Eastern Europe • North America • Latin America • South Asia • East Asia

Explain the significance of religious holidays and observances. 69

Standard • Middle East • North Africa • Sub-Saharan Africa • Oceania

Objectives

Explain how culture changes as it is passed from one generation to the next.

Investigate patterns of cultural diffusion.

Investigate how food relates to geography and cultural diffusion.

Identify then contrast the major culture regions around the world to cultures within United States.

Grade 7 Early World History- World History from Pre-Historic Era to the Age of Enlightenment

*The examples listed within the document are not an exhaustive list.

Seventh Grade Early World History- World History from Pre-Historic Era to the Age of Enlightenment Standard

7.1

Objectives 1.

Evaluate how the physical features of Egypt influenced the development of civilization.

Analyze how religion affected the lives of the ancient Egyptians (e.g., architecture, the afterlife, mummification, etc.).

Describe the unique features of ancient Egyptian culture and social class structure.

Explain the power structure of the ancient Egyptian government.

Evaluate the significance of the discovery of the Rosetta Stone.

Trace the influence of trade on the development of Egypt.

Investigate the development of civilization in the Nile River Valley.

Standard

7.2 Examine the development of civilization in the river valleys of China.

Objectives 1.

Summarize the influence of geographical features on the development of ancient China.

Compare and contrast the origins, foundational beliefs and spread of Confucianism and Taoism.

Describe various aspects of Chinese culture, including language, art, architecture, and social class.

Explain the evolution of imperial government of China.

Discuss the creation of the Great Wall.

Trace the influence of trade on the development of China.

Explain the influence of geographical features on the development of ancient Indus River Valley.

Analyze the influence of Hinduism on Indian culture and social practices.

Describe various aspects of Indian culture, including language, art, architecture.

Analyze the power held by each class of the Indian caste system.

Trace the influence of trade on the development of Indus River Valley.

7.3 Analyze the development of civilization in Indus Valley.

Standard

7.4

Objectives 1.

Assess the influence of geographical features on the development of ancient Greece.

Explain how the polytheistic belief system of the ancient Greeks influenced their daily lives.

Describe various aspects of Greek culture including the development of language, art, architecture, social class, and philosophy.

Compare and contrast the monarchy, oligarchy, and democracy of ancient Greece.

Compare and contrast Athens and Sparta.

Trace the influence of trade on the development of Greece.

Explain how the geographical features of the Italian Peninsula influenced the development of ancient Rome.

Analyze how religion impacted the daily lives of the Romans.

Describe Roman culture, including art, language, social class, and recreation.

Contrast the monarchy, republic, and empire of Rome.

Trace the influence of trade on the development of Rome.

Analyze the development of civilizations in ancient Greece.

7.5 Examine the history of ancient Rome.

Standard

7.6

Objectives 1.

Explain how the geographical features of sub-Saharan Africa influenced the development of civilization.

Analyze the origins and foundational beliefs of traditional African religions.

Analyze the influence of Islam on the civilizations of sub-Saharan Africa.

Describe various aspects of culture, including art, architecture, and class structure in sub-Saharan Africa.

Explain how the civilizations of sub-Saharan Africa were governed.

Trace the influence of trade on the development of sub-Saharan Africa.

Compare and contrast animism, monotheism, and polytheism.

Explain the origins and foundational beliefs of Hinduism, Judaism, Buddhism, Christianity, and Islam.

Trace the spread of Hinduism, Judaism, Buddhism, Christianity, and Islam across the globe.

Evaluate the development of sub-Saharan civilizations in East, South and West Africa.

7.7 Examine the developments of early world religions and philosophies.

Standard

Objectives 1.

Explain the system of feudalism and its relationship to the development of European monarchies and nation-states.

Analyze the effects of the Magna Carta on the feudal system.

Describe how the Magna Carta led to the development of a representative government in England.

Describe the events of the Crusades.

Evaluate the Crusades’ lasting effects on Europe.

Examine the role and influence of the Roman Catholic Church in medieval Europe.

Analyze the economic, political, and social effects of the plague on Europe.

7.8 Assess the Middle Ages and the emergence of nation-states in Europe.

7.9

Explain the influence of humanism on the development of the Renaissance.

Identify key figures of the Renaissance including their accomplishments in the arts, music, literature, and architecture.

Explain the causes, events, and points of contention of both the Reformation and the Counter Reformation.

Evaluate how the Renaissance influenced the development of trade.

Investigate the impact of the Renaissance and the Reformation on Europe.

Grade 7 - Compacted Early World History – World History from Pre-Historic Era to the Age of Enlightenment and US History: Exploration through Reconstruction (1877)

*The examples listed within the document are not an exhaustive list.

Seventh Grade Compacted Early World History – World History from Pre-Historic Era to the Age of Enlightenment and US History: Exploration through Reconstruction ( 1877) Standard

Objectives

Standard

Objectives 1.

Evaluate how geographic features of each region impacted the development of each civilization.

Examine the development of ancient civilizations:

Analyze the influence of religion on each civilization.

1. 2. 3. 4. 5. 6.

Describe the cultures of each civilization.

Explain the governing power structure of each civilization.

Trace the influence of trade on the development of each civilization.

Explore the significance of each ancient civilization to modern life in the same region and across the globe. Explain the system of feudalism and its relationship to the development of European monarchies and nation-states.

7C.1 | Early World History

Egypt Imperial China India Greece Rome Sub-Saharan Africa

7C.2 | Early World History

Analyze the effects of the Magna Carta on the feudal system.

Assess the Middle Ages and the emergence of nation-states in Europe.

Examine the role and influence of the Roman Catholic Church in medieval Europe including the Crusades.

Analyze the economic, political, and social effects of the plague on Europe.

Standard

Objectives 1.

Identify key figures of the Renaissance including their accomplishments in the arts, music, literature, and architecture.

Explain the causes, events, and points of contention of both the Reformation and the Counter Reformation.

Evaluate how the Renaissance influenced the development of trade.

7C.3 | Early World History Investigate the impact of the Renaissance and the Reformation on Europe.

Trace explorers’ routes to the New World.

Explain the development and impact of the Columbian Exchange.

Identify the economic, political, and religious reasons for founding the Thirteen Colonies and the role of indentured servitude and slavery in their settlement.

Describe how the English Bill of Rights, Mayflower Compact, and Virginia House of Burgesses led to the English Colonial idea of self-government.

Examine the diversity that emerged from the establishment of Colonial America.

Describe the social structures that formed in the various colonies.

Describe the relationships between the various Native American and colonial groups.

7C.4 | U.S. History Examine major aspects of the development of the United States from Exploration to 1754.

Standard

Objectives 1.

Analyze the causes and consequences of the French and Indian War.

Recognize the major reasons for English taxes after the French and Indian War and colonial responses from 1763-1774 (e.g., Proclamation of 1763, Sugar Act, Stamp Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts, etc.).

Identify key figures in the Revolutionary Era and their influence on the movement (e.g., George Washington, Samuel Adams, Crispus Attucks, John Adams, John Hancock, Mercy Otis Warren, etc.).

Compare and contrast the decisions of the first and second Continental Congresses.

Explain the historical and present-day significance of the Declaration of Independence.

Examine the immediate events that led to the first shot of the Revolutionary War.

Examine the significance of the major battles in the Revolutionary War.

Evaluate the terms of the Treaty of Paris, 1783.

7C.5 | U.S. History Evaluate the key people, factors and events which led to the American Revolution and the establishment of United States government.

Standard

Objectives 1.

Describe the powers given to the Continental Congress by the Articles of Confederation.

Analyze the weaknesses of the Articles of Confederation that led to a call for a new constitution.

Identify the major compromises at the Constitutional Convention.

Describe the framework of the United States Constitution, including powers of the Legislative, Executive, and Judicial branches.

Describe the compromises between Federalists and Anti-Federalists that led to the creation of the Bill of Rights.

7C.6 | U.S. History Examine the development of the Constitution of the United States of America.

Standard

7C.7 | U.S. History

Objectives 1.

Evaluate the differences in political opinions that led to the formation of political parties.

Examine the lasting influence of George Washington as the first President of the United States.

Analyze the impact of President George Washington’s Farewell Address on the presidency of the United States.

Analyze the significance of early Supreme Court cases and explain their impacts on the United States (e.g., Marbury vs Madison (1803), McCulloch vs Maryland (1819), Dartmouth College vs Woodward (1819), Worcester vs Georgia (1832), etc.).

Assess the development and impact of early foreign policy decisions on the United States.

Analyze the challenges and central ideas involved in creating the new nation.

Standard

7C.8 | U.S. History Interpret the geographical, social, and political causes, effects, and challenges of westward expansion.

Objectives 1.

Evaluate the reasoning behind the Louisiana Purchase.

Discuss the significance of the Lewis and Clark Expedition.

Describe the purpose and challenges of Manifest Destiny.

Analyze the political, religious, and economic incentives of Manifest Destiny.

Summarize Andrew Jackson’s role in the expansion of the United States.

Examine the motivations and consequences of the Indian Removal Act.

Standard

7C.9 | U.S. History

Objectives 1.

Summarize the beginning of the Industrial Revolution in the United States.

Identify key people and their contributions to the Industrial Revolution.

Trace the development of transportation and communication systems during the Industrial Revolution.

Compare and contrast the cultural, religious, and social impact of the Industrial Revolution on American.

Assess how geography influenced the location of factories.

Interpret the causes, effects, and challenges of the Industrial Revolution.

Standard

7C.10 | U.S. History

Objectives 1.

Examine abolitionists’ role in bringing attention to the impact of slavery on the nation (e.g., Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, etc.).

Compare and contrast the philosophies of natural rights expressed in the Declaration of Independence and the Declaration of Sentiments (e.g., “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”, etc.).

Examine the leaders of the Women’s Suffrage Movement and their goals and strategies (e.g., Dorothea Dix, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, etc.).

Evaluate the impact of social and political reforms on the development of American society.

Standard

7C.11 | U.S. History Assess the social and economic conflicts between the North and South that led to the American Civil War.

Objectives 1.

Trace the origins and development of slavery in the United States.

Describe the impact of the Industrial Revolution in northern states.

Evaluate the importance of agriculture in southern states.

Analyze the impact of the cotton gin on all social classes.

Examine the impact of slavery on the nation’s political, social, religious, economic, and cultural development.

Identify major legislation and Supreme Court decisions that sought to overturn and preserve slavery resulting in sectional strife (e.g., Missouri Compromise, Compromise of 1850, Fugitive Slave Acts, Kansas-Nebraska Act, Bleeding Kansas, Underground Railroad, etc.).

Standard

Objectives 1.

Analyze the reasons for the Civil War, including slavery and states’ rights.

Examine key battles and plans which shaped decisions for the North and the South (e.g., Fort Hood, First Bull Run, Shiloh, Antietam, Vicksburg, Gettysburg, Sherman March, Anaconda Plan, etc.).

Identify significant political and military leaders from the North and the South and examine their contributions.

Evaluate the contributions of women, African Americans, and other minority groups to the war effort (e.g., Clara Barton, 54th Massachusetts Regiment, Native Americans, etc.).

Analyze the factors that led to the Northern victory of the Civil War (e.g., total war, industrial, population, resources, technological advantages, etc.).

Analyze key government documents and actions of the Civil War (e.g., Emancipation Proclamation, Gettysburg Address, draft laws, etc.).

Compare congressional and presidential Reconstruction plans.

Analyze southern resistance to Reconstruction reforms (e.g., Black Codes, Jim Crow Laws, Ku Klux Klan, etc.).

Trace the economic changes in the post- Civil War South (e.g., Lincoln’s Plan, Wade-Davis Bill, Johnson’s Plan, Radical Reconstruction, etc.).

Examine the roles of the Thirteenth, Fourteenth, and Fifteenth Amendments in expanding liberty for more Americans.

7C.12 | U.S. History Identify key people and evaluate the significant events of the American Civil War.

7C.13 | U.S. History Analyze the Reconstruction efforts in the post-Civil War United States.

Grade 8 US History: Exploration through Reconstruction (1877)

*The examples listed within the document are not an exhaustive list.

Eighth Grade US History: Exploration through Reconstruction (1877) Standard

Objectives

Standard

Objectives 1.

Trace explorers’ routes to the New World.

Explain the development and impact of the Columbian Exchange.

Identify the economic, political, and religious reasons for founding the Thirteen Colonies.

Describe how the English Bill of Rights, Mayflower Compact, and Virginia House of Burgesses led to the English Colonial idea of self-government.

Examine the diversity that emerged from the establishment of Colonial America.

Describe the social structures that formed in the various colonies including the role of indentured servitude and slavery.

Describe the relationships between the various Native American and colonial groups.

8.1 Examine major aspects of the development of the United States from Exploration to 1754.

Standard

8.2 Evaluate the key people, factors and events which led to the American Revolution and the establishment of the United States government.

Objectives 1.

Analyze the causes and consequences of the French and Indian War.

Identify key figures in the Revolutionary Era and their influence on the movement (e.g., George Washington, Samuel Adams, Crispus Attucks, John Adams, John Hancock, Mercy Otis Warren, etc.).

Compare and contrast the decisions of the first and second Continental Congresses.

Explain the historical and present-day significance of the Declaration of Independence.

Examine the immediate events that led to the first shot of the Revolutionary War (e.g., Stamp Act, Townshend Acts, Boston Massacre, Boston Tea Party, etc.).

Examine the significance of the major battles in the Revolutionary War (e.g., Lexington and Concord, Bunker Hill, Quebec, Charleston, Valley Forge, Cowpens, etc.).

Evaluate the terms of the Treaty of Paris, 1783.

Standard

Objectives 1.

Describe the powers given to the Continental Congress by the Articles of Confederation.

Analyze the weaknesses of the Articles of Confederation that led to a call for a new constitution.

8.3

Identify the major compromises at the Constitutional Convention.

Examine the development of the Constitution of the United States of America.

Describe the framework of the United States Constitution, including powers of the Legislative, Executive, and Judicial branches.

Describe the process of a bill becoming a law.

Describe the compromises between Federalists and Anti-Federalists that led to the creation of the Bill of Rights.

Standard

Objectives 1.

Evaluate the differences in political opinions that led to the formation of political parties.

Examine the lasting influence of George Washington as the first President of the United States.

Analyze the impact of President George Washington’s Farewell Address on the presidency of the United States.

Examine the development and impact of early foreign policy decisions on the United States (e.g., French Revolution, Neutrality Proclamation, War of 1812, etc.).

Examine the development and impact of the Jacksonian Era (e.g., Corrupt Bargain, Democratic Party Bank War, Nullification Crisis, etc.).

8.4 Analyze the challenges and central ideas involved in creating the new nation.

Standard

Objectives 1.

Evaluate the reasoning behind the Louisiana Purchase.

Discuss the significance of the Lewis and Clark Expedition.

Describe the purpose and challenges of Manifest Destiny.

Analyze the political, religious, and economic incentives of Manifest Destiny.

Summarize Andrew Jackson’s role in the expansion of the United States (e.g. , Jacksonian Era, “Corrupt Bargain”, Democratic Party, Bank War, Nullification Crisis, Indian Removal, etc.).

Examine the motivations and consequences of the Indian Removal Act (e.g., Cherokee “Trail of Tears”, etc.).

Summarize the beginning of the Industrial Revolution in the United States.

Identify key people and their contributions to the Industrial Revolution.

Trace the development of transportation and communication systems during the Industrial Revolution.

Compare and contrast the cultural, religious, and social impact of the Industrial Revolution on America.

Assess how geography influenced the location of factories.

8.5 Interpret the geographical, social, and political causes, effects, and challenges of westward expansion.

8.6 Interpret the causes, effects, and challenges of the Industrial Revolution.

Standard

Objectives 1.

Examine abolitionists’ role in bringing attention to the impact of slavery on the nation (e.g., Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, etc.).

Examine the actions of enslaved people to resist the institution of slavery (e.g., Negro Spirituals, Harriet Tubman, Nat Turner rebellion, etc.).

8.7 Evaluate the impact of social and political reforms on the development of American society.

Examine leaders of the Women’s Suffrage Movement and their goals and strategies (e.g., Dorothea Dix, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, etc.).

Standard

8.8 Assess the social and economic conflicts between the North and South that led to the American Civil War.

Objectives 1.

Trace the origins and development of slavery in the United States.

Describe the impact of the Industrial Revolution in northern states.

Evaluate the importance of agriculture in southern states.

Analyze the impact of the cotton gin on all social classes.

Examine impact of slavery on the nation’s political, social, religious, economic, and cultural development.

Identify major legislation and Supreme Court decisions that strived to both overturn and preserve slavery resulting in sectional strife (e.g., Missouri, Compromise, Compromise of 1850, Fugitive Slave Acts, KansasNebraska Act, Underground Railroad, Dred Scott, etc.).

100

Standard

Objectives 1.

Analyze the reasons for the Civil War (e.g., slavery, states’ rights, etc.).

Examine key battles and plans which shaped decisions for the North and the South (e.g., Fort Hood, First Bull Run, Shiloh, Antietam, Vicksburg, Gettysburg, Sherman March, Anaconda Plan, etc.).

Identify significant political and military leaders from the North and the South and examine their contributions.

Evaluate the contributions of women, African Americans, and other minority groups to the war effort (e.g., Clara Barton, 54th Massachusetts Regiment, Native Americans, etc.).

Analyze the factors that led to the Northern victory of the Civil War (e.g., total war, industrial, population, resources, technological advantages, etc.).

Analyze key government documents and actions of the Civil War (e.g., Emancipation Proclamation, Gettysburg Address, draft laws, etc.).

8.9 Identify key people and evaluate the significant events of the American Civil War.

101

Standard

8.10 Analyze the Reconstruction efforts in the post-Civil War United States.

Objectives 1.

Compare congressional and presidential Reconstruction plans.

Analyze southern resistance to Reconstruction reforms (e.g., Black Codes, Jim Crow Laws, Ku Klux Klan, etc.).

Trace the economic changes in the post- Civil War South (e.g., Lincoln’s Plan, Wade-Davis Bill, Johnson’s Plan, Radical Reconstruction, etc.).

Examine the roles of the Thirteenth, Fourteenth, and Fifteenth Amendments in expanding liberty for more Americans. 5. Identify the significance of the impact of the Compromise of 1877.

102

Carnegie Unit Courses The following courses contain all Social Studies strands including Civics, Economics, Civil Rights, Geography, and History.

103

104

The following classes are

Required Courses

105

106

Mississippi Studies ½ Carnegie Unit

*The examples listed within the document are not an exhaustive list.

½ Carnegie Unit

Mississippi Studies Standard

Objectives

107

Standard

MS.1

Objectives 1.

Identify the physical features, landforms, and soil regions of Mississippi.

Differentiate between the geographic regions of Mississippi.

Describe how the geographic and physical features set Mississippi apart from other states.

Explain how the geographic features and processes of Mississippi contribute to social, technological, and economic development throughout the state (e.g., Mississippi River, Gulf Coast, Pine Hills, Delta, Great Flood of 1927, Hurricanes Camille and Katrina, etc.).

Explain the impact of Mississippi’s geography on the cultural development of its indigenous peoples (e.g., Choctaw, Chickasaw, Natchez, etc.).

Trace the relationships between the various indigenous groups in Mississippi, including their alliances with the Europeans who settled in what would become the Mississippi Territory.

Evaluate the impact of native cultures on Mississippi, past and present.

Compare and contrast the French, Spanish and English arrival, and presence in Mississippi (e.g., lifestyles, religion, successes, failures, etc.).

Examine the impact of European arrival and presence on the cultural development of Mississippi (e.g., Code Noir, holiday, religious, economic, etc.).

Examine the geographic features of Mississippi.

MS.2 Compare and contrast the indigenous cultures in Mississippi and assess their lasting impact on the state’s history and traditions.

MS.3 Examine the motivations and the effects of the European arrival and presence in Mississippi.

108

Standard

Objectives 1.

Investigate life and work in Mississippi during the colonial and revolutionary periods.

Examine the conflicts ( e.g., Natchez Rebellion, etc.), treaties (e.g., Fort Adams, Mount Dexter, Doak’s Stand, Dancing Rabbit Creek, Pontotoc Creek, etc.), and subsequent removal (e.g., Trail of Tears, etc.) of indigenous Mississippians.

Trace the events and legislative processes necessary for Mississippi to gain statehood.

4. 1.

Identify the key points of the Mississippi Constitution of 1817 and identify the government and political influences that led to its development. Trace the evolution of slavery in Mississippi, including the significance of the Forks of the Road slave market in Natchez.

Analyze the relationship between cotton and the evolution of the plantation economy in antebellum Mississippi.

Examine the culture and social structure that developed in Mississippi during the antebellum period.

MS.4 Explain the development of the Mississippi Territory and its evolution to statehood.

MS.5 Analyze the characteristics of antebellum Mississippi, with an emphasis on the plantation system and the evolution of slavery.

109

Standard

Objectives 1.

Examine the Mississippi Declaration of Secession and trace the events that led to the secession of Mississippi from the Union in 1861.

Analyze the significance of the military campaigns that took place in Mississippi during the Civil War and the impact wartime conditions had on the civilian population.

Examine the roles and contributions of women, enslaved people, and free African Americans during the Civil War.

Analyze the impact of Reconstruction on Mississippi, including the new Mississippi Constitution of 1868.

5. 1.

Describe the changing roles and contributions of African American Mississippians during Reconstruction. Analyze the differences between the Mississippi Constitutions of 1868 and 1890.

Trace the changes in Mississippi’s economy and technology in the decades following Reconstruction.

Analyze reforms that contributed to social and economic changes after the Civil War (e.g., Jim Crow, poll taxes, literacy tests, segregation, etc.).

MS.6 Analyze the role of Mississippi during the Civil War and evaluate the effects of Reconstruction in the state.

MS.7 Examine the economic, political, and social changes in the Jim Crow Era Mississippi from the end of Reconstruction through World War II.

110

Standard

MS.8 Evaluate the role of Mississippi in the Civil Rights Movement.

MS.9

Objectives 1.

Analyze the significant figures, groups, and events of the Civil Rights Movement in Mississippi (e.g., Emmett Till, Medgar Evers, James Meredith, Fannie Lou Hamer, etc.).

Discuss the significant strategies used within the Civil Rights Movement.

Examine organized resistance to the Civil Rights Movement in Mississippi and how it shaped the conflict between the State and Federal governments during the Civil Rights Era (e.g., Citizen’s Council, MS State Sovereignty Commission, Ross Barnett, etc.).

4. 1.

Evaluate the lasting impact of the Civil Rights movement on Mississippi. Identify various industries and factories that drive Mississippi’s modern economy.

Analyze how the major industries of Mississippi have impacted the economy in Mississippi.

Identify Mississippi’s global economic relationships.

Analyze the economic characteristics of modern Mississippi.

MS.10 Analyze the structure and function of local and state government in Mississippi.

Analyze the causes of Mississippi’s past and present-day struggle with poverty. Evaluate the rights and responsibilities of Mississippi citizenship.

Analyze the role of the judicial, legislative, and executive branches within the government of Mississippi.

Examine the various forms of local governments and evaluate how they meet the needs of local communities.

Compare types of services offered by local and state government to meet the needs of Mississippians.

111

Standard

Objectives 1.

Identify and describe the accomplishments of Mississippi artists, musicians, and writers (e.g., William Faulkner, B.B. King, Muddy Waters, Walter Anderson, Elvis Presley, etc.).

MS.11

Examine the impact of Mississippi artists, musicians, and writers on the state, nation, and world.

Analyze how Mississippi’s history and/or religious traditions have impacted the state’s artist, musicians, and writers.

Examine the role of cultural diversity in the artistic, musical, and literary traditions of Mississippi.

Identify locations in Mississippi that have artistic, musical, or literary significance (e.g., Delta-Blues, Coast- Walter Anderson, Jackson- Eudora Welty, etc.). Identify and describe the various ethnic and religious groups in Mississippi.

1. MS.12

Cite evidence of the growing ethnic diversity of Mississippi’s populations and its impact on the state today.

Analyze the push and pull factors of people migrating to Mississippi.

Describe the contributions of various ethnic and religious groups to Mississippi.

Examine the contributions of various ethnic and religious groups in Mississippi.

112

World History: 113

Age of Enlightenment to Present 1 Carnegie Unit

*The examples listed within the document are not an exhaustive list.

World History: Age of Enlightenment to Present Standard

1 Carnegie Unit

Objectives 1.

Identify the theories of cosmology as described by Nicolaus Copernicus, Galileo Galilei, and Sir Isaac Newton.

2. WH 1 | Scientific Revolution and Enlightenment

Compare and contrast new methods of reasoning as demonstrated by Francis Bacon and Rene Descartes (e.g., inductive reasoning and the scientific method, deductive reasoning, etc.).

Investigate the important ideas and achievements of the Scientific Revolution and the Age of Enlightenment

Contrast the views of Thomas Hobbes and John Locke concerning the domination of absolute governments.

Differentiate the influence of Charles de Montesquieu, Voltaire, and JeanJacques Rousseau on the development of democratic ideals. 114

Standard

Objectives 1.

Examine various opinions of the developing democratic ideals amidst the economic troubles of the French social class.

Explain the impact of the American Revolution on the French call for social equality as expressed in the “Declaration of Rights of Man and the Citizen (1789).”

Examine Napoleon’s geographic and political influence on Europe through the spread of liberalism and nationalism.

Evaluate the significant outcomes of the Congress of Vienna and the creation of the Concert of Europe.

Analyze the impact of the revolutionary period on the abolition of the Atlantic slave trade, the Emancipation of Spanish America, and the Issuance of the Monroe Doctrine by the United States. Analyze the factors that led to the Industrial Revolution in England.

WH 2 | French Revolution Analyze the causes of the French Revolution and its impact on Europe.

WH 3 | Dawn of the Industrial Revolution Examine the origins, impact, and spread of the Agricultural and Industrial Revolutions.

Discuss the significance of the Agricultural Revolution, Enclosure Movement, and the Industrial Revolution and their impact on society (e.g., Charles Townshend, John Deere, Cyrus McCormick, etc.).

Evaluate important concepts and inventors during the Industrial Revolution (e.g., James Hargreaves, Eli Whitney, James Watt, Thomas Edison, the Bessemer Process, etc.).

Contrast factors that enhanced or impeded the spread of Industrial Revolution into Eastern Europe and the Far East.

115

Standard

Objectives 1.

Examine the principles of capitalism as developed by classical economist Adam Smith.

Compare and contrast the rise of economic theories as a result of the industrial revolution (e.g., capitalism, socialism, Marxism, communism, etc.).

Appraise government reactions to social problems including Britain’s and Germany’s passage of labor laws, early welfare, and insurance programs.

Investigate major social problems and solutions caused by urban overcrowding and lack of environmental control (e.g., the contributions of Baron Haussmann, Edwin Chadwick, Louis Pasteur, Joseph Lister, etc.).

5. 1.

Analyze the International impacts and contributions of intellectual movements (e.g., Darwinism, suffrage, medicine, psychology, physics, etc.). Examine nationalist movements throughout the world (e.g., the unification of Italy and Germany, the Meiji Restoration in Japan, the Tanzimat reforms in the Ottoman Empire, the self-strengthening movement in China, etc.).

Analyze the characteristics that defined Russia, Austria-Hungary, and the Ottoman Empire as multinational empires.

Trace the emergence of political economic, and social modernization in the early twentieth-century Russian Empire (e.g., the reign of the Romanov dynasty, Russian expansionism, emancipation of the serfs, etc.).

Examine the creation of the dual monarchy of Austria-Hungary and the ethnic complexity of the Ottoman Empire in Asia and the European Balkan Peninsula.

WH 4 | Results of the Industrial Revolution Analyze capitalism as the economic philosophy that developed as a result of the Industrial Revolution and compare economic reactions to capitalism including socialism and communism.

WH 5 | Nationalism in the Nineteenth Century Analyze the emergence of nationalism and its role in the nineteenth century revolutions, unification movements, and the emergence of multinational empires.

116

Standard

WH 6 | Imperialism Evaluate western imperialism as a force of global change, emphasizing its impact on colonized peoples and lands.

Objectives 1.

Examine various social and economic factors of the spread of imperialism.

Analyze the important events of imperialism in Asian and Oceania (e.g., the establishment of Chinese spheres of influence by western powers, British colonization of India, Hawaiian annexation by the United States, U.S. Open Door Policy, Russo-Japanese War, etc.).

Compare important events in the partition of Africa by European powers (e.g., construction of the Suez Canal, the French occupation of Algeria, Belgium’s claim to the Congo, defeat of Italy by Ethiopia, Anglo- Boer Wars, development of apartheid in South Africa, etc.).

Analyze important events in U.S. imperialism in Latin American (e.g., the Spanish-American War, issuance of the Roosevelt Corollary, construction of the Panama Canal, etc.).

Investigate the responses of imperialism (e.g., Philippine-American War, Opium War, Boxer Rebellion, The First War of Indian Independence, Zulu Resistances in Southern Africa, etc.).

117

Standard

Objectives 1.

Assess the primary causes of World War I (e.g., the rise of militarism, alliance systems, nationalism, imperialism, assassination of Archduke Franz Ferdinand, etc.).

WH 7 | World War I

Examine the causes, effects, and significant events of World War I in Europe.

Describe how trench warfare and advances in military technology affected the course and outcome of World War I.

Examine the role of propaganda as a means to mobilize civilian populations during World War I.

Evaluate the physical and economic destruction of Europe caused by World War I.

5. 1.

Analyze the United States’ increasing role in global affairs during and after World War I. Analyze the Treaty of Versailles as an agent for unrest.

Examine the global impact of the Great Depression.

Compare the civil wars in Russia and China and how they led to the growth and spread of Communism (e.g., the rise of Vladimir Lenin, the Bolsheviks in Russia, Mao Zedong in China, etc.).

Analyze Japanese militarism and territorial expansion (e.g., Manchuria, the Rape of Nanjing, etc.).

WH 8 | Interwar Period Analyze the challenges of the interwar period, emphasizing the rise of totalitarian states.

118

Standard

WH 9 | World War II

Objectives 1.

Analyze totalitarian aggression by Germany, Italy, Japan, and the Soviet Union, and examine how the administrations of Hitler, Mussolini, Hirohito, and Stalin prompted the outbreak of war.

Examine how antisemitism in the 19th century and Nazi ideas about race and nation led to the dehumanization and genocide of Jews in the Holocaust.

Analyze the major turning points of World War II in both the European and Pacific theatres (e.g., German invasion of Poland, North African Campaign, Battle of Midway, Battle of Stalingrad, D-Day Invasion, Battle of the Bulge, etc.).

Trace the geopolitical shifts following World War II, including the bi-polarization and independence movements of Europe.

Explain the political and geographic disputes that necessitated the creation of the United Nations (e.g., the Atomic Era, war crimes, “crimes against humanity”, etc.).

Compare and contrast the causes, effects, and significant events of World War II.

119

Standard

Objectives 1.

Explain the origins and significance of the United Nations’ Partition Plan, establishment of the modern State of Israel, and the reactions by surrounding countries

Analyze various economic, political, and military shifts of the post-World War II world (e.g., effects of the Truman Doctrine, the Marshall Plan in Europe and Southeast Asia, nationalism in Africa, détente in China, the fall of Communism in the Soviet Union, etc.).

Trace the development of the United States and the Soviet Union as the two Cold War Superpowers.

Compare and contrast American democracy and Soviet communism (e.g., expansionist efforts of the Soviet Union verses America’s policy of containment, etc.).

Trace the political movements of various nationalist groups and their leaders in Latin America, the Middle East, French-Indochina, and Africa (e.g., Fidel Castro in Cuba, Ho Chi Minh in Vietnam, Gamal Abdel Nasser in Egypt, etc.).

Explore the collapse of the Soviet Union (e.g., Russia’s struggle for democracy, the impact of liberalism, perestroika (free markets), glasnost (openness), economic recovery brought on by Mikhail Gorbachev, Ronald Regan, Boris Yeltsin, etc.).

WH 10 | Cold War Analyze the period of post-World War II recovery and realignment, emphasizing the social, economic, and political effects of the Cold War.

120

Standard

Objectives 1.

Examine social and political issues that helped advance civil and human rights (e.g., Mahatma Gandhi in India, Martin Luther King Jr. in the United States, Nelson Mandela in South Africa, etc.).

Examine OPEC’s dominance over the world’s oil market and its influence in determining the foreign policies of Middle Eastern nations (e.g., oil embargos, the Iranian Hostage Crisis, the Gulf Wars, etc.).

Analyze the aspects of modern domestic and global terrorism (e.g., the September 11th attack, the War in Afghanistan, the rise of ISIS, etc.).

Recognize the global impact of the internet (e.g., social media platforms and its influence on politics and social movements, immigrations, climate change, activism, the rise of global culture, etc.).

WH11 | Contemporary World Debate the changing role of globalization in the contemporary world.

121

122

US History: 1877 to Present 1 Carnegie Unit

*The examples listed within the document are not an exhaustive list.

123

US History: 1877 to the Present

1 Carnegie Unit

Standard

Objectives 1.

Illustrate the impact of Manifest Destiny on the economic and technological development of the post-Civil War West (including mining, the cattle industry, and the transcontinental railroad).

Trace the changing role of the American farmer (including establishment of the Granger movement, the Populist Party, and agrarian rebellion over currency issues).

Evaluate the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians.

Explain the impact of the Populist movement on the role of the federal government in American society.

Evaluate Reconstruction Amendments, black codes, Jim Crow, disenfranchisement, sharecropping, Plessy vs. Ferguson (1896), and the rise of early Civil Rights Activists as a response to the injustice such as Booker T. Washington, Ida B. Wells-Barnett, and W.E.B. DuBois.

USH 1 | Westward Expansion and the New South Trace how economic developments and the westward movement impacted regional differences and democracy in the post Reconstruction era.

124

Standard

USH 2 | Industrialization

Objectives 1.

Interpret the changes brought by industrialization to the American economy (including mass production in factories, creation of corporations and monopolies, influence of industrialists like John Rockefeller and Andrew Carnegie, the impact of inventions/innovations and inventors).

Compare population changes caused by industrialization (including settlement patterns of the new immigrants from Europe and China and the nativist reaction evidenced by the Chinese Exclusion Act).

Interpret the impact of industrialization on workers on living conditions linked to urbanization, tenement living, social gospel, Jane Addams, and the lack of city services; the responses of workers to work and life challenges (including the formation of labor unions, the Knights of Labor, the American Federation of Labor the industrial Workers of the World, the rise of labor leaders, Eugene V. Debs, Samuel Gompers, the impact of strikes, Haymarket Riot, Homestead Strike, and Pullman Strike).

Analyze the effects of laissez-faire economics on business practices in the United States and their effects (including John D. Rockefeller, Andrew Carnegie, JP Morgan, and Bessemer Process, horizontal, vertical integration, and Sherman Antitrust Act).

Trace the evolution from the power of the political machines to Civil Service reform (including Spoils/patronage system, Tweed Ring, Thomas Nast, and Pendleton Civil Service Act).

Analyze industrialization and its impact on the United States in the late 19th and early 20th century.

125

Standard

USH 3 | Progressive Movement

Objectives 1.

Assess the impact of media and influence of muckrakers on public opinion during the Progressive movement (including Upton Sinclair, Jacob Riis, and Ida Tarbell).

Trace the development of political, social, and cultural movements and subsequent reforms (including women’s suffrage, Temperance Movement, and compulsory public education).

Evaluate the limitation of reform efforts of the voices of the Niagara Movement, the National Association of the Advancement of Colored People (NAACP), Ida B. Wells, Booker T. Washington, W.E.B. Du Bois, and Marcus Garvey in response to Jim Crow Laws, Plessy vs. Ferguson (1896).

Compare and contrast presidential domestic policies of Theodore Roosevelt, William Taft, and Woodrow Wilson (including trustbusting, Pure Food and Drug Act, Meat Inspection Act, conservation, the Hepburn Act, Federal Reserve, and Federal Trade Commission).

Trace national legislation including the use of Sherman Antitrust Act, the Clayton Antitrust Act, and constitutional amendments (16-19) resulting from and affecting the Progressive Movement.

Evaluate causes, goals, and outcomes of the Progressive Movement.

126

Standard

Objectives 1.

Assess causes of the Spanish-American War (including yellow journalism, the sinking of the USS Maine, and economic interest in Cuba).

Explain the role of the Rough Riders on the iconic status of President Theodore Roosevelt.

Analyze consequences of the Spanish-American War (including territorial expansion in the Pacific and the Caribbean (Treaty of Paris 1898), insurgency in the Philippines, and establishment of the Anti-Imperialist League).

Trace the involvement of the United States in the Hawaiian Islands for economic and imperialistic interests.

Evaluate the role of the Open-Door Policy and the Roosevelt Corollary on America’s expanded economic and geographic interests.

Compare the executive leadership represented by Theodore Roosevelt’s Big Stick Diplomacy (the Roosevelt Corollary), William Howard Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy.

Evaluate the factors that led to US involvement in World War I (including the “Lusitania”, Zimmerman Telegram, and unrestricted submarine warfare).

Investigate controversies over the Woodrow Wilson’s Fourteen Points, 127 Treaty of Versailles of 1919, and the League of Nations.

Evaluate the domestic impact of World War I (including the war mobilization effort, changes in the workforce, the origins of the Great

USH 4 | Imperialism and WWI Assess the domestic and foreign developments that contributed to the emergence of the United States as a world power in the twentieth century.

Standard

Objectives 1.

Analyze the impact of radio, cinema, and print media on the creation of mass culture.

Analyze the impact of the Lost Generation writers on American culture (including F. Scott Fitzgerald, Ernest Hemingway, John Steinbeck, and William Faulkner).

Determine the impact of technological innovations on increased leisure time.

Assess effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis.

USH 5 | 1920s – 1930s

Evaluate the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression.

Evaluate the impact of social and economic changes and the conflict between traditionalism and modernism in the 1920s through the 1930s.

Analyze the impact of the changes in the 1920s on the economy, society, and culture (including mass production, the role of credit, and the effect of radio in creating a mass culture).

Debate the causes and effects of the social change and conflict between traditional and modern culture that took place during the 1920s, including the role of women, the Red Scare, immigration quotas, Prohibition, and the Scopes trial.

Evaluate the impact of the Harlem Renaissance and Black Nationalism on the social and cultural landscape of America (including Langston Hughes, Zora Neal Hurston, Marcus Garvey, Louis Armstrong, Duke Ellington, and Ella Fitzgerald).

Analyze the 128Great Depression for its impact on the American family (including the Bonus Army, Hoovervilles, Dust Bowl, and Dorothea Lange).

10.

Investigate conditions created by the Dust Bowl for their impact on migration patterns during the Great Depression.

Standard

USH 6 | Great Depression and New Deal

Objectives 1.

Assess the causes of the Great Depression (including the uneven distribution of wealth, rampant stock market speculation, the collapse of the farm economy, policies of the federal government, the Federal Reserve System, overproduction of industry, and the impact of the Smoot-Hawley Tariff Act).

Assess President Herbert Hoover’s initial conservative response to the Great Depression (including the Reconstruction Finance Corporation, the Bonus Army, rugged individualism, and trickle-down economics).

Analyze President Franklin Roosevelt’s New Deal as a response to the economic crisis of the Great Depression (including Keynesian economics and the effectiveness of New Deal programs in relieving suffering, achieving economic recovery, promoting organized labor, and incorporating reforms).

Evaluate the impact of Franklin D. Roosevelt’s presidency on the expansion of federal powers.

Analyze the causes and effects of the Great Depression and New Deal.

129

Standard

Objectives 1.

Explain the isolationist debate as it evolved from the 1920s through the 1930s to the bombing of Pearl Harbor and the subsequent change in United States’ foreign policy.

Examine roles of significant World War II leaders (including Franklin D. Roosevelt, Harry S. Truman, Dwight D. Eisenhower, Douglas MacArthur, and George S. Patton).

Identify the impact of military strategies of World War II (including blitzkrieg, island-hopping, and amphibious landings).

Analyze the U.S. response to war crimes committed during World War II like the Holocaust and Bataan Death March (including the Nuremberg Trials, and the postwar Universal Declaration of Human Rights).

Analyze the reasons for and results of dropping atomic bombs on Japan.

Describe the mobilization of various industries to meet war needs.

Explain the expansion of the U.S. military through the selective service and the contributions of minority populations (including Native Americans, African Americans, Japanese Americans, and women).

Trace the way in which the U.S. government took control of the economy through rationing, price controls, limitations on labor unions, prohibition of discrimination in the defense industry, the sale of bonds, and wage controls. 130

Discuss the impact and challenges faced by women and minorities during the war (including A. Phillip Randolph, Bracero Program, the Zoot Suit

USH 7 | World War II Examine the nation’s role in World War II and the impact on domestic and international affairs.

Standard

USH 8 | Post WWII: President Truman and President Eisenhower Assess the evolving role of the U.S. in global affairs and the domestic impact on national security, individual freedoms, and changing culture.

Objectives 1.

Distinguish between cold war and conventional war.

Locate areas of conflict during the Cold War from 1945 to 1960 (including East and West Germany, Hungary, Poland, Cuba, Korea, and China).

Analyze the breakdown of relations between the U.S. and U.S.S.R. after WWII.

Identify and explain the steps the U.S. took to contain communism during the Truman and Eisenhower administrations.

Describe how the Truman Doctrine and the Marshall Plan deepened the tensions between the U.S. and the U.S.S.R.

Identify the importance of the following on Cold War tensions: Berlin Blockade, Berlin Airlift, NATO, Warsaw Pact, and Iron Curtain.

Evaluate the role, function, and purpose of the United Nations (UN).

Examine the United States’ reaction to Communist takeover in China.

Summarize the Korean War and its impact on the Cold War.

10.

Describe U.S. government efforts to control the spread of communism within the United States and impact of the Red Scare on individual 131 freedoms.

11.

Discuss the role of the space race and the arms race in the Cold War (including Sputnik, the U-2 incident, and NASA).

Standard

Objectives 1.

Analyze the domestic events of Presidents Kennedy, Johnson, and Nixon (including The New Frontier, Great Society, the Silent Majority, the anti-war and counter-cultural movements, the Watergate scandal, and the Supreme Court case, U.S. vs. Nixon (1974 .

Debate the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor actions have transformed American society.

Analyze the impact of the African American Civil Rights Movement on other movements (including American Indian Movement (AIM), United Farm Workers (UFW), and the Disability Rights Movement).

Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure (including the Equal Pay Act, and the modern women’s movement).

Analyze the impact of the environmental movement and the development of environmental protection laws.

Explain how the federal, state, and local governments have responded to demographic and social changes, including population shifts to the suburbs, racial concentrations in the cities, Rustbelt-to-Sunbelt migration, and drug abuse.

Analyze the international policies and actions taken as a response to the Cold War (including132 U.S. involvement in Cuba, the escalation of the war in Vietnam as a result of the Gulf of Tonkin Resolution, and de-escalation of Cold War tensions through détente).

USH 9 |President Kennedy, President Johnson, and President Nixon Demonstrate an understanding of domestic and international issues from each administration.

Standard

Objectives 1.

Evaluate the conservative movement as a response to social, economic, and environmental issues from 1974 to 1992 (including Moral Majority, Roe vs. Wade (1973), Regents of the University of California vs. Bakke (1978), and Three Mile Island, Reaganomics).

Analyze President Reagan’s and President Bush’s international policies (including the Strategic Defense Initiative, Reagan Doctrine, Iran-Contra, End of the Cold War, Invasion of Grenada, Invasion of Panama, and Persian Gulf War).

Analyze the response of the Carter administration to environmental issues, the Cold War, and conflicts in the Middle East.

USH 10 | President Ford, President Carter, President Reagan, and President H.W. Bush Explain the reaction to Carter’s Administration and the emergence of the Conservative movement and its impact on domestic and international issues from 1974-1992.

133

Standard

Objectives 1.

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

Trace the federal government’s involvement in the modern Civil Rights Movement (including the abolition of the poll tax, nationalization of state militias, Brown vs. Board of Education (1954), the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965).

Explain contributions of individuals and groups to the modern Civil Rights Movement (including Martin Luther King, Jr., James Meredith, Medgar Evers, Thurgood Marshall, Rosa Parks, Fannie Lou Hamer, the Southern Christian Leadership Conference (SCLC), the Student Nonviolent Coordinating Committee (SNCC), the Congress of Racial Equality (CORE), the National Association for the Advancement Colored People (NAACP), and the grassroots efforts of the Civil Rights movement (civil rights foot soldiers .

Describe the development of the Black Power Movement (including the ideology of self-defense which inspired the change in focus of the SNCC, the rise of Malcolm X, Stokely Carmichael, and the Black Panther Movement).

Describe the significance of Martin Luther King Jr.’s “Letter from a Birmingham Jail” and his “I Have a Dream” speech.

Describe the accomplishments of the modern civil rights movement (including the growth of the African American middle class, increased political power, and declining rates of African American poverty).

USH 11 | Civil Rights Movement Evaluate the impact of the Civil Rights Movement on social and political change in the United States.

134 Evaluate the effectiveness of major non-violent demonstrations and events on the Civil Rights Movement (including Montgomery Bus Boycott, sit-ins, Freedom Rides, the March on Washington, and Selma March).

Standard

USH 12 | 1992 to the Present

Objectives 1.

Examine domestic issues (including Contract with America, Impeachment Trial of William “Bill” Clinton, Eminent Domain, No Child Left Behind, Hurricane Katrina, and Affordable Care Act of 2010).

Describe the reactions to domestic and global terrorism (including Oklahoma City bombing, terrorist attack of September 11, 2001, Operation Iraqi Freedom, the War in Afghanistan, the U.S.A. P.A.T.R.I.O.T. Act, Transportation Security Administration (TSA), Homeland Security).

Describe issues surrounding the changing global economy (including North American Free Trade Agreement (NAFTA), immigration, national debt, technological trends, and global climate concerns).

Discuss the historic Presidential Elections of 2000, 2008, and 2016.

Explain key domestic issues as well as America’s role in the changing world from 1992 to present.

135

136

United States Government 1/2 Carnegie Unit

*The examples listed within the document are not an exhaustive list.

United States Government Standard

½ Carnegie Unit Objectives

137

Standard

Objectives 1.

Evaluate the fundamental worth and dignity of the individual that all persons are entitled to life, liberty, and due process of law.

Examine the equality of all citizens under the law.

Compare and contrast majority rule and minority rights.

Evaluate the necessity of compromise.

Define freedom of the individual.

Compare and contrast private and civic life.

Analyze the relationship between politics and government.

Trace the development of Athenian democracy and the Roman republic.

Explain how the Magna Carta, English Petition of Right, and English Bill of Rights and their significance on the foundational documents of the United States.

Examine the writings of Hobbes, Locke, and Montesquieu.

Describe guarantee of the “rights of Englishmen” that had been violated by

USG.1 Examine the basic concepts of democracy.

USG.2 Examine the fundamental principles and philosophies that shaped the government of the United States. This section is continued on next page.

138

Standard

Objectives the British government through statutory regulation in Colonial America.

Evaluate the Articles of Confederation as a ruling document.

Analyze the natural rights philosophy expressed in the Declaration of Independence.

Examine the importance of Shay’s Rebellion in the formation of the Constitution.

Analyze the different beliefs of the Founding Fathers at the Constitutional Convention.

Analyze how the United States Constitution balances classical republican concern of promotion of the public good and the classical liberal concern of protecting individual rights.

10.

Discuss how liberal constitutionalism and democracy are joined in the Declaration of Independence as “self-evident truths.”

11.

Describe how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers (e.g.,

USG.2 Continued Examine the fundamental principles and philosophies that shaped the government of the United States.

139

Standard

Objectives checks and balances, the importance of an independent judiciary, enumerated powers, rule of law, federalism, etc.).

12.

Analyze the creation of the Bill of Rights that guarantees rights and protections of citizens by limiting the government’s power.

13.

Assess how different philosophies and power structures determine economic policies, social welfare policies, and human rights practices.

14.

Examine how power is divided between the federal and state governments.

15.

Compare federal, confederal, and unitary systems of government to determine the advantages and disadvantages of each.

140

Standard

Objectives 1.

Examine the functions and relationships among the three branches of government including the system of checks-and-balances.

Identify the organization and jurisdiction of federal, state, and local courts and their interrelationships.

Assess the scope of the Executive Branch (e.g., the powers, roles, responsibilities of the President, etc.).

Describe the organization, jurisdiction, and proceedings of federal courts.

Evaluate how John Marshall established the Supreme Court as an independent, co-equal branch of government through his opinion in Marbury vs Madison (1803).

Compare the philosophies of judicial activism and judicial restraint and explain their role in Supreme Court decision making.

Describe the organization, election, and function of the legislative branch.

USG.3 Evaluate the basic organization and function of the United States government.

141

Standard

Objectives 1.

Examine how the national government influences the public agenda and shapes public policy.

Describe the process by which public policy is formed and implemented by the national, state, and local government.

Compare the processes of lawmaking by national, state, and local governments.

Analyze how individuals, interest groups, lobbyists, and the media influence public policy.

Evaluate how the judiciary influences public policy by delineating the power of government and safeguarding the rights of the individual.

USG.4 Analyze the creation and implementation of public policy in the United States.

142

Standard

USG.5 Analyze of the role of federalism in addressing the distribution of power between the national, state, and local governments.

Objectives 1.

Explain the relationship and powers shared between state governments and the national government.

Trace the extent to which power is shared by all levels of government.

Examine the powers denied to state governments and national government.

Evaluate the balance of power between state governments and national government related to funding.

Investigate how the amendment process protects both the national government and state governments.

Identify the major responsibilities and sources of revenue for state and local governments.

Analyze the various interpretations and extent of the federal government’s power provided by the Ninth and Tenth Amendments.

143

Standard

Objectives 1.

Examine the civil liberties and rights guaranteed in the Bill of Rights.

Explain due process of law as expressed in the Fifth and Fourteenth Amendments.

Evaluate the balance between individual liberties and the public order.

Analyze changing interpretations of the Bill of Rights over time, particularly the First and Fourteenth Amendments.

Analyze judicial activism and restraint as well as the effects of each policy over the decades.

Evaluate the effects of the Court’s interpretations of the Constitution in Marbury vs Madison (1803), McCulloch vs Maryland (1819), and United States vs Nixon (1974).

Investigate the controversies that have resulted over changing interpretations of civil rights (e.g., Plessy vs Ferguson (1896), Brown vs Board Education (1954), Miranda vs Arizona (1966), Regents of the University of California vs Bakke (1978), Adrand Constructors Inc. vs Pena (1995), United States vs Virginia (VMI) (1996), etc.).

USG.6 Differentiate civil rights from civil liberties and describe how each have been interpreted and amended throughout United States’ history.

144

Standard

USG.7

Objectives 1.

Describe the controversies over campaign funding.

Evaluate the decision Citizens United vs Federal Election Commission (2010) on campaign financing.

Examine how political parties impact primary and general elections as well as citizen involvement in campaigns.

Identify major interest groups and their major agenda messages (e.g., AARP, NRA, ACLU, American Bar Association, American Medical Association, National Chamber of Commerce, Sierra Club, etc.).

Evaluate the responsibility of citizens to thoughtfully examine information presented by media and interest groups in forming individual political opinions.

Identify the role of journalism in the political process and trace its development over time.

Examine the role and history of Political Action Committees and interest groups on the electoral process.

Describe the role and function of linkage institutions such as the media, interest groups, political parties, and political action committees, on the citizens and federal government.

145

Standard

Objectives 1.

Evaluate the effectiveness of citizen efforts to influence decisions of state and local governments by examining events.

Compare the ways that citizens participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office, etc.).

Analyze trends in voter turnout.

Investigate the causes and effects of reapportionment and redistricting, including spatial districting and the rights of minorities.

Examine the function of the Electoral College.

Identify the importance of each of the rights guaranteed by the Bill of Rights and how each is secured (e.g., freedoms of: religion, speech, press, assembly, petition, and privacy).

Identify the importance of economic rights and explain how they are secured.

Discuss the legal obligations to obey the law, serve as a juror, and pay taxes.

Justify the obligations of civic mindedness (e.g., voting, being informed on civic issues, volunteering, performing public service, serving in the military or alternative service, etc.).

10.

Explain 146 reciprocity between rights and obligations.

11.

Describe how one becomes a citizen of the United States (e.g., the process of naturalization: literacy, language, and other requirements, etc.).

USG.8 Describe and evaluate the role, rights, and responsibility of a citizen in the American democracy.

147

148

Economics 1/2 Carnegie Unit

*The examples listed within the document are not an exhaustive list.

Economics Standard

½ Carnegie Unit Objectives

149

Standard

E.1 Explain the problem of scarcity, choice, decision making, and opportunity cost.

Objectives 1.

Explain the problem of scarcity and discuss how it is experienced by individuals, governments, and societies.

Explain that all choices involving tradeoffs and opportunity costs.

Discuss ways that decisions made by individuals, firms, or government officials often have unintended consequences that can, partially or entirely, offset or supplement the initial effects of the decision.

Relate marginal benefit and marginal cost to choice.

Evaluate the role that risk takes in decision making and that risk can be reduced by diversification.

Examine the household as a major institution in which consumption and production take place.

150

Standard

Objectives 1.

Explain that scarcity requires the use of some distribution method to allocate goods, services, and resources, whether the method is selected explicitly or not.

Discuss the differences among market, command, mixed, and traditional economies.

E.2

Evaluate different economic systems.

1. 2. 3.

Analyze how the different economic systems answer the three major economic questions: What goods and services will be produced? How will these goods and services be produced? Who will consume them?

Describe how various economic systems rely on government directives (central planning) and signals (prices) from private markets to allocate scarce goods, services, and productive resources.

Compare the benefits and costs of different allocation methods.

151

Standard

Objectives 1.

Describe how consumers, producers, workers, savers, investors, and citizens respond to incentives to allocate their scarce resources in ways that provide them the highest possible net benefits.

Explain how free trade increases the worldwide material standard of living.

Identify gains from free trade and recognize they are not distributed equally, and some individuals or groups may lose more than they gain when trade barriers are reduced.

Explain why many nations employ trade barriers for national defense, protection of key industries and protection of workers.

Explain why import restrictions result in higher prices and decreased job opportunities and profits.

Define labor productivity.

Evaluate how international economic interdependence causes economic conditions and policies in one nation to be affected by economic conditions and policies in other nations.

Describe the comparative advantage in the production of goods or services when a product is produced at a lower opportunity cost than other individuals or nations.

Evaluate the reasons for international trade (e.g., comparative advantage, availability of resources, market price, etc.).

10.

Define transaction cost and explain why trade increases if transaction costs decrease (e.g., the cost of locating buyers or sellers, negotiating the terms of an exchange, ensuring the exchange occurs on the agreed upon terms, etc.).

11.

Illustrate how goods can be produced at the lowest opportunity cost regarding resources, technology, political institutions, and economic institutions. 152

E.3 Examine how voluntary exchanges and trade are reflections of positive and negative incentives.

Standard

Objectives 1.

Define relative price, market clearing/equilibrium price, shortage, and surplus.

Investigate the relationship between market clearing price and supply and demand.

Explain that market outcomes depend on available resources and government policies.

Relate shortages and surpluses to changes in price.

Discuss the concept of market price and exchange rates.

Examine how changes in supply or demand cause relative prices to change.

Relate government enforced price ceilings and floors to persistent shortages or surpluses.

E.4 Analyze the role of price on the market, the buyer, and the seller.

153

Standard

Objectives 1.

Describe how pursuit of self-interest in competitive markets usually leads to choices and behavior that also promotes the national level of well-being.

Evaluate how the level of competition in an industry is affected by the ease with which new producers can enter the industry, and by consumers’ information about the availability, price and quantity of substitute goods and services.

Explore how companies are categorized based on the amount of competition they face (e.g., monopoly, oligopoly, etc.).

Describe the role of banks and other financial institutions in channeling funds from savers to borrowers and investors.

Explain the purpose of labor unions and how they influence laws created in market economies.

Identify the role not-for-profit organizations have and that they are established primarily for religious, health, educational, civic, or social purposes and are exempt from certain taxes.

Evaluate the factors that regulate price and market security.

Discuss how entrepreneurs organize resources to produce goods and services because they expect to earn profits.

Describe how entrepreneurs earn profits and incur losses.

Compare and contrast positive and negative aspects of entrepreneurship.

Evaluate how entrepreneurial decisions are influenced by tax, regulatory, education, and research support policies.

E.5 Analyze the impact of market structures on the economy.

E.6 Assess entrepreneurship.

154

Standard

Objectives 1.

Define and explain the different forms of earning income (e.g., labor, capital, natural resources, entrepreneurial talents, etc.).

Relate income to choices made for education, training, skill development, and careers.

Demonstrate how changes in the structure of the economy can influence personal income.

Examine factors related to personal spending with respect to maintaining a household budget.

Define and explain the purpose of CPI, annual inflation rate, and interest rate.

Describe the three functions of money: a store of value, a unit of account, and a medium of exchange.

Explain inflation and its impact on the value of money.

E.8

Compare and contrast M-1 and M-2 money in the United States.

Evaluate the role of money and its relationship to the market economy.

Explain what is and is not considered money.

Evaluate real and nominal interest rates and discuss their impact on consumers.

Evaluate the impact of higher real interest rates on business investment spending and consumer spending on major purchases.

Examine the types of unemployment and its effects on society.

Describe how unexpected inflation imposes costs on some people and benefits others.

E.7 Examine the factors that influence personal income.

155

Standard

Objectives 1.

Describe the characteristics of economic growth in the long and short term.

Illustrate how economic growth has been a vehicle for alleviating poverty and raising standards of living.

Justify the importance of investing in new physical or human capital for future productivity and consumption.

Investigate how lower interest rates encourage investment.

Define and explain GDP, its components, and how it can be calculated.

Compare and contrast GDP and GDP per capita.

Compare and contrast real and nominal GDP.

Evaluate the business cycle, specifically the fluctuations in real GDP around its potential level.

Describe the reasons for a market failure.

Discuss the role of government in the economy to define, establish, and enforce property rights.

Compare and contrast positive and negative externalities on the market.

Identify methods the United States government can use to address externalities (e.g., subsidies, laws, government ownership, income redistribution through tax laws, price controls, etc.).

Evaluate the benefits and costs of market intervention by government.

E.9 Describe economic growth and evaluate the cause and effect of economic fluctuations.

E.10 Evaluate the role of the government in correcting market failures.

156

Standard

Objectives 1.

Discuss how fiscal policies are decisions to change spending and taxation levels by the federal government to influence national levels of output, employment, and prices.

Describe the short-term and long-term benefits and costs of fiscal policy.

Discuss how monetary policy by the Federal Reserve Bank influences the overall levels of employment, output, and prices.

E.11

Differentiate budget deficit, budget surplus and balanced budget.

Compare and contrast fiscal and monetary policy in the United States economy.

Explain why and how government debt is created.

Evaluate how monetary policies lead to changes in the supply of money, short term interest rates, and the availability of credit.

Describe the Federal Reserve System’s three major monetary policy tools.

Differentiate the federal funds rate from the discount rate and the prime rate.

Evaluate why the Federal Reserve would increase interest rate targets.

157

The following classes are

Elective Courses

158

159

Introduction to Geography ½ Carnegie Unit

*The examples listed within the document are not an exhaustive list.

160

Introduction to Geography

½ Carnegie Unit

Standard

Objectives

ITG.1

Evaluate the advantages and disadvantages of the tools used to analyze spatial distributions and patterns on Earth.

Utilize maps and geospatial technologies (e.g., GIS, surveying maps, digital globes, GPS, etc.) to explain relationships among peoples, places, and environments.

Investigate the world using spatial terms and concepts.

1. ITG.2 Assess the nature, origin, evolution, and meaning of places.

ITG.3 Examine how regions are used to

Create, compare, and interpret maps, charts, graphs, and pictures to determine characteristics of world regions.

Determine how the physical and human characteristics of a place contribute to unique personal, community, and national identities.

Analyze the ways that places change as a result of physical and human processes.

Investigate how culture and experiences influence people’s perceptions of places. 2.

Analyze how technology has changed the rate and scale at which people can modify the physical environment.

Compare and contrast how human activities can affect the physical environment, either positively or negatively.

Analyze regions using formal, functional, and perceptual delineations to recognize the different understandings each delineation produces. 161

describe the organization of Earth’s surface.

Investigate processes and reasons for regional change (e.g., migration, urbanization, erosion, etc.).

Analyze interactions between regions to show transnational relationships, including the flow of commodities and connectivity.

Interpret the variable impact of globalization processes on the regions of the world.

Examine how perceptions of places are created and changed through direct and indirect experiences (e.g., movies, music, news, etc.).

ITG.4

Analyze the implications of varying demographic structures within human populations on Earth.

Investigate current and historic major migration streams of the United States and the world in terms of time, distance, and cause.

Explain how push and pull factors cause voluntary and involuntary migration with resulting consequences to the countries of origin and of destination.

Examine the changes of human populations and how the rate of natural increase or decrease can affect a country’s ability to function economically, politically, and socially. Analyze how contact between differing cultures impacts each society.

ITG.5

Evaluate the concept of culture as it relates to places on Earth.

Evaluate how the diffusion of ideas and technologies change the characteristics and distributions of cultures.

Explain why cultural landscapes exist and how they vary across space and time.

ITG.6

Investigate how the ratios of primary, secondary, and tertiary differ.

Examine the patterns and networks of economic interdependence on Earth’s surface.

Analyze the changes to subsistence and commercial livelihoods over time.

162

ITG.7 Analyze the relationships that occur between boundaries and territorially delineated entities.

ITG.8 Explain the patterns, processes of development, and operation of human settlements.

ITG.9

Illustrate how and why integrated transportation and communication networks provide essential infrastructure for economic interdependence from local to global scales.

Identify different types of territories and analyze how their governments manage and control Earth’s surface.

Explain the role that human and physical features play in determining the boundaries of countries.

Examine why international conflict occurs between boundaries.

Differentiate among the types of urban land use and analyze how they are systematically arranged.

Describe why and how human activities in certain locations have contributed to the development of settlements.

Compare and contrast how the number and types of services (e.g., educational, economic, social, etc.) differ for settlements of various sizes.

Explain how the characteristics of the physical environment can be both opportunities and constraints depending on people’s knowledge, technology, and choices.

Explain the processes that produce various environmental hazards.

Compare and contrast how people and nations deal with weather, climate, natural disasters, and environmental hazards (e.g., oil spills, atomic bombs,

Illustrate how human systems develop in response to physical environment conditions.

163

pollution, etc.).

ITG.10 Examine the cultural concept of natural resources and the changes in the spatial distribution, quantity, and quality of resources through time and by location.

Describe how different cultures define and use resources.

Compare and contrast renewable and nonrenewable resources and examine how their use has lasting impact.

Investigate how common resources of the contemporary world are extracted, refined, and transported.

164

Advanced World Geography 165

1 Carnegie Unit

*The examples listed within the document are not an exhaustive list.

Advanced World Geography Standard

AWG.1 Describe and interpret the world using a variety of sources including spatial terms and concepts.

1 Carnegie Unit Objectives 1.

Trace the development of geographic tools from early representations of the earth to modern geospatial technologies.

Evaluate how different types of geographic tools express the relationships among people, places, and environments (e.g., GIS, surveying maps, cartography, Geo visualization, digital globes, remote sensing, GPS, etc.).

Create, compare, and interpret maps, charts, graphs, and pictures to determine characteristics of world regions. 166

Standard

Objectives 1.

Determine how the physical and human characteristics of a place contribute to individual, community, and national identities.

Examine the ways that places change as a result of physical and human processes.

Describe the impact of culture and experience in influencing people’s perceptions of places. Differentiate among formal, functional, and perceptual designations of regions.

AWG.2 Explore the nature, origins, evolution, and meaning of places.

Explain the physical and human factors that impact the characteristics of a region.

Examine the characteristics of globalization on regions of the world in terms of economics, culture, and technology.

Explain how perceptions of regions and the cultures that inhabit them change as a result of direct and indirect experiences (e.g., music, media, news, etc.).

AWG.3 Evaluate how regions are used to describe the organization of Earth’s surface.

167

Standard

Objectives 1.

Explain how natural processes shape the physical environment and produce different conditions in different places on Earth (e.g., natural disasters, erosion, weathering, etc.).

Describe the impact of physical processes on different types of ecosystems over time. Explain the characteristics of a population over time using data related to crude birth rate, crude death rate, infant mortality rate, fertility rate, natural increase rate, and demographic transition models.

AWG.4 Compare and contrast geographic patterns in the environment that result from the processes of Earth’s physical systems.

Explain the relationship between the socioeconomic status of women and population patterns in a society (e.g., access to healthcare, access to education, access to professions, legal equity, etc.).

Trace the major migration patterns in the United States and the world in terms of distance, origin, cause, and time.

Examine the various ways that nations manage intraregional, interregional, and international population flows.

Evaluate the conditions which produce refugees, asylum seekers, and internally displaced persons and the processes countries utilize to meet their needs.

AWG.5 Interpret the characteristics and processes of human population and migration on Earth.

168

Standard

AWG.6 Examine the characteristics and factors that contribute to the development of culture.

Objectives 1.

Describe the characteristics that define a culture over time.

Compare and contrast major world religions and their impact on the development and values of a culture.

Distinguish characteristics of folk culture and pop culture and examine each in societies.

Examine the economic and political factors that affect how and where cultures spread. Categorize economic activities as primary, secondary, or tertiary.

Explain the differences between subsistence and commercial livelihoods and why groups of people change from one to the other over time.

Define economic globalization and explain its impact on places, populations, and environments.

Examine the role of technologies including communications, transportation, and infrastructure in the emergence of global economic interdependence.

AWG.7 Explain the patterns and networks of economic interdependence around the world.

169

Standard

AWG.8 Analyze the patterns of human settlements and explain their development and operation.

AWG.9

Objectives 1.

Explain how human activities have contributed to the development of settlements in particular locations.

Distinguish among the various types of settlements and explain differences in the number and types of services they provide.

Examine the reasons behind the increase and/or decrease of urbanization in the world and the economic, social, and political implications.

Analyze the advantages and disadvantages of political and other boundaries that are based on physical and human factors.

Explain how countries and organizations make agreements to cooperate on a global scale (e.g., United Nations, European Union, NATO, Warsaw Pact, NAFTA, Silk Road, African Union etc.).

Examine how conflict occurs at the international level (e.g., World Wars, Vietnam, North Korea, Ukraine and Russia, etc.).

Describe and analyze boundaries and political entities and the cooperation and conflicts that occur among them.

170

Standard

AWG.10

Objectives 1.

Describe how human-induced changes in one place can affect the physical environment in other places.

Explain how the use of technology has changed the scale and rate at which people can modify the physical environment.

Compare and contrast how human activities can affect the physical environment either positively or negatively (e.g., conservation, crop rotation, tourism, wildfires, etc.).

Explain how characteristics of the physical environment can both hinder and advance development.

Evaluate how human processes threaten environmental sustainability.

Describe how people perceive, prepare, and cope with environmental hazards and disasters (e.g., hurricanes, earthquakes, oil spills, flooding, etc.).

Demonstrate and explain how human actions modify the physical environment.

AWG.11 Evaluate how human systems develop in response to physical environmental conditions.

171

Standard

AWG.12

Objectives 1.

Explain how culture plays a role in the perception and use of natural resources.

Distinguish and analyze renewable and nonrenewable resources with respect to suitability, viability, and sustainability.

Assess how common resources of the contemporary world are extracted, refined, and transported.

Evaluate the concept of natural resources and the changes in the spatial distribution, quantity, and quality of resources through time and location.

172

African American Studies 173

1 Carnegie Unit

*The examples listed within the document are not an exhaustive list.

African American Studies Standard

1 Carnegie Unit Objectives

174

Standard

Objectives 1.

Analyze the geographical, historical, economic, cultural, political, and scientific life of African people prior to European exploration.

AAS.1

Examine African culture and narratives leading up to the slave trade (e.g., Mansa Musa, slavery in Africa) and the influence of African culture in the social, political, and economic development of slavery in the United States for both the enslaved and the colonists.

Analyze the economic, political, geographical, and social reasons for focusing the slave trade on Africa (e.g., the role of Africans, Europeans, colonists, etc.).

Assess the role of geography on the growth and development of slavery.

Analyze the economic and cultural impact of the slave trade on Africa and the colonies.

Identify and explain the Middle Passage as one of the largest forced migrations in human history. Analyze the economic, social, religious, and legal justifications for the establishment and continuation of slavery (e.g., 3/5th Compromise, Fugitive Slave Act, Dred Scott, etc.).

Identify and evaluate the various ways Africans in Americas resisted slavery (e.g., Haitian Revolution, Nat Turner, Denmark Vesey, Gabriel Prosser, etc.).

Analyze the role slavery played in the development of nationalism and sectionalism (e.g., Bleeding Kansas, proslavery vs. anti-slavery debate, etc.).

Assess the development of the abolitionist movement and its impact on slavery and the nation (e.g., John Brown and the raid on Harper’s Ferry, Harriet Beecher Stowe’s Uncle Tom’s Cabin, David Walker, Maria Stewart, etc.).

AAS.2 Analyze the justifications and ramifications of slavery between 1619 and 1860.

175

Standard

Objectives 1.

Compare and contrast African American urban and rural communities in the North and the South.

Analyze the African American family in antebellum America.

Trace the development of African American institutions, including religion, education, and benevolent organizations and possible constraints against their development (e.g., AME Church in Philadelphia and other “Invisible Churches,” Prince Hall Masons, etc.).

Identify and explain the contributions of African Americans in science and the arts (e.g., George Washington Carver, Edmonia Lewis, Lewis Latimer, Sarah Breedlove Walker, Elijah McCoy, etc.). Analyze President Lincoln's changing views on slavery and the status of freed slaves in the United States.

AAS.3 Differentiate between African American life and cultural contributions through 1860.

Identify and explain the roles of African American soldiers, spies, and slaves to the war effort in both the North and the South (e.g., 54th Massachusetts Regiment, the 13th U.S. Colored Troops, etc.).

Analyze the effects of Reconstruction on the legal, political, social, cultural, educational, and economic life of freedmen.

Assess the successes and failures of Reconstruction as they relate to African Americans (e.g., forty acres and a mule, voting, Clinton Massacre, etc.).

AAS.4 Evaluate the roles of African Americans during the Civil War and Reconstruction.

176

Standard

AAS.5 Analyze the rise of Jim Crow and its effects on the life experiences of African Americans in the late nineteenth and early twentieth centuries.

Objectives 1.

Assess the de facto economic and social impacts of Jim Crow laws on African Americans, including the Tulsa Massacre and Red Summer (e.g., poll tax, Grandfather Clause, Plessy vs. Ferguson, etc.).

Analyze the de jure legal ramifications of segregation laws and court decisions on American society.

Compare and contrast the political movements that developed in response to Jim Crow laws (e.g., the Niagara Movement, the NAACP, the Urban League, The Atlanta Compromise, The Farmers’ Union Movement, Brotherhood of Sleeping Car Porters, the Anti-Lynching Crusade, etc.).

Compare and contrast the African American political and legal personalities of the time period and their impact on American society (e.g., Samuel McElwee, Robert Church Sr., Ida B. Wells, Randolph Miller, James Napier, Booker T. Washington, W.E.B. Du Bois, etc.).

Describe the development of African American institutions postReconstruction (e.g., religion, education, benevolent organizations, etc.).

Evaluate the economic, cultural, political, and social impact of African American migration within and from the South (e.g., the Exodusters, Benjamin Pap Singleton, 2nd Great Migration, etc.).

Describe the 177impact of African American regiments on the western campaigns, the Spanish American War, and World War I (e.g., Buffalo Soldiers, George Jordan, 3rd North Carolina, 6th Virginia, 7th and 10th Immunes, the Harlem Hellfighters, etc.).

Standard

Objectives 1.

Assess the literary contributions made by African Americans (e.g., Zora Neal Hurston, Richard Wright, Ida B. Wells, Nikki Giovanni, etc.).

Describe the contributions of African Americans to the performing arts (e.g., Fisk Jubilee Singers, W.C. Handy, John Work III, DeFord Bailey, etc.).

Describe the contributions of African Americans to the visual arts (e.g., William Edmondson, Edmonia Lewis, Jean-Michel Basquiat, etc.).

Evaluate the impact of the African American media on American life (e.g., Black Press: Chicago Defender, Pittsburg Courier, The Crisis, etc.).

Analyze the impact of the Great Depression and the New Deal on the lives of African Americans.

Describe the effects of African American “pop” culture of the 1930s and 1940s (e.g., big band, jazz, the blues, swing, etc.).

Analyze how African Americans use the Double-V Campaign to address the issues of racism in the United States and fascism in Europe during World War II.

Evaluate the contributions of African American women in the Civilian Workforce and African American men in the military during World War II (e.g., Tuskegee Airman, 761st Black Panther Tank Battalion, etc.).

Explain how World War II laid the groundwork for the modern Civil Rights Movement (e.g., Medgar Evers, A. Philip Randolph, Jesse Owens, etc.).

AAS.6 Trace the cultural contributions made by African Americans to the arts postReconstruction.

AAS.7 Analyze the conditions and contributions of African Americans during the Great Depression and World War II.

178

Standard

Objectives 1.

Explain how legal victories prior to 1954 inspired and propelled the Civil Rights Movement (e.g., Amistad, Elizabeth Freeman, Jennings vs Third Ave. Railroad, Sweatt vs Paint, McLaurin vs Oklahoma State Regents, etc.).

Describe the impact of Brown vs Board of Education and evaluate the resistance and reaction to it such as private academies and citizens’ councils.

AAS.8

Define various methods used to obtain civil rights (e.g., boycotts, demonstrations, sit-ins, marches, freedom rides, etc.).

Analyze the successes and challenges of the Civil Rights Movement in the United States.

Identify various organizations and their role in the Civil Rights Movement (e.g., the Highlander Folk School, SNCC, CORE, SCLC, the Deacons for Defense, etc.).

Assess the extent to which the Civil Rights Movement transformed American politics and society (e.g., Civil Rights Act of 1964, Voting Rights Act of 1965, Title IX, ADA, etc.).

Determine the impact of the Vietnam War on the Civil Rights Movement (e.g., Cassius Clay, etc.).

179

Standard

Objectives 1.

Identify and analyze how the changing political environment has impacted civil rights.

Describe how African Americans have responded to or engaged in political conservatism.

Compare and contrast the responses of African Americans to the economic, social, and political challenges of contemporary America.

Identify and evaluate major contemporary African American issues confronting society (e.g., affirmative action, the educational achievement gap, the wealth gap, poverty, AIDS, crime, etc.).

Analyze the impact of immigration and migration on the lives of African Americans in contemporary America.

Identify the major contributions of contemporary African Americans in business, education, the arts, politics, sports, science, technology, and society (e.g., Wilma Rudolph, Tina Turner, Oprah Winfrey, the Williams Sisters, Beyonce, President Barack Obama, Kamala Harris, Kobe Bryant, etc.).

AAS.9 Debate the issues confronting contemporary African Americans in the continuing struggle for equality.

180

History of the Ancient Middle East 181

1 Carnegie Unit

*The examples listed within the document are not an exhaustive list.

History of the Ancient Middle East Standard

1 Carnegie Unit Objectives

182

Standard

HAME.1 Contrast how geography, economics, and politics have influenced the development of the ancient Middle East.

Objectives 1.

Examine the advantages of living in a river valley or coastal region as compared to inland areas of the Middle East.

Describe major events in the development and decline of regional empires (e.g., Sumerians, Egyptian, Assyrian, Babylonian, Medo-Persian, Greek, Roman, etc.).

Examine the development of Israel as a civilization.

Analyze the accomplishments and challenges of regional empires of the Middle East from 2000 B.C. to 100 A.D.

Examine the conflicts in the Eastern Mediterranean from 2000 B.C. to 100 A.D.

Analyze the movements and interactions of various groups of people in the ancient Middle East.

Discuss the impact of war and conflict on different groups from 2000 B.C. to 100 A.D.

HAME.2 Trace the relationship of people, places, and environments from B.C. to A.D.

183

Standard

HAME.3

Objectives 1.

Define the science of archaeology.

Review archaeological finds dealing with ancient Middle Eastern civilizations from 2000 B.C. to 100 A.D. (e.g., findings at Saqqara, findings at Gaza, etc.).

Evaluate the impact of archaeology related to various documents (e.g., Hammurabi’s Code, the Bible, Dead Sea scrolls, etc.). Explain how technological development transformed agriculture and customs of the ancient Middle East.

Examine the contributions made by archaeological work in the Middle East.

1. HAME.4 Describe the impact of science and technology on the historical development of the Middle East.

HAME.5

Demonstrate the ability to apply and interpret social studies tools. (e.g., timelines, maps, globes, graphs, compass, technology, political cartoons, primary and secondary documents, charts, etc.)

Describe the transition from the barter system to monetary system (e.g., coinage, etc.). Locate and label physical features of the Middle East (e.g., Red Sea, Mediterranean Sea, Persian Gulf, Arabian Sea, Zagros Mountains, etc.).

Compare and contrast ancient political boundaries with those of modern independent nations.

184

Standard

Objectives 1.

Compare and contrast the religious practices, rituals, and traditions of ancient Middle Eastern cultures.

Analyze examples of cultural contributions made by the various ancient civilizations of the Middle East.

Examine the roles, status, and interaction of diverse groups of people.

HAME.6 Debate the similarities and differences of ancient Middle Eastern cultures.

(e.g., parents, children, men, women, slaves, etc.) within various ancient Middle Eastern societies.

Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, wisdom literature, etc.).

185

Standard

Objectives 1.

Compare and contrast political systems of the ancient Middle East (e.g., Persian, Egyptian, Sumerian, etc.).

Discuss major political movements from 2000 B.C. to 100 A.D.

Describe the warfare, weaponry, and resolution of conflicts in the ancient Middle East.

Analyze the development and expansion of various legal systems (e.g., Israelite, Roman, Sumerian, Egyptian, etc.).

Show the impact of various empires on developing social structures of the ancient Middle East.

Summarize the effects of early religious teachings on ancient and modern social structures (e.g., Jewish, Christian, Roman, Persian, Egyptian, Sumerian, etc.).

HAME.7 Analyze the development of social and political systems in the ancient Middle East.

186

187

Problems of American Democracy 1 Carnegie Unit

*The examples listed within the document are not an exhaustive list.

188

Problems of American Democracy Standard

1 Carnegie Unit Objectives 1.

Compare and contrast the concepts of state and national sovereignty as illustrated in the Articles of Confederation and the Constitution.

Describe the monetary and trade practices of U.S. states in the 1780s and their consequences.

Analyze challenges that emerged in the 1780s and how the enumerated powers in the Constitution aimed to correct these issues.

Analyze the use of the separation of powers as a mechanism for federal accountability and limited powers.

PAD.1 Examine the historical, economic, and political factors that played a role in the shaping of the U.S. Constitution.

189

Standard

Objectives 1.

Trace the major interactions between early American settlers and indigenous tribes during the colonial period that impacted the relationships between the U.S. and native groups following the revolution.

Explain the various treaties between the United States and native groups under the Articles of Confederation and the U.S. Constitution and the political and practical limitations to their enforcement.

Identify and describe major events and turning points in the relationship between the United States and Native Americans in the early nineteenth century, including the Indian Removal Act.

Assess the impact of westward expansion on Native American populations.

PAD.2 Describe the patterns of conflict and cooperation between the emerging United States and Native Americans from colonial times through the antebellum period.

190

Standard

Objectives 1.

Compare the arguments of Alexander Hamilton, James Madison, and Thomas Jefferson in the debate over the establish of the Bank of the United States in 1791.

Outline the key economic processes and events that shaped the emerging banking systems in the United States in the early 1800s including the Second Bank of the United States and the Panic of 1837.

PAD.3

Trace the historical factors and institutions that gave rise to the current financial policies, practices, and systems of the U.S. government.

Analyze the economic factors that led to the Panic of 1907 and the Federal Reserve Act of 1913.

Describe the economic conditions that led to the Great Depression and the federal interventions and safety net programs that developed as a result.

Examine Franklin D. Roosevelt’s use of Keynesian economics over laissez-faire economic policies to attempt to solve the issues of the Great Depression.

Compare and contrast the mechanisms of governance and response of the Federal Reserve to periods of financial instability in the late 1900s and early 2000s.

191

Standard

Objectives 1.

Describe the origins and development of early public education in New England from the Colonial Period to the mid-1800s.

Explain the conditions and prevailing perspectives in New York State leading up to the passage of the Free Schools Law in 1849.

Trace the spread and development of public education throughout the U.S. through the late 1800s and 1900s, including the Committee of Ten.

Examine the impact of contemporary policies on public education in the U.S., including the No Child Left Behind Act and the emergence of charter schools

PAD.4 Assess the development of a system of public education in the United States and its role in facilitating civic, political, and economic engagement.

(e.g., Brown vs Board of Education (1954), No Child Left Behind Act, emergence of charter schools, Every Student Succeeds Act, etc.).

PAD.5 Examine the political, economic, and cultural conditions that led to the U.S. Civil War.

Describe the economic characteristics of the North and South in the early-to-midnineteenth century that contributed to sectional political conflict specifically the American institution of slavery and its role in southern antebellum economy.

Trace measures taken during the early 1800s to maintain the balance of power between free and slave states including policies related to the admittance of states into the Union and the management of the western territories.

Assess the response of the U.S. government to the secession of southern states following the election of Abraham Lincoln as president.

192

Standard

Objectives 1.

Evaluate the efforts to rebuild the Union and restore southern states during Reconstruction.

Identify and describe the significance of the 13th, 14th, and 15th amendments to the U.S. Constitution.

Assess efforts by former Confederate states to disenfranchise black voters during the late 1800s including the use of poll taxes and literacy tests.

Assess economic and cultural conditions in the North that impacted Reconstruction policies.

Explain the geographic and social changes that resulted from industrialization in the U.S. in the late 1800s and early 1900s.

Assess challenges faced by workers, especially immigrants, in factories during the early twentieth century, and the creation of labor unions to address these issues.

Define muckraker and describe the role of journalism in bringing awareness to concerns and abuses related to industrialization.

Identify and explain federal policies created in the early 1900s and then again in the mid-twentieth century to regulate domestic food and drug safety.

PAD.6 Analyze the effectiveness of Reconstruction policies in the United States following the Civil War.

PAD.7 Evaluate the impact of industrialization of the living conditions of U.S. citizens.

193

Standard

Objectives 1.

Trace accomplishments and setbacks related to the enfranchisement of African Americans during Reconstruction.

Describe the social, economic, and political disenfranchisement of African Americans under the Jim Crow laws.

Examine the rise of the Civil Rights Movement in the 1950s and the goals, strategies, and accomplishments of the movement.

Survey the rights of women in the United States during the Revolutionary Period and the role of women in the war effort.

Trace the major accomplishments of the Women’s Rights Movement in the mid-nineteenth century and identify the contributions of the movement’s leaders including Lucretia Mott, Elizabeth Cady Stanton, Susan B. Anthony, and Sojourner Truth.

Trace the events and conditions that led to the ratification of the 19th amendment to the Constitution in 1920 and the efforts of the Women’s Rights Movement to address other social and economic inequalities in the years that followed.

Describe the push for equality for women starting with the 18th Amendment through Title IX.

PAD.8 Examine how and under what circumstances state governments and the federal government have expanded or constrained the civil and political rights of African Americans and other groups since the Civil War.

PAD.9 Describe the major events in U.S. history related to the rights and status of women.

194

Standard

Objectives 1.

Analyze how developments in communication technologies including radio, television, and the internet offer challenges in American democracy and how American society and government have responded to those challenges.

Trace the development of campaign finance laws from 1907 to present and explain the significance of the Citizens United decision in 2010.

Survey problems in American society related to socioeconomic stratification, immigration, and ethnic and religious strife, and evaluate competing perspectives on those problems.

Assess the historic impact of journalism and the media on the development of American democracy and describe the role of citizens in determining the reliability and utility of various forms of journalism in civil discourse.

PAD.10 Examine contemporary challenges faced by American democracy as a result of political, economic, and technological changes.

195

Psychology I 196

½ Carnegie Unit

*The examples listed within the document are not an exhaustive list.

Psychology I Standard

½ Carnegie Unit Objectives

197

Standard

Objectives 1.

Identify the major historical traditions in psychology (e.g., structuralism, functionalism, behaviorism, Gestalt psychology, psychodynamics, humanistic psychology, etc.).

Explain the influence of various perspectives (e.g., biological, social, behavioral, cognitive, etc.) on approaches to empirical investigation in psychology.

PSY.I.1 Describe the historical traditions, perspectives, career opportunities, and modern empirical nature of the psychological inquiry.

1. PSY.I.2 Distinguish the various methods and tools employed by researchers to explain human mental and behavioral processes.

Distinguish modern psychological science from historical perspectives on the mind and contemporary and historical examples of pseudo psychology. Explain the scientific method and the role of experimental research in determining cause and effect relationships. Describe and distinguish experimental and non-experimental methods of inquiry in psychological research including controlled experiments, surveys, naturalistic observations, correlational studies, longitudinal studies, and case studies. 1. Illustrate the structures of a neuron and the process of neural transmission.

PSY.I.3 Describe the biological structures and processes that give rise to and influence human behavior and cognitive experiences.

Identify the role of neurotransmitters on human behavior and cognitive experiences.

Sketch the major structures of the brain and describe their functions (e.g., the cerebellum, brain stem, limbic system, and cortex). 198

Standard

Objectives 1.

Explain the concept of transduction and outline the ways in which stimuli in the environment are translated into sensory experiences.

PSY.I.4

Explain the ways in which human sensory and perceptual systems translate and interpret information from the environment.

Demonstrate absolute and difference thresholds as they relate to vision, hearing, smell, taste, and touch.

Define the differences between sensation and perception.

Examine the factors that influence perception (e.g., top-down and bottomup processing, priming forces, expectancy bias, environmental factors, perceptual sets, change blindness, etc.). Diagram the stages of the sleep cycle and the characteristics and brain wave patterns of each.

1. PSY.I.5 Describe the various states of consciousness including sleeping and dreaming and the impact on consciousness of both internal and external factors.

Examine the major disorders associated with sleep (e.g., insomnia, night terrors, sleep apnea, narcolepsy, etc.).

Distinguish the impacts of various drugs (e.g., depressants, stimulants, opiates, hallucinogens, etc.) on consciousness, mental, and physical health. Interpret the major elements of classical conditioning (e.g., conditioned and unconditioned stimuli, conditioned and unconditioned responses, neutral stimuli, acquisition, stimulus generalization, etc.).

1. PSY.I.6 Describe the processes through which humans learn, including behavioral and cognitive learning processes.

Explain the development of operant conditioning and evaluate the usefulness of reward versus punishment as it relates to learning.

Examine cognitive and observational learning processes. 199

Standard

Objectives

PSY.I.7

Combine the elements of memory and concept formation to examine how those cognitive processes contribute to perception and judgment.

Diagram the stages of memory formation (e.g., the processes of sensory memory, working memory, long-term memory, etc.).

Distinguish between concepts, concept hierarchies, schemas, and prototypes.

Explain the universal nature of emotion (e.g., the works of Paul Ekman, Robert Plutchik, etc.).

Compare and contrast theories of emotion (e.g., James-Lange, Canon-Bard, Schacter-Singer (Two Factor), Cognitive Appraisal, Opponent Process theories, etc.).

Discuss emotional intelligence and its impact on mental wellness and interpersonal relationships.

PSY.I.8 Distinguish the elements that give rise to emotions, explain the various theories of emotion, and summarize the significance of emotional intelligence on mental wellness.

200

Psychology II ½ Carnegie Unit

*The examples listed within the document are not an exhaustive list. **Pre-requisite Psychology I

201

Psychology II

½ Carnegie Unit

Standard

Objectives

PSY.II.1

Distinguish between intrinsic and extrinsic sources of motivation.

Discuss the role of biological drives and motivations on human behavior and cognitive processes.

Describe the concept of need for achievement and its significance in understanding motivational differences among people.

Employ Maslow’s Hierarchy of Needs to understand human behavioral priorities. Recall biological concepts related to human development (e.g., genetic structure, prenatal development, infancy, etc.).

PSY.II.2 Breakdown the various theories of human

202

cognitive and social development.

PSY.II.3

Trace the physical development and the development of motor skills through early childhood.

Diagram Piaget’s Stages of Cognitive Development and describe the characteristics of each stage.

Compare and contrast cognitive and social perspectives of an individual through Erikson’s Psychosocial Stages of Development.

Examine theories of moral development, including Kohlberg’s Stages of Moral Reasoning. Compare and contrast Freudian and Neo-Freudian perspectives on personality (e.g., Freudian model of the mind, the unconscious mind, archetypes, neuroticism, basic anxiety, inferiority complex, etc.).

Outline the major personality theories, assessments, and practices of type and trait theorists and justify the practical applications of their work. 2.

Explain behavioral, social-cognitive, and humanistic concepts related to personality (e.g., reciprocal determinism, locus of control, unconditional positive regard, the fully functioning person, etc.).

Describe the five-factor model of personality.

Explain methods used by researchers to assess personality (e.g., projective tests, personality inventories, etc.). Discuss theories of intelligence (e.g., Spearman’s g factor, Sternberg’s triarchic theory, Gardner’s theory of multiple intelligences, etc.).

PSY.II.4

Outline the historical progression of intelligence research and explain the major theories of intelligence including the works of Charles Spearman, Robert Sternberg, and

Describe historical and contemporary tools for measuring intelligence 203

Howard Gardner.

(e.g., the intelligence quotient, the roles they play in categorizing intellectual ability, normal range, intellectual disability, giftedness, etc.). 3.

Examine the history of cultural bias in intelligence measures and the sociocultural underpinnings of those processes. Examine the role of the stress response and its contribution to physical and psychological health.

PSY.II.5

Identify the conditions that lead to mental wellness, including a positive self-concept, healthy cognitive processes, and edifying interpersonal relationships.

Describe the field of positive psychology and its application of psychological concepts to improve mental well-being.

Examine the role of sleep, self-concept, need for achievement, and interpersonal relationships in establishing healthy cognitive and emotional processes.

Discuss the role of poor mental health and its negative effects (e.g., selfharm, eating disorders, etc.). Define the different types of mental illness (e.g., mood disorders, dissociative disorders, personality disorders, anxiety disorders, somatoform disorders, schizophrenia, etc.).

PSY.II.6

Describe major psychological disorders, their symptoms, and classifications. 2. PSY.II.7

Explain the methods used by mental health professionals to treat people living with mental illness.

Employ the DSM-V as a tool for diagnosing mental disorders as illustrated in case studies. Distinguish between the work of a psychiatrist and psychologist in treating mental illness. Examine the role of stigma in preventing people from accessing adequate mental healthcare.

204

3. PSY.II.8 Describe the influence of social factors on individual cognition and behavior including conformity, obedience, the bystander effect, bias, and polarization.

Compare and contrast psychodynamic, humanistic, and behavioral therapies in the treatment of mental disorders. Describe the usefulness of cognitive therapy, cognitive-behavioral therapy, and group therapies in the treatment of mental disorders. 1. Describe the concept of social role and conformity as illustrated in the Stanford Prison Experiment and other studies. 2.

Explain the findings of obedience and conformity as illustrated in the research of Stanley Milgram and Solomon Asch.

Examine the concepts of bias, polarization, and the bystander effect.

Identify the major elements of behavioral economics as evidenced by the research of Amos Tversky, Daniel Kahneman, and Dan Ariely.

205

Sociology ½ Carnegie Unit

206

*The examples listed within the document are not an exhaustive list.

Sociology Standard

½ Carnegie Unit Objectives

207

Standard

Objectives 1.

Explore the sociological perspective and the methods used by sociologists to explore that perspective.

SOC.1

Explain the development of sociology as a scientific field of study and the methods used by sociologists to study human social systems.

Identify patterns related to social structures and interactions and the role of the individual in participating in those structures.

Trace the growth of sociology from Weber to modern day sociology and explain how theoretical perspectives changed over time.

Collect and display various tools used by sociologists to examine aspects of social systems and explain their usefulness in offering insights into social institutions.

SOC.2 Evaluate the role of culture throughout the world.

Define culture.

Distinguish the components of symbolic culture.

Differentiate between subcultures and countercultures.

Identify elements that are culturally universal.

Describe the impact of modern technology on cultures throughout the world.

208

Standard

SOC.3 Apply theories on life cycle development to explain differences in social interactions and relationships at different points in the life cycle of a human being based on cultural socialization in response to those developmental changes.

Objectives 1.

Identify major patterns of life cycle change (e.g., Erikson’s Stages of Psychosocial Development, Paget’s Stages of Cognitive Development, Kohlberg’s Stages of Moral Reasoning, etc.).

Compare the life cycle patterns to human interactions that are common among various social groups composed of diverse demographic patterns.

Differentiate the role of women in a variety of cultural and historical contexts, specifically noting the impact of those roles on the greater culture and the historical movements to reduce gender inequality.

Explain the various types of family units, the roles of each family member, and the impact of cultural and economic factors on family functioning.

Describe societal institutions including schools, churches, non-profit, media, and government organizations, and their impacts on communities and families.

Interpret the ways in which cultural and social forces impact an individual’s values, behaviors, self-concept, and temperament.

Compare how various cultures deal with death and dying.

209

Standard SOC.4 Examine human behaviors that deviate from social norms including antisocial behavior, violence, criminal activity, and rehabilitative strategies, and their effectiveness.

Objectives 1.

Define deviance and conformity.

Compare various perspectives on deviance (e.g., Symbolic Interactionist, Functionalist, Conflict Perspectives, etc.).

Examine society’s reaction to deviance.

Define bureaucracy.

Define economic systems that impact societies (e.g., communism, socialism, fascism, capitalism, etc.).

Compare the views of Marx and Weber on bureaucracies.

Identify the characteristics of a bureaucracy.

Explore the problems that exist within bureaucracies that are universal.

Trace the development of various types of social groups from hunter-gathering cultures to modern day.

Identify various groups within society and their functions (e.g., family, secondary groups, reference groups, social networks, etc.).

Explain the various dynamics that exist within a group.

SOC.5 Define the roles of group dynamics in societies, including work groups in commercial, governmental, and non-profit organizations.

SOC.6 Describe theories and processes related to human social networks.

4. Investigate social media and examine its effects on human social networks.

210

Standard

Objectives 1.

Explore the levels of socioeconomic stratification that exist globally and compare them to those present in the United States.

Explain social status and social mobility.

Identify social class and the consequences of social mobility and access to healthcare, education, and other resources.

Examine the role of age, race, ethnicity, etc. in creating an individual’s sense of identity.

Distinguish between race and ethnicity as defining characteristics.

Compare age, race, ethnicity, etc. in various cultures as a measurement of social value.

Explain the role of the economic systems in social institutions across various cultures.

Explain the role of education systems as a social institution in perpetuating societal norms or promoting social mobility.

Explain the role of marital and family structures as society’s basic social institution.

Explain the types of religion as a social institution and define its roles in various cultures.

Explain the challenges faced by society in providing access to quality healthcare.

SOC.7 Breakdown the economic and social factors that play a role in socioeconomic stratification.

SOC.8 Describe the roles by which individuals and groups establish and maintain a sense of identity.

SOC.9 Describe the roles of various social institutions on maintaining societal norms.

211

Standard

SOC.10

Objectives 1.

Compare and contrast social movements, methods utilized, and the effectiveness of each.

Explain the development of urban spaces and the challenges posed by those spaces including environmental concerns, crime, poverty, and social justice issues.

Discuss the values associated with global citizenship (e.g., environmental, civic, social, economic, political action, etc.).

Analyze the impact of social change on society.

212

Law Related Education ½ Carnegie Unit

*The examples listed within the document are not an exhaustive list.

Law Related Education

½ Carnegie Unit 213

Standard

Objectives 1.

Define justice and law and trace its development in the United States.

Discuss the functions of the law, including lawmaking, advocacy, and settling disputes.

Describe how court decisions have dynamically altered the American political landscape. Compare and contrast criminal law and civil law.

LRE.1 Assess the changes in the legal system and recognize the dynamic nature of the law in the United States over time.

1. 2.

Describe the various types of criminal law, including crimes against the person, crimes against property, and defenses.

Illustrate the Criminal Justice Process: the investigation, proceedings before trial, the trial and sentencing and corrections.

LRE.2

Identify juvenile justice concerns and differences in the due process procedures.

Identify the characteristics of the civil and criminal justice systems; analyze their operations and assess their effectiveness.

Summarize issues and problems confronting the criminal justice systems and assess the effectiveness of each system in resolving these problems.

Define civil law and the procedure for a civil case.

Identify the differences of various types of civil cases (e.g., civil wrongs, intentional torts, negligence, strict liability, torts, public policy, etc.).

Summarize issues and problems confronting the civil justice systems and assess the effectiveness of each system in resolving these problems.

214

Standard

Objectives 1.

Illustrate the court system on the federal level.

Describe the Mississippi judicial system.

LRE.3

Contrast the various functions of lawyers in both federal and state levels.

Compare and contrast the state and federal judicial levels and analyze the relationships between them.

Compare and contrast the federal and state levels and the role of the citizen and lawyer in each.

Analyze the state’s rights position versus the federal position (e.g., General Welfare Clause, 9th Amendment, 10th Amendment, 16th Amendment, Elastic Clause, etc.) .

Understand the traditional American assumptions as they apply to law and law enforcement.

Compare and contrast the functions, responsibilities, and jurisdictions of local, state, and federal law enforcement agencies.

Analyze contemporary issues of law enforcement and their role in society.

Discuss the role of health and mental professionals in assisting law enforcement with lowering crime.

LRE.4 Describe the roles and responsibilities of local, state and federal law enforcement agencies.

215

Standard

Objectives 1.

Demonstrate an understanding of sentencing and corrections on the state and federal level.

Describe the sentencing options available to the courts.

Compare and contrast punishment and rehabilitation as functions of the correctional system.

Evaluate the function of parole.

Discuss the arguments for and against capital punishment.

Evaluate data on recidivism to determine the effectiveness of the correctional system on deterring criminal behaviors.

Distinguish between statutory and Constitutional law.

Explain the ways that the state and federal courts have interpreted the Constitution (e.g., freedom of speech, freedom of the press, freedom of religion, due process, the right to privacy, civil rights, etc.).

LRE.5 Assess the effectiveness of correctional systems in deterring criminal behavior.

LRE.6 Explain the various ways that the legal system insures civil rights and liberties.

216

Standard

LRE.7 Summarize and evaluate the conflicts resulting from competing interests, conflicting laws, and conflicting interpretations of the Constitution.

Objectives 1.

Investigate conflicts that arose because of differing opinions on the following:

civil rights

property rights

family values

housing rights

business rights

consumer rights

Debate conflicts that arose because of differing opinions on issues of liberty versus order (e.g., Red Scare, Patriot Act, rights of labor unions to strike, etc.).

217

218

Minority Studies ½ Carnegie Unit

*The examples listed within the document are not an exhaustive list.

Minority Studies Standard

½ Carnegie Unit Objectives

219

Standard

MIN.1

Objectives 1.

Investigate minority groups and determine the underlying factors that result in their marginalization.

Compare and contrast the challenges of women, individuals with disabilities, and ethnic minorities at various points in history.

Identify and describe prominent groups associated with protecting and broadening protections for minority groups (e.g., the National Association for the Advancement of Colored People, Southern Poverty Law Center, the American Civil Liberties Union, National Organization on Disability, AntiDefamation League, etc.).

Examine social and political factors and events that have impacted attitudes and discrimination towards immigrants and religious communities (e.g., American Muslims, Hispanic Americans, West Indian Americaks, Sikh Americans, American Hindus, American Jews, etc.).

Analyze the various causes of prejudice (e.g. ,ableism, ageism, social distance, economic competition, scapegoating, conflicting social and religious norms, stereotypes, etc.).

Analyze political, cultural, and ableist factors that may serve to maintain inequalities experienced by minority groups.

Examine which aspects define a minority group.

MIN.2 Trace the group dynamics that play a role in the marginalization of minority groups.

220

Standard

MIN.3

Objectives 1.

Trace the historical perspectives on Native American populations by European settlers from the age of exploration to the period of westward expansion.

Describe the social and political status of Native Americans during the early history of the United States, westward expansion through the twentieth century.

Analyze the lasting impact of the historical treatment of Native Americans and their resistance to maintain their culture from westward expansion to present day.

Identify and describe the origins and early leaders of the Women’s Rights Movement.

Trace the major events, achievements, and leaders of the women’s suffrage movement leading to the 19th amendment in 1920.

Survey the accomplishments of women in the United States during the twentieth century who took on roles and offices that had been traditionally held by men.

Analyze the current status of women in the United States with respect to political representation, economic opportunities, healthcare, and shifting social norms.

Examine the experiences of Native American populations from the age of exploration to present day.

MIN.4 Examine the Women’s Rights Movement.

221

Standard

Objectives 1.

Trace the migration of East Asians to the United States in the 19th century and the economic, social, legal, and political factors that contributed to discrimination against them.

Investigate the internment of Japanese Americans during World War II.

Describe the conditions during the mid-twentieth century that led to the Civil Rights Movement including Jim Crow laws and systemic inequality throughout the United States.

Evaluate the prominent methods, leaders, and events of the Civil Rights movements culminating in the Civil Rights Act of 1964.

Analyze the impact of the Civil Rights Movement on the status of African Americans and on the American social and political culture in the late twentieth and early twenty-first centuries.

MIN.5 Describe discrimination faced by AsianAmericans in the late nineteenth and midtwentieth century.

MIN.6 Examine the major events, methods, and leaders of the Civil Rights Movement.

222

Standard

Objectives 1.

Illustrate the major events, minority groups, and people associated with the Holocaust and its global impact (e.g., Jewish people, Gypsies, people with disabilities, etc.).

Trace the historical context and major events and people associated with the rise and fall of Apartheid in South Africa.

Explain the caste system in India and trace the changes that have occurred in attitudes towards various castes through much of the twentieth century.

MIN.7 Compare and contrast historically significant events and cultural characteristics related to the challenges of minority groups outside of the United States. (e.g., Nazi-occupied Europe, South Africa, India, etc.)

Examine contemporary concepts related to the treatment of minority groups including microaggressions and concerns about cultural appropriation.

Explain significant events during the early twenty-first century that have resulted in rising tensions between minority populations and law enforcement in some areas of the United States and the significance of technology in the impact of those events.

MIN.8 Examine contemporary issues related to the treatment of minority groups.

Examine social and political factors and events that have impacted attitudes and discrimination towards modern minority groups.

Describe significant events of the early twenty-first century related to the expansion and protection of civil liberties for members of the LGBTQ community.

MIN.9 Assess modern movements to broaden protections for minority groups.

223

224

Western Civilization ½ Carnegie Unit

225

*The examples listed within the document are not an exhaustive list.

Western Civilization Standard

½ Carnegie Unit Objectives 1.

Trace the development of social, political, citizenship, and economic patterns of early Mesopotamia, Egypt, China, and Indus Saraswati River Valley in their emergence of power.

Explain the development of language, writing, technology, and arts of early civilizations (e.g., Neolithic pottery, Epic of Gilgamesh, Book of Songs, the Torah, etc.).

Explain the role of religious traditions, origin of beliefs and customs of early civilizations such as cave art and the Zuni emergence tale.

WC.1 Examine the ancient river valley civilizations, including those of ancient Israel, Mesopotamia, Egypt, the Indus Saraswati River Valley, and China.

226

Standard

Objectives 1.

Locate and recognize the importance of climate and geography on the emergence of civilization in Greece.

Trace the development and legacy of social, political, citizen responsibility, and economic patterns of Greece while examining the rise of city-states.

Explain the development of language, writing, technology, and arts of Greece (e.g., the work of Homer, philosophers, Greek poetry, Athenian pottery, Hellenistic culture, Greek architectural traditions, Socrates, Plato, Aristotle, etc.).

Explain the role of religious traditions of the Greek gods, origin of mythology, and customs of Greece through the Golden Age.

WC.2 Examine the location of Greece, its political structure, arts, and religious traditions that influenced Greek society.

227

Standard

Objectives 1.

Locate and recognize the importance of climate and geography on the emergence of civilization in Rome.

Trace the development and legacy of social, political, and citizen responsibility of Roman citizens while analyzing Roman Republic, Roman imperialism, Cicero, and the politics of rhetoric.

Explain the development of language, writing, and arts of Greece through Virgil, Horace and Ovid while observing various Roman architecture and sculptures during that time period.

Explain the role of religious traditions of the Roman gods, origin of mythology, and spread of Roman Culture.

WC.3 Analyze ancient Rome by assessing the influence of geography, mythology, and development of the Roman Republic.

228

Standard

Objectives 1.

Locate and describe the evolution of nation-states England, France, Spain, and Russia.

Discuss the political and social impact of the Crusades, the Mongol conquests, and the fall of Constantinople.

Identify the role of Greek, Roman, Jewish, and Arabic philosophy, medicine, and science during the medieval time period.

Trace the emergence of pagan and Christian traditions through the rise of the Catholic church and the medieval monastery.

Evaluate the economic infrastructure of the Italian Renaissance.

Trace the events related to the rise and political development city-states while examining the Humanistic movement impact on society.

Contrast the arts, literary, architecture, and philosophical ideologies with the medieval time period (e.g., Shakespeare, Leonardo da Vinci, Michelangelo, Petrich, etc.).

Identify the Roman Catholic role on society and summarize religious reforms associated with Martin Luther, John Calvin, Henry VII, and their impact on the Reformation.

WC.4 Analyze the social, economic, military conquest and cultural achievements during the medieval time period.

WC.5 Analyze the social, economic, and political changes and cultural achievements during the Renaissance in Europe.

229

Standard

Objectives 1.

Locate the triangle trade, migration patterns, and cultural diffusion in colonized areas.

Identify the development of social, political, and economic motivation of explorers and conquistadors while analyzing their impact on indigenous peoples.

Describe the impact that religion had on the Age of Exploration and the effect that it had on colonized areas.

Locate and explain the development of the Ottoman Empire.

Identify the development of social, political, and economic impact on Africa, India, and growth of European nations.

WC.6 Understand the impact of the Age of Discovery and exploration into Africa, Asia, and the Americas.

WC.7 Examine the impact of global trade on various civilizations of the world.

230

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