OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 7. PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate location(s))

Size: px
Start display at page:

Download "OREGON SOCIAL SCIENCE GRADE LEVEL MAP, GRADE 7. PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate location(s))"

Transcription

1 Content Standards and Eligible Content (Grade 7) CIVICS AND GOVERNMENT: Understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens. Common Curriculum Goal: Understand the origins, purposes and functions of U.S. government, including the structure and meaning of the U.S. Constitution Content Standard: Understand the purposes of government and the basic constitutional principles of the United States republican form of government. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep Understand different forms of government and citizen rights in context of the history taught : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Common Curriculum Goal: Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States Content Standard: Understand the responsibilities and interrelationships of local, state, and national government in the U.S. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; : Growth and Conflict in the United States; : The United States on the Brink of Change; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; : Growth and Conflict in the United States; : The United States on the Brink of Change; 211: Standardized Test Prep Compare and contrast government from the period of history studied with our own government : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress 1

2 Common Curriculum Goal: Understand the roles of the three branches of government and explain how their powers are distributed and shared Content Standard: Understand the roles and powers of the executive, legislative, and judicial branches. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 211: Standardized Test Prep Common Curriculum Goal: Understand personal and political rights of citizens in the United States Content Standard: Understand the roles, rights, and responsibilities of citizens in the United States. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep Understand citizen rights in context of history taught and current events : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Common Curriculum Goal: Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives) 83: Earth s Human Geography/Representative Democracy; 84: Writing Activity/Government; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep 2

3 Content Standard: Understand the participatory obligations of U.S. citizens. 83: Earth s Human Geography/Representative Democracy; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep Understand resources that provide information about public issues at the city, state, and national level where appropriate in context with curriculum and current events : Using Reliable Information; 48 49: Using Climate Graphs; 72 73: Analyzing and Interpreting Population Density Maps; : Interpreting Diagrams; : Understanding Circle Graphs pages: : Analyzing and Interpreting Climate Maps; : Making a Timeline Use various media (newspapers, internet, radio, TV) as some of these resources. Common Curriculum Goal: Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations 14 15: Using Reliable Information; 24: Review and Assessment /Skills Practice; 170: Review and Assessment/Go Online; 361: Review and Assessment/Go Online 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Content Standard: Understand how individuals, groups, and international organizations influence government : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress 3

4 (Continued) Explain how participation varies in the United States and in the world, and how this compares with other societies in context of history and geography studied. (Continued) 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Common Curriculum Goal: Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations Content Standard: Understand how the United States government relates and interacts with other nations : Political Systems; : Social Groups, Language, and Religion; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : European Conquest pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress 182, : Growth and Conflict in the United States; 189, : The United States on the Brink of Change; : The United States and Canada Today; 211: Standardized Test Prep Explain how countries have interacted with one another in context of period of history studied : Political Systems; : Social Groups, Language, and Religion; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : European Conquest pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Explain how technology has made the world a smaller community. 46: Eyewitness Technology; 130: Eyewitness Technology; 176: Eyewitness Technology; 252: Eyewitness Technology; 371: Eyewitness Technology pages: 449: Eyewitness Technology Common Curriculum Goal: Analyze major political systems of the world 80 84: Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress 4

5 Content Standard: Understand that there are different ways for governments to be organized and to hold power : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress How governments have been organized; with examples from grade level content/case studies : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Common Curriculum Goal: Analyze the concepts of political power, authority, conflict, and conflict management : Political Systems; 179: The Arrival of the Europeans/The Break with Britain; 189, : The United States on the Brink of Change; 211: Standardized Test Prep pages: : Cuba: Clinging to Communism; : Haiti: A Democracy in Progress Analyze the nature of war and conflicts, their resolution, and their affects on society using historical and contemporary examples. Know conflicts that have arisen regarding fundamental values and principles (conflicts between liberty and equality, conflicts between individual rights and the common good, conflicts between majority rule and minority rights). ECONOMICS: Understand economic concepts and principles and how available resources are allocated in a market economy : The Arrival of the Europeans; : Growth and Conflict in the United States; : European Conquest; : Haiti: A Democracy in Progress : The Arrival of the Europeans; : Growth and Conflict in the United States; : European Conquest; : Haiti: A Democracy in Progress 74 79: Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy 5

6 Common Curriculum Goal: Understand that resources are limited (e.g., scarcity) 74 79: Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy Content Standard: Understand the economic concept of scarcity : Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy Give examples of trade between countries in and explain the costs and benefits in the context of history studied. Common Curriculum Goal: Understand economic trade-offs and how choices result in both costs and benefits to individuals and society Content Standard: Understand how trade-offs and opportunity costs are decisions that can be measured in terms of costs and benefits : Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade; 383: Trade 74 79: Economic Systems; : The Atlantic Provinces: Relying on the Sea; : Brazil: Geography Shapes a Nation 74 79: Economic Systems; : The Atlantic Provinces: Relying on the Sea; : Brazil: Geography Shapes a Nation 6

7 Know examples from world history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices. Common Curriculum Goal: Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government 74 79: Economic Systems; : The Atlantic Provinces: Relying on the Sea; : Brazil: Geography Shapes a Nation 74 79: Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy Content Standard: Understand the concept of supply and demand : Economic Systems; : How People Use the Land; : Resources and Land Use; : Trade; : Resources and Land Use pages: 372: Trade In the context of history studied: Identify factors that cause changes in market supply and demand : Economic Systems; : How People Use the Land; : Resources and Land Use; : Trade; : Resources and Land Use pages: 372: Trade Describe the role of buyers and sellers in determining the equilibrium price : Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade; 383: Trade 7

8 Describe how prices send signals to buyers and sellers : Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade; 383: Trade Know that price is an incentive for both buyers and producers/sellers in the marketplace. Higher prices for a good or service provide incentives for buyers to purchase less of it and for producers to make or sell more of it. Lower prices provide incentives for buyers to purchase more of it and for producers to make or sell less of it. Common Curriculum Goal: Understand economic concepts, principles, and factors affecting the allocation of available resources in an economy 78 79: Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade; 383: Trade 74 79: Economic Systems; : How People Use the Land; : Resources and Land Use; : British Columbia: Economic and Cultural Changes; : Resources and Land Use pages: : Venezuela: Oil Powers the Economy Content Standard: Understand and evaluate the underlying philosophies and characteristics of various economic systems, including that of the U.S. economy : Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy Extend understanding of basic economic systems commonly found in selected regions. Identify the elements of various economic systems focusing on distribution of wealth, organization of labor, and the interplay between various economic and governmental systems. Common Curriculum Goal: Understand the role of government and institutions (i.e., banks, labor unions) in various economic systems in an economy Content Standard: Understand the role of government and institutions in an economy : Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy 74 79: Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy 74 79: Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy 74 79: Economic Systems; : The West: Using and Preserving Resources; : Cuba: Clinging to Communism; : Venezuela: Oil Powers the Economy 8

9 Explain how banks and other financial institutions channel funds from savers to borrowers and investors in other parts of the world (Africa, Asia, and the Southwest Pacific). Common Curriculum Goal: Understand the interdependence of the global economy and the role played by the United States Content Standard: Understand how the United States economy relates and interacts with other nations : Economic Systems; 179: Economy and history; 192: Economy and history; 372: Trade; 383: Trade 78 79: Economic Systems/World Trade Patterns; : Trade; : Trade; 372: Trade; 383: Trade : Trade; : Trade Common Curriculum Goal: Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services Content Standard: Understand the purpose and functions of money in the economy : Economic Systems 74 79: Economic Systems Common Curriculum Goal: Apply economic concepts and principles to issues of personal finance 74 79: Economic Systems Content Standard: Demonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy. GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues : Economic Systems M1 M17: Mapmaster Skills Handbook; 8 25: Geography: Tools and Concepts; 26 57: Earth s Physical Geography; 58 89: Earth s Human Geography; : Physical Geography 9

10 (Continued) GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Common Curriculum Goal: Understand the spatial concepts of location, distance, direction, scale, movement, and region (Continued) pages: : Latin America: Physical Geography Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview pages: : Analyzing and Interpreting Climate Maps Content Standard: Understand and use spatial concepts of geography. Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview pages: : Analyzing and Interpreting Climate Maps Create geographic tools to collect, analyze, and interpret data. Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview pages: : Analyzing and Interpreting Climate Maps Analyze the characteristics, distribution, and migration of population, in context of history studied. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 47: Human Migration; 430: Migrant Workers Use maps, charts and graphs to understand patterns of movement (migrations, trade) over time (noting patterns or change and/or continuity) and space (where groups migrated to and from, and why they left one place and moved to another). M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 47: Human Migration; 430: Migrant Workers 10

11 Create maps, globes, graphs, charts, models, and databases related to population, disease, and economics; pose and answer questions about geographic distributions and patterns; compare world regions and countries, and cultures. Common Curriculum Goal: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations. Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Develop maps of human migration and settlement patterns at different times in history and compare to the present in terms of: population, settlement, climate, and language usage in the context of world history. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Common Curriculum Goal: Locate major physical and human (cultural) features of the Earth Content Standard: Locate major physical and human features of the Earth. Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Locate and map the climate regions, and explain how and why they differ. M12: Climate Map; 40 49: Climate and Weather; : Climate and Vegetation; : Climate and Vegetation Identify and explain the distribution of ecosystems in Africa and in Asia in terms of climate and landform patterns. 11

12 Know the location of major mountain ranges (Himalayas, Andes, Rockies, Alps, Ural, African Rift, Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon, Yangtze, and Mississippi), cultural regions (the Middle East and Latin America), and major countries (by continent) in the world in the context of history studied. Common Curriculum Goal: Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions Content Standard: Identify and analyze physical and human characteristics of places and regions, the processes that have shaped them, and their geographic significance. M1 M17: Mapmaster Skills Handbook; 26 57: Earth s Physical Geography; 58 89: Earth s Human Geography; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Five Themes of Geography; 16 22: The Geographer s Tools; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Explain why specific areas of Africa and Asia have major petroleum and mineral deposits and describe the physical processes that resulted in deposits in these locations. Describe the restrictions that climate and landforms place on land use in regions of Africa and Asia, and be able to discern how patterns of population distribution reflect these restrictions. Identify, locate, and compare religious symbols, architectural landmarks, types of housing, ethnic and racial characteristics of people, and level of technological achievement. Identify, locate, and compare clothing, recreation, myths, building of dams for flood control, air-conditioned buildings in warm climates, and economic activities related to natural resources (land use). Please see Eastern Hemisphere edition of Prentice Hall s World Studies program. Please see Eastern Hemisphere edition of Prentice Hall s World Studies program : Population; 90 91: Cultures of the World; 92 95: What Is Culture; : Social Groups, Language, and Religion; : Cultural Change pages: : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : The Cultures of Mexico and Central America; : Guatemala: Descendants of an Ancient People 60 66: Population; 90 91: Cultures of the World; 92 95: What Is Culture; : Social Groups, Language, and Religion; : Cultural Change; : How People Use the Land 12

13 (Continued) Identify, locate, and compare clothing, recreation, myths, building of dams for flood control, air-conditioned buildings in warm climates, and economic activities related to natural resources (land use). Common Curriculum Goal: Understand why places and regions are important to human identity and serve as symbols to unify or fragment society. (Continued) pages: : Resources and Land Use; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : Resources and Land Use; : The Cultures of Mexico and Central America 60 66: Population; 90 91: Cultures of the World; 92 95: What Is Culture; : Social Groups, Language, and Religion; : Cultural Change pages: : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants; : The Cultures of Mexico and Central America; : Guatemala: Descendants of an Ancient People Common Curriculum Goal: Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems) M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Content Standard: Understand the distribution and movement of people, ideas, and products. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Analyze the characteristics, distribution, and migration of population in the historical periods studied. Describe the impact of voluntary and involuntary migration on physical and human systems. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers 13

14 Recognize push/pull factors related to migration and settlement. Explain how physical and cultural factors relate to the location of settlements. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Understand patterns and processes of migration and diffusion in selected regions. M1, M14 M15: Human Migration; 67 73: Why People Migrate; : The Arrival of the Europeans; : Growth and Conflict in the United States; 405: Human Migration pages: 407: Human Migration; 430: Migrant Workers Common Curriculum Goal: Understand economic, cultural, and environmental factors that influence changes in population and evaluate the consequences of the resulting increases or decreases in population 58 59: Earth s Human Geography; 60 66: Population; : The Arrival of the Europeans; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants pages: : European Conquest; : From Past to Present Content Standard: Understand, analyze and evaluate the consequences of population changes resulting from economic, cultural, or environmental factors : Earth s Human Geography; 60 66: Population; : The Arrival of the Europeans; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants pages: : European Conquest; : From Past to Present Give reasons why rates of population growth and life expectancy vary among countries in the world. Use maps, charts, and graphs to compare rural and urban populations in selected countries : Earth s Human Geography; 60 66: Population; : The Arrival of the Europeans; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants pages: : European Conquest; : From Past to Present 14

15 Common Curriculum Goal: Understand how people and the environment are interrelated Content Standard: Understand how humans affect the physical environment : What Are Natural Resources; : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use Understand how changes in a physical environment affect human activity in Africa and Asia. Understand how clearing vegetation affects the physical environment of a place and other places (deforestation, desertification). Common Curriculum Goal: Understand how people and the environment are interrelated : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use Content Standard: Understand how physical characteristics in the environment and changes in the environment affect human activities. M12: Climate Map; 40 49: Climate and Weather; : Climate and Vegetation; : Climate and Vegetation Analyze historical maps, and give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in Asia, Africa, and the Southwest Pacific. Use a variety of information resources to identify current issues related to natural resources in selected countries in Africa, Asia, and the Southwest Pacific, and examine contrasting perspectives on these issues. M14 M15: Mapmaster Skills Handbook; 177: Map Master; 382: Map Master : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use 15

16 Extend and refine knowledge of examples of ways the environment affects human systems in selected regions (for example, natural barriers that become boundaries). Common Curriculum Goal: Understand how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory. M12: Climate Map; 40 49: Climate and Weather; : Climate and Vegetation; : Climate and Vegetation : The Arrival of the Europeans; : Growth and Conflict in the United States; : European Conquest; : Haiti: A Democracy in Progress Common Curriculum Goal: Understand the geographic results of resource use and management programs and policies : How People Use the Land; : People s Effect on the Environment; : Resources and Land Use; : Resources and Land Use Understand the various geographic factors that may divide or unite a country (for example, mountains, rivers, valleys), using examples from Africa, Asia. Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments. 2 7: Regional Overview M1 M17: Mapmaster Skills Handbook; 26 27: Earth s Physical Geography; 28 32: Our Planet, the Earth; 33 39: Land, Air Water; 40 49: Climate and Weather pages: 50 54: How Climate Affects Vegetation; 67 73: Why People Migrate; : Physical Geography; : Land and Water; : Climate and Vegetation HISTORY: Relate significant events and eras in United States and world history to past and present issues and developments : Why People Migrate; 80 84: Political Systems; : Cultural Change; : The United States and Canada: Shaped by History; : The Arrival of the Europeans pages: : Growth and Conflict in the United States; : The United States on the Brink of Change; : The History of Canada; : Latin America: Shaped by Its History; : Early Civilizations of Middle America 16

17 HISTORICAL SKILLS: Common Curriculum Goal: Interpret and reconstruct chronological relationships Content Standard: Understand, represent, and interpret chronological relationships in history. 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline Develop and compare time lines that identify major people, events, and developments in the history of the individual civilizations and/or countries that comprise Africa, Asia, and Southwest Pacific. Apply absolute and relative chronology; identify major eras, significant individuals, and events and describe their characteristics; explain the significance of important dates. Common Curriculum Goal: Analyze cause and effect relationships, including multiple causalities Content Standard: Identify and analyze cause and effect relationships in history : Timelines; 247: Timeline; : Making a Timeline 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect Recognize the interconnection of historical people, places, events, and developments that have taken place in civilizations of Africa, Asia, and The Southwest Pacific. Analyze cause-and-effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. Keep in mind that there may be more than one cause for an event or movement. Common Curriculum Goal: Understand, recognize and interpret change and continuity over time 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline 17

18 Content Standard: Interpret and represent chronological relationships and patterns of change and continuity over time. 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline Consider and use the Ten Themes presented in the National Council for the Social Studies (reference: standards: 1) Culture, 2) Time, Continuity, and Change, 3) People, Places, and Environments, 4) Individual Development and Identity, 5) Individuals, Groups, and Institutions, 6) Power, Authority, and Governance, 7) Production, Distribution, and Consumption, 8) Science, Technology, and Society, 9) Global Connections, 10) Civic Ideals and Practices. Consider and use the Vital Unifying Themes and Narratives of Human Experience from National Council for History Education (reference 1) Civilization, cultural diffusion, and innovation, 2) Human Interaction with the Environment, 3) Values, Beliefs, Political Ideas, and Institutions, 4) Conflict and Cooperation, 5) Comparative History of Major Developments, 6) Patterns of Social and Political Interaction. Consider and use other examples for themes: American isolationism, domestic reform, development of capitalism, the conduct of war, rights of African Americans, Native Americans, Hispanic Americans, women; the role of youth; racism. Consider patterns of change and continuity in history in relationship to contemporary events, issues, problems, and phenomena. Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events Five Themes of Geography; 28 32: Our Planet, the Earth; 33 39: Land, Air Water; 40 49: Climate and Weather pages: 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate; 74 79: Economic Systems; 80 84: Political Systems Five Themes of Geography; 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate pages: 74 79: Economic Systems; 80 84: Political Systems; 92 95: What Is Culture; : Resources and Land Use; : The United States and Canada: Shaped by History Five Themes of Geography; 58 59: Earth s Human Geography; 60 66: Population; 67 73: Why People Migrate pages: 74 79: Economic Systems; 80 84: Political Systems; 92 95: What Is Culture; : The United States and Canada: Shaped by History; : The Arrival of the Europeans 90: Using Sequence; 95: Sequence; : Timelines; 247: Timeline; : Making a Timeline Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; : Making Valid Generalizations 18

19 (Continued) Common Curriculum Goal: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. (Continued) pages: : Making Predictions; : Identifying Frame of Reference; : Writing a Summary; : Distinguishing Fact and Opinion; : Drawing Inferences and Conclusions Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; : Making Valid Generalizations pages: : Making Predictions; : Identifying Frame of Reference; : Writing a Summary; : Distinguishing Fact and Opinion Draw appropriate conclusions based on data from charts, tables, and graphs : Using Climate Graphs; 72 73: Analyzing and Interpreting Population Density Maps; 155: Charts, Graphs, Tables; 157: Charts, Graphs, Tables; 169: Charts, Graphs, Tables pages: : Interpreting Diagrams; : Using Graphic Organizers; : Understanding Circle Graphs; : Analyzing and Interpreting Climate Maps; : Making a Timeline Know relative value of primary and secondary sources. Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Recognize historical perspective by identifying the historical context in which events occurred, and avoid evaluating the past solely in terms of present-day norms. Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion 19

20 Common Curriculum Goal: Understand relationships among events, issues, and developments in different spheres of human activity (i.e., economic, social, political, cultural) Five Themes of Geography; 67 73: Why People Migrate; 74 79: Economic Systems; 80 84: Political Systems pages: : Cultural Change; 2 7: Regional Overview; : Analyzing and Interpreting Climate Maps Content Standard: Identify and analyze various perspectives and interpretations of historical issues and events. Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion See grade-level maps for Civics, Economics, Geography, for linking strategies. WORLD HISTORY: Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of world history : Why People Migrate; 80 84: Political Systems; : Cultural Change; : A Heritage of Diversity and Exchange; : The United States: A Nation of Immigrants pages: : Latin America: Shaped by Its History; : Early Civilizations of Middle America; : The Incas: People of the Sun; : European Conquest Understand the major developments and societal impact of feudalism, the church, and the rise of cities in the European Middle Ages. Please see the Medieval Times to Today edition of Prentice Hall s World Studies program. 20

21 Explain the relationship between the Roman Catholic Church and society in the European Middle Ages Charlemagne s empire, causes and consequences of the European Crusades, European trade connections to the East, medieval universities, Gothic architecture, religious music and art, chivalry, literature (epics, fables, religious plays). Feudal relationships as a foundation for political order (relationship between lord and vassal); the manor (land) as the foundation of economic and social life (roles of lord, knights, serfs). Understand the characteristics and impact of Renaissance thinking, art, and learning. People began celebrating the talents and abilities they believed given them by God; concept of Renaissance Man (a person, male or female, who is able to do, understand, and be interested in many things) exemplified by Leonardo Da Vinci and Michelangelo; art celebrated nature and the human body and experimented with color and perspective; anatomical drawings and studies increased understanding of human body functions; modern science born in Renaissance curiosity. Johann Gutenberg s printing press put the Bible, the Christians Holy Book, into the hands of the average person. Many discovered the freedom accorded to them in the Holy Writings which resulted in a burst of new ideas, a surge of discovery and a fascination about life; new discoveries in science and technology reduced the danger of ocean voyages; and Renaissance curiosity and focus on commerce encouraged exploration (Age of Discovery). Different interpretations of the Bible led to a division in the established Christian church that created the Protestant Reformation and the beginnings of many different Christian religions. Different groups believed that they had the only true faith and a duty to spread the truth, as they understood it. Those who practiced other religions suffered persecution. Religious persecution became an impetus for emigration to America. Please see the Medieval Times to Today edition of Prentice Hall s World Studies program. Please see the Medieval Times to Today edition of Prentice Hall s World Studies program. 21

22 U.S. HISTORY Common Curriculum Goal: Understand and interpret events, issues, and developments within and across eras of U.S. history Content Standard: Understand the importance and lasting influence of individuals, issues, events, people, and developments in U.S. history : The United States and Canada: Shaped by History; : The Arrival of the Europeans; : Growth and Conflict in the United States; : The United States on the Brink of Change; : The United States: A Nation of Immigrants : The United States and Canada: Shaped by History; : The Arrival of the Europeans; : Growth and Conflict in the United States; : The United States on the Brink of Change; : The United States: A Nation of Immigrants STATE & LOCALHISTORY Common Curriculum Goal: Understand and interpret the history of the state of Oregon 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Content Standard: Understand and interpret events, issues, and developments in Oregon history. 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Identify significant connections between Oregon and the period of history studied. 181: A Nation Grows; 244: Databank/Oregon; 272: Focus on Geography; 273: Mineral Resources Common Curriculum Goal: Understand and interpret events, issues, and developments in the history of one s family, local community, and culture Content Standard: Understand and interpret events, issues, and developments in local history. 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History 22

23 Make appropriate connections between the local community and events in the period of history studied. SOCIAL SCIENCE ANALYSIS: Design and implement strategies to analyze issues, explain perspectives, and resolve issues using the social sciences. 66: Writing Activity/Local Demography; 95: Writing Activity/Local Culture; 101: Writing Activity/Family and Language; 36: Research Your Local History Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; : Making Valid Generalizations; : Making Predictions pages: : Identifying Frame of Reference; : Writing a Summary; : Distinguishing Fact and Opinion; : Drawing Inferences and Conclusions; : Synthesizing Information Common Curriculum Goal: Define and clarify an issue so that its dimensions are well understood Using Reliable Information; 58: Comparing and Contrasting; 88 89: Literature; : Making Valid Generalizations pages: : Making Predictions; : Identifying Frame of Reference; : Writing a Summary; : Distinguishing Fact and Opinion; : Drawing Inferences and Conclusions Content Standard: Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society. Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Practice using Bloom s Taxonomy to formulate questions. RW1 RW5: Reading and Writing Handbook; 72 73: Analyzing and Interpreting Population Density Maps; : Making Predictions; : Identifying Frame of Reference; : Writing a Summary 23

24 (Continued) Practice using Bloom s Taxonomy to formulate questions. Common Curriculum Goal: Acquire and organize materials from primary and secondary sources (Continued) pages: : Distinguishing Fact and Opinion Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Content Standard: Gather, use, and evaluate researched information to support analysis and conclusions. Using Reliable Information; : Identifying Frame of Reference; : Writing a Summary; : Distinguishing Fact and Opinion Identify and interpret primary and secondary source documents to increase understanding. Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Common Curriculum Goal: Explain various perspectives on an event or issue and the reasoning behind them Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion 24

25 Content Standard: Understand an event, issue, problem, or phenomenon from multiple perspectives. Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Practice interpreting ideas and events from different historical perspectives. Using Reliable Information; 88 89: Literature; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion Common Curriculum Goal: Identify and analyze an issue 72 73: Analyzing and Interpreting Population Density Maps; : Making Valid Generalizations; : Making Predictions; : Identifying Frame of Reference; : Writing a Summary pages: : Distinguishing Fact and Opinion; : Drawing Inferences and Conclusions; : Comparing and Contrasting; : Synthesizing Information Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon. 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect Practice determining cause and effect relationships. Common Curriculum Goal: Select a course of action to resolve an issue 32: Cause and Effect; 66: Cause and Effect; 170: Cause and effect; 400: Using Cause and Effect; 402: Using Cause and Effect : Making Predictions; : Making Valid Generalizations; : Identifying Frame of Reference; : Synthesizing Information 25

26 Content Standard: Identify, compare, and evaluate outcomes, responses, or solutions, then reach a supported conclusion : Making Predictions; : Making Valid Generalizations; : Identifying Frame of Reference; : Synthesizing Information Create criteria for measuring solutions or alternatives. Measure possible solutions or alternatives using set criteria : Making Predictions; : Making Valid Generalizations; : Identifying Frame of Reference; : Synthesizing Information : Making Predictions; : Making Valid Generalizations; : Identifying Frame of Reference; : Synthesizing Information 26

Prentice Hall World Studies, Western Hemisphere 2005 Correlated to: Mississippi Social Studies Frameworks, Western Hemisphere Studies (Grade 6)

Prentice Hall World Studies, Western Hemisphere 2005 Correlated to: Mississippi Social Studies Frameworks, Western Hemisphere Studies (Grade 6) Mississippi Social Studies Frameworks, Western Hemisphere Studies (Grade 6) SIXTH GRADE (Western Hemisphere Studies) STRANDS: (C-Civics); (H-History); (G-Geography); (E-Economics) COMPETENCIES and Suggested

More information

Prentice Hall World Studies: Latin America 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7)

Prentice Hall World Studies: Latin America 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7) Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A. (1) Principles expressed in documents shaping constitutional

More information

Social Studies Curriculum Sixth Grade

Social Studies Curriculum Sixth Grade Social Studies Curriculum Sixth Grade A. History Students will examine the key historic movements, events, and figures that contributed to the development of modern Europe and American nations from early

More information

LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN

LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN Standard 2 Historical Thinking Skills Students distinguish between events, people, and

More information

Grade 7 Social Studies

Grade 7 Social Studies Standard 1: History Students will examine the major movements, events, and figures that contributed to the development of nations in modern Africa, Asia, and the Southwest Pacific from acient civilizations

More information

GRADE 5 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 5

GRADE 5 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 5 GRADE 5 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.

More information

Stillwater Area Schools Curriculum Guide for Elementary Social Studies

Stillwater Area Schools Curriculum Guide for Elementary Social Studies Stillwater Area Schools Curriculum Guide for Elementary Social Studies Grade Four Draft March 21, 2006 Minnesota and the St. Croix Valley I. Historical Skills A. The student will acquire skills of chronological

More information

Dublin City Schools Social Studies Graded Course of Study Grade 5 K-12 Social Studies Vision

Dublin City Schools Social Studies Graded Course of Study Grade 5 K-12 Social Studies Vision K-12 Social Studies Vision The Dublin City Schools K-12 Social Studies Education will provide many learning opportunities that will help students to: develop thinking as educated citizens who seek to understand

More information

a. Hunting and gathering SE/TE: 17, 19, 21, 22, 23, 25, 30 b. Tool making SE/TE: 17, 18, 19, 22, 23 c. Use of fire SE/TE: 17, 23, 30

a. Hunting and gathering SE/TE: 17, 19, 21, 22, 23, 25, 30 b. Tool making SE/TE: 17, 18, 19, 22, 23 c. Use of fire SE/TE: 17, 23, 30 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 6) Grade Six History Students use materials drawn from the diversity of human experience to analyze and interpret significant

More information

Social Studies Continuum

Social Studies Continuum Historical Skills chronological thinking understand that we can learn about the past from different sorts of evidence begin to use historical resources apply research skills by investigating a topic in

More information

Minnesota K-12 Academic Standards in Social Studies. Grade 4: Geography of North America

Minnesota K-12 Academic Standards in Social Studies. Grade 4: Geography of North America Minnesota K-12 Academic s in Social Studies Grade 4: Geography of North America 4 Describe how people take 1. Democratic government action to influence a depends on informed and decision on a specific

More information

SOCIAL STUDIES Grade 6 Standard: History

SOCIAL STUDIES Grade 6 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier 1. Construct a multiple-tier time line from a list of events time lines. and interpret the relationships between

More information

GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues.

GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Content Standards and Eligible Content (Grade 7) GEOGRAPHY: Understand and use geographic skills and concepts to interpret contemporary and historical issues. Common Curriculum Goal: Understand the spatial

More information

GRADE 6 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 6

GRADE 6 SOCIAL STUDIES SOCIAL STUDIES APPLICATION. SOCIAL STUDIES STANDARDS for Grade 6 GRADE 6 SOCIAL STUDIES The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards.

More information

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide Norton City Schools Standards-Based Social Studies Course of Study 2005 6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 2005-06 The sixth grade year focuses on the study of world

More information

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

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

More information

Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific

Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific GRADE 7 Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific Course 0470-07 Students in seventh grade explore the history, geography, government, economic systems, current issues, and

More information

Prentice Hall. World Explorer: People, Places, Cultures Grade 7. Oklahoma Priority Academic Student Skills (PASS) for Grade 7 World Geography

Prentice Hall. World Explorer: People, Places, Cultures Grade 7. Oklahoma Priority Academic Student Skills (PASS) for Grade 7 World Geography Prentice Hall World Explorer: People, Places, Cultures 2007 Grade 7 C O R R E L A T E D T O for Grade 7 1. Locate, gather, analyze, and apply information from primary and secondary sources. WORLD GEOGRAPHY

More information

Grade 5: Social Studies Practices

Grade 5: Social Studies Practices Grade 5: Social Studies Practices A. Gathering and Using Evidence 1. Develop questions to help identify evidence about topics related to the historical events occurring in the Western Hemisphere that can

More information

Proposed AKS for 6 th Grade Social Studies

Proposed AKS for 6 th Grade Social Studies Proposed AKS for 6 th Grade Social Studies A. Map and Globe Skills 1. use cardinal directions 2. use intermediate directions 3. use a letter/number grid system to determine location 4. compare and contrast

More information

Third Grade Social Studies Indicators Class Summary

Third Grade Social Studies Indicators Class Summary History Standard Construct time lines to demonstrate an understanding of units of time and chronological order. 1. Define and measure time by years, decades and centuries. 2. Place local historical events

More information

Oregon Academic Content Standards Science Grade: 7 - Adopted: Ecosystems: Interactions, Energy, and Dynamics

Oregon Academic Content Standards Science Grade: 7 - Adopted: Ecosystems: Interactions, Energy, and Dynamics Main Criteria: Oregon Academic Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 7 Correlation Options: Show Correlated OR.MS-LS2. Oregon Academic Content Standards Science

More information

MARS AREA SCHOOL DISTRICT CURRICULUM GRADE: Grade 4

MARS AREA SCHOOL DISTRICT CURRICULUM GRADE: Grade 4 MARS AREA SCHOOL DISTRICT CURRICULUM GRADE: Grade 4 Course Title: Social Studies Brief Description Overview: Students will explore the history, geography, government, and economy of the United States with

More information

POLITICAL SYSTEMS. (ps ) Evaluate positions taken regarding the necessity of government and the purposes of government.

POLITICAL SYSTEMS. (ps ) Evaluate positions taken regarding the necessity of government and the purposes of government. Baltimore City Public School System Social Studies Content Standards (Grade 8) POLITICAL SYSTEMS In the context of U.S. History through 1877, at the end of grade 8, students know and are able to do everything

More information

Delta School District 1

Delta School District 1 Delta School District Social Studies Curriculum Scope and Sequence K-12 GLE Principles of Constitutional Democracy K 1 2 3 4 5 6 7 8 9-12 1. Knowledge of the principles expressed in documents shaping constitutional

More information

The Kenton County School District A System of Excellence Social Studies 4.1 Core Content for Assessment

The Kenton County School District A System of Excellence Social Studies 4.1 Core Content for Assessment Big Idea: Government and Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental

More information

Prentice Hall World Cultures: A Global Mosaic 2004 Correlated to: Wisconsin Model Academic Standards for Social Studies (By the end of Grade 12)

Prentice Hall World Cultures: A Global Mosaic 2004 Correlated to: Wisconsin Model Academic Standards for Social Studies (By the end of Grade 12) Wisconsin Model Academic Standards for Social Studies (By the end of Grade 12) A. Geography: People, Places, and Environments A.12.1 Use various types of atlases and appropriate vocabulary to describe

More information

5 th Grade Social Studies Goals for the First Trimester Miss Gaull

5 th Grade Social Studies Goals for the First Trimester Miss Gaull 5 th Grade Social Studies Goals for the First Trimester Overview: American People, American Land The American People Government by the People Free Enterprise Lands and Regions Resources and the Environment

More information

STANDARD 1: The student understands historical chronology and the historical perspective.

STANDARD 1: The student understands historical chronology and the historical perspective. Prentice Hall World Studies, The Eight Book Series Latin America 2005 Florida Sunshine State Standards, Social Studies Benchmarks and STRAND A: TIME, CONTINUITY, AND CHANGE [HISTORY] STANDARD 1: The student

More information

Prentice Hall World Studies 2005, Eastern Hemisphere Correlated to: Maryland Social Studies State Voluntary Curriculum (Grade 7)

Prentice Hall World Studies 2005, Eastern Hemisphere Correlated to: Maryland Social Studies State Voluntary Curriculum (Grade 7) Prentice Hall World Studies 2005, Eastern Hemisphere Maryland Social Studies State Voluntary Curriculum (Grade 7) Social Studies Grade 7 Voluntary Curriculum History: Students will examine significant

More information

K- 5 Academic Standards in. Social Studies. June 2013

K- 5 Academic Standards in. Social Studies. June 2013 K- 5 Academic s in Social Studies June 203 Word Tables of s ONLY This Word version of the 2.7.2 social studies standards (DRAFT for Rulemaking 2.7.2) document contains the standards ONLY; no explanatory

More information

3 rd Grade Social Studies

3 rd Grade Social Studies 3 rd Grade Social Studies UNITED STATES HISTORY Year 1: American Indian Cultures through Colonization In third grade, students begin a three-year study of United States history in which all four strands

More information

LEARNING OUTCOMES SST (G1-G12)

LEARNING OUTCOMES SST (G1-G12) LEARNING OUTCOMES SST (G1-G12) Grade 1 Learning Outcomes Students will be expected to: - demonstrate an understanding of the importance of interactions between people - demonstrate an understanding of

More information

Tennessee Department of Education Social Studies Curriculum Standards Grades 1 8

Tennessee Department of Education Social Studies Curriculum Standards Grades 1 8 Tennessee Department of Education Social Studies Curriculum Standards Grades 1 8 Correlated to TEST READY Social Studies Social Studies - First Grade TEST READY Social Studies Book 1 Culture Content Standard:

More information

Fourth Grade Social Studies Crosswalk

Fourth Grade Social Studies Crosswalk Fourth Grade Social Studies Crosswalk This crosswalk document compares the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study (SCOS) and provides

More information

GRADE LEVEL EXPECTATIONS CORRELATION NOTATIONS

GRADE LEVEL EXPECTATIONS CORRELATION NOTATIONS Book Title: World Studies: The Eastern Hemisphere 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: Social Studies, Grade 6 Geography The World in Spatial Terms Grade 6 1. Use latitude

More information

Fifth Grade Social Studies Major Instructional Goals

Fifth Grade Social Studies Major Instructional Goals Fifth Grade Social Studies Major Instructional Goals We exist for the academic excellence of all students. December 2007 1 Rationale The purpose of the social studies program is to prepare young people

More information

K- 5 Academic Standards in. Social Studies. June 2013

K- 5 Academic Standards in. Social Studies. June 2013 K- 5 Academic s in Social Studies June 2013 Word Tables of s ONLY This Word version of the 2.17.12 social studies standards (DRAFT for Rulemaking 2.17.12) document contains the standards ONLY; no explanatory

More information

Norwich City Schools Social Studies 6

Norwich City Schools Social Studies 6 Social Studies 6 Topic: Maps and Globes and Graphs and Time Transferable Concepts: change 3: Geography Geography Geographers use maps, globes, and graphs to study the Earth and everything on it. Types

More information

Social Studies Framework K-12 ( ) 1

Social Studies Framework K-12 ( ) 1 RIVERVIEW SCHOOL DISTRICT NO. 407 STRAND CIVICS (GOVERNMENT) ECONOMICS HISTORY GEOGRAPHY Grade K Me & My Community Working together Purpose of rules Being a community contributor Compare/contrast needs

More information

Third Grade United States History

Third Grade United States History Third Grade United States History Year 1: American Indian Cultures through Colonization In third grade, students begin a three-year study of United States history in which all four strands (history, geography,

More information

Archdiocese of Washington Catholic Schools Academic Standards Social Studies

Archdiocese of Washington Catholic Schools Academic Standards Social Studies 6th GRADE Peoples, Places, and Cultures in Europe and the Americas Students in Grade 6 study the regions and countries of Europe and the Americas, including geographical, historical, economic, political,

More information

Strand 1: Principles of Constitutional Democracy. Strand 2: Principles and Processes of Governance Systems

Strand 1: Principles of Constitutional Democracy. Strand 2: Principles and Processes of Governance Systems Social Studies GLE S - Grade 4 Strand 1: Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A. Knowledge

More information

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 2008-09 The sixth grade year focuses on the study of world regions. The concentration is geographic rather than historic. Students

More information

Book Title: History of Our World, The Early Ages Edition 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: World History, Grade 6

Book Title: History of Our World, The Early Ages Edition 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: World History, Grade 6 Book Title: History of Our World, The Early Ages Edition 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: World History, Grade 6 Geography The World in Spatial Terms Grade 6 1. Use

More information

GRADE 8 LEAP SOCIAL STUDIES ASSESSMENT STRUCTURE. Grade 8 Social Studies Assessment Structure

GRADE 8 LEAP SOCIAL STUDIES ASSESSMENT STRUCTURE. Grade 8 Social Studies Assessment Structure Grade 8 Social Studies Assessment Structure 1 In 2013-2014, the grade 8 LEAP test continues to assess Louisiana s social studies benchmarks. The design of the multiple-choice sessions of the test remains

More information

IA_Core Curriculum Social Studies (2010) High School

IA_Core Curriculum Social Studies (2010) High School IA_Core Curriculum Social Studies (2010) High School Content Area 1 Behavioral sciences include, but are not limited to, the areas of sociology, anthropology and psychology. In addressing these disciplines

More information

Book Title: World Studies, Medieval Times to Today 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: Social Studies, Grade 6

Book Title: World Studies, Medieval Times to Today 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: Social Studies, Grade 6 Book Title: World Studies, 2005 Grade Level: 6 Publisher: Pearson Prentice Hall Subject/Course: Social Studies, Grade 6 Geography The World in Spatial Terms Grade 6 1. Use latitude and longitude to determine

More information

Wisconsin Academic Standards Science Grade: 8 - Adopted: 1998

Wisconsin Academic Standards Science Grade: 8 - Adopted: 1998 Main Criteria: Wisconsin Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 8 Correlation Options: Show Correlated Wisconsin Academic Standards Science Grade: 8 - Adopted:

More information

Minnesota Transportation Museum

Minnesota Transportation Museum Minnesota Transportation Museum Minnesota Social Studies s Alignment Second Grade 1 Code Benchmark 1. Citizenship and Government 1. Civic Skills. Civic Values and Principles of Democracy 4. Governmental

More information

Warren County Schools Primary Social Studies Curriculum

Warren County Schools Primary Social Studies Curriculum P4 Government and Civics SS-P-GC-U-1 Students will understand that local governments are formed to establish order, provide security and accomplish common goals. SS-P-GC-U-2 Students will understand that

More information

Essential Questions Content Skills Assessments Standards/PIs

Essential Questions Content Skills Assessments Standards/PIs Map: GLOBAL 10 Type: Consensus Grade Level: 10 School Year: 2007-2008 Author: Jeff Fogler District/Building: Minisink Valley CSD/High School Created: 11/06/2007 Last Updated: 11/06/2007

More information

4th Grade Social Studies GLEs

4th Grade Social Studies GLEs 4th Grade Social Studies GLEs Geography The World in Spatial Terms 1. Interpret different kinds of maps using a map key/legend, compass rose, cardinal and intermediate directions, and distance scale (G-1A-E1)

More information

The following objectives were taken from the K-12 Skills Competency Goals

The following objectives were taken from the K-12 Skills Competency Goals Seventh Grade Social Studies Crosswalk World Geography, History and Culture: Patterns of Continuity and Change The Great Global Convergence (1400-1800) to the Present - Represents the last five Eras of

More information

August 19 students first day of class (M1-M17) Place. Movement. Human- Environment Interaction. Cartography. Elevation

August 19 students first day of class (M1-M17) Place. Movement. Human- Environment Interaction. Cartography. Elevation Month August 2010 6 th Grade Western Hemisphere 2010-2011 Curriculum Map Pacing Vocabulary Assessment Resources Content Skills Mapmaster 7. Location August 19 Skills students first Handbook 7.6.1 Region

More information

Global Perspectives Goals & Objectives: (include numbers) Learning Essentials Materials/ Resources

Global Perspectives Goals & Objectives: (include numbers) Learning Essentials Materials/ Resources August/ September Early Civilizations Goal 1.6: Explain the rise of human civilization. 6-9.WHC.1.6.1 Describe types of evidence used by anthropologists, archaeologists, and other scholars to reconstruct

More information

Wisconsin Academic Standards Science Grade: 5 - Adopted: 1998

Wisconsin Academic Standards Science Grade: 5 - Adopted: 1998 Main Criteria: Wisconsin Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 5 Correlation Options: Show Correlated Wisconsin Academic Standards Science Grade: 5 - Adopted:

More information

A Correlation of. Ohio s Learning Standards in Social Studies. Grade 5

A Correlation of. Ohio s Learning Standards in Social Studies. Grade 5 A Correlation of 2019 To in Social Studies Grade 5 Introduction The all new myworld Interactive Social Studies encourages students to explore their world, expand their thinking, and engage their college,

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

Standards Culture Give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference. Reading Street Main Selections in which Standards

More information

Warren County Schools Primary Social Studies Curriculum

Warren County Schools Primary Social Studies Curriculum P2 Government and Civics SS-P-GC-U-1 Students will understand that local governments are formed to establish order, provide security and accomplish common goals. SS-P-GC-U-2 Students will understand that

More information

Seventh Grade Social Studies Curriculum Map

Seventh Grade Social Studies Curriculum Map Semester Unit Unit Focus NC Essential Standards Social Studies Literacy in History/ Social Studies 1 1st Unit 1 Intro to Geography Culture Explorers Constitution Day Terrorism (9-11) 1st Unit 2 Renaissance

More information

Eastern Hemisphere Geography 7th Grade *Chapters 1-10 covered in 6 th Grade

Eastern Hemisphere Geography 7th Grade *Chapters 1-10 covered in 6 th Grade Quarter 1 Geography Tools and Concepts Chapters 1-5 Intro to Geography = 2 day review Goal Objective Task Analysis Vocabulary Text Location Goal 2.1: Analyze the 6-9.GEH.2.1.1 Explain and use the Identify

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The sixth grade student: Time, Continuity, and Change [History] understands that historical events are

More information

Alaska Content and Performance Standards Science Grade: 7 - Adopted: Concepts of Life Science (SC1, SC2, SC3)

Alaska Content and Performance Standards Science Grade: 7 - Adopted: Concepts of Life Science (SC1, SC2, SC3) Main Criteria: Alaska Content and Performance Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 7 Correlation Options: Show Correlated AK.C1. Alaska Content and Performance Standards

More information

A Correlation of. Eastern Hemisphere. Ohio s Learning Standards Social Studies: K-12 Grade 6

A Correlation of. Eastern Hemisphere. Ohio s Learning Standards Social Studies: K-12 Grade 6 A Correlation of Eastern Hemisphere To Grade 6 to,, Grade 6 Introduction This document demonstrates how, Eastern Hemisphere, Ohio Edition, meets : K-12 Social Studies for Grade 6. Correlation page references

More information

Centerville Jr. High School Curriculum Mapping (7 th Grade Geography) (Mike Day)

Centerville Jr. High School Curriculum Mapping (7 th Grade Geography) (Mike Day) Centerville Jr. High School Curriculum Mapping (7 th Grade Geography) (Mike Day) Standard 1 History Students examine the major movements, events and figures that contributed to the development of Africa,

More information

Rhode Island World-Class Standards Science Grade: K - Adopted: 2006

Rhode Island World-Class Standards Science Grade: K - Adopted: 2006 Main Criteria: Rhode Island World-Class Standards Secondary Criteria: Subjects: Science, Social Studies Grade: K Correlation Options: Show Correlated Rhode Island World-Class Standards Science Grade: K

More information

Maine Learning Results Science Grade: 4 - Adopted: 2007

Maine Learning Results Science Grade: 4 - Adopted: 2007 Main Criteria: Maine Learning Results Secondary Criteria: Subjects: Science, Social Studies Grade: 4 Correlation Options: Show Correlated Maine Learning Results Science Grade: 4 - Adopted: 2007 STRAND

More information

Houghton Mifflin Harcourt People We Know Minnesota Academic Standards in Social Studies, Grade 2

Houghton Mifflin Harcourt People We Know Minnesota Academic Standards in Social Studies, Grade 2 Houghton Mifflin Harcourt People We Know 2012 correlated to the Minnesota Academic in Social Studies, Grade 2 Grade 2 2.1 Citizenship and Government 2.1.1 Civic Skills 2.1.1.1 Democratic government depends

More information

Grade Four Content Overview

Grade Four Content Overview Grade Four Content Overview Physical features Regions Contributions of the states Our Country: Geography and Regions Coastal and inland communities Famous landmarks Physical and human characteristics Local,

More information

World Geography TEKS 2nd Nine Weeks. Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe

World Geography TEKS 2nd Nine Weeks. Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe World Geography TEKS 2nd Nine Weeks Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe 1) History. The student understands how geography and processes of spatial

More information

Great Native American Nations

Great Native American Nations Great Native American Nations Episode 1 Episode 2 Episode 3 Episode 4 Episode 5 Episode 6 Cheyenne: Indians of the Plains Iroquois: Indians of the Northeast Lakota Sioux: Indians of the Plains Navajo:

More information

SOCIAL STUDIES GRADE 5. I Can Checklist Office of Teaching and Learning Curriculum Division REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE

SOCIAL STUDIES GRADE 5. I Can Checklist Office of Teaching and Learning Curriculum Division REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE SOCIAL STUDIES REGIONS AND PEOPLE OF THE WESTERN HEMISPHERE GRADE 5 I Can Checklist 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

More information

Kentucky Academic Standards Science Grade: K - Adopted: 2013

Kentucky Academic Standards Science Grade: K - Adopted: 2013 Main Criteria: Kentucky Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: K Correlation Options: Show Correlated Kentucky Academic Standards Science Grade: K - Adopted: 2013

More information

Chapter 2: Studying Geography, Economics, and Citizenship

Chapter 2: Studying Geography, Economics, and Citizenship Chapter 2: Studying Geography, Economics, and Citizenship Lesson 2.1 Studying Geography I. Displaying the Earth s Surface A. A globe of the Earth best shows the sizes of continents and the shapes of landmasses

More information

Unit 1 Welcome to the World

Unit 1 Welcome to the World Unit Welcome to the World There are five fields of learning in social studies. We learn about the world and its people by studying geography, history, economics, government, and culture. A Mongolian yurt,

More information

New York State Learning Standards and Core Curriculum Science Grade: 5 - Adopted: Matter and Energy in Organisms and Ecosystems

New York State Learning Standards and Core Curriculum Science Grade: 5 - Adopted: Matter and Energy in Organisms and Ecosystems Main Criteria: New York State Learning Standards and Core Curriculum Secondary Criteria: Subjects: Science, Social Studies Grade: 5 Correlation Options: Show Correlated New York State Learning Standards

More information

A Correlation of. Pearson myworld Social Studies We Are Connected to the

A Correlation of. Pearson myworld Social Studies We Are Connected to the A Correlation of Pearson myworld Social Studies We Are Connected 2013 Standard 2-1: The student will demonstrate an understanding of the local community as well as the fact that geography influences not

More information

Year At A Glance. 5th Grade Social Studies. UNIT 4 America s Fight for Independence and the Creation of a New Nation. UNIT 2 Early Explorers

Year At A Glance. 5th Grade Social Studies. UNIT 4 America s Fight for Independence and the Creation of a New Nation. UNIT 2 Early Explorers 5th Grade Social Studies Year At A Glance UNIT 1 Introduction to Social Studies and the Pre-Columbian Societies and Tribes (9 Weeks) UNIT 2 Early Explorers (9 Weeks) UNIT 3 Becoming a new nation: Colonization

More information

Indiana Academic Standards Science Grade: 3 - Adopted: 2016

Indiana Academic Standards Science Grade: 3 - Adopted: 2016 Main Criteria: Indiana Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 3 Correlation Options: Show Correlated Indiana Academic Standards Science Grade: 3 - Adopted: 2016

More information

Prentice Hall World Studies, Asia and the Pacific 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7)

Prentice Hall World Studies, Asia and the Pacific 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7) Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Concepts A. (1) Principles expressed in documents shaping

More information

Delta RV Sixth Grade Social Studies Curriculum Revised 2010

Delta RV Sixth Grade Social Studies Curriculum Revised 2010 Delta RV Sixth Grade Social Studies Curriculum Revised 2010 Social Studies: 6 th Grade Principles of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping

More information

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) The Kentucky Core Content for Assessment (version 3.0) forsocial Studies (Grades 6 8) Government and Civics The study of government and civics allows students to understand the nature of government and

More information

SOCIAL STUDIES GRADE 6. I Can Checklist REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE. Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 6. I Can Checklist REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE. Office of Teaching and Learning Curriculum Division SOCIAL STUDIES REGIONS AND PEOPLE OF THE EASTERN HEMISPHERE GRADE 6 I Can Checklist 2018-2019 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

More information

World Geography Fall 2013 Semester Review Project

World Geography Fall 2013 Semester Review Project Reporting Category RC 1: History, Government and Citizenship Standard WG.1 History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and

More information

Oklahoma Academic Standards Science Grade: 9 - Adopted: 2014

Oklahoma Academic Standards Science Grade: 9 - Adopted: 2014 Main Criteria: Oklahoma Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 9 Correlation Options: Show Correlated OK.HS-BI. Oklahoma Academic Standards Science Grade: 9 - Adopted:

More information

The study of Geography and the use of geographic tools help us view the world in new ways.

The study of Geography and the use of geographic tools help us view the world in new ways. S How does Geography help us understand our world? What factors shape the Earth s different environments? 7.1.9 7.2.9 BIG IDEAS COMPETENCIES Text pages or The study of Geography and the use of geographic

More information

IN Indiana Indiana Academic Standards

IN Indiana Indiana Academic Standards IN Indiana Indiana Academic Standards Indiana Academic Standards for Grade 3 History Students describe how significant people, events and developments have shaped their own community and region; compare

More information

Kindergarten: Foundations of Social Studies

Kindergarten: Foundations of Social Studies 4. Governmental Institutions and Political Processes 1. Citizenship and Government 2. Civic Values and Principles of Democracy 1.Civic Skills indergarten: Foundations of Social Studies In kindergarten,

More information

Northwestern Consolidated Schools of Shelby County. Curriculum. World Studies (Eastern Hemisphere) Prepared by. Rich Ballard

Northwestern Consolidated Schools of Shelby County. Curriculum. World Studies (Eastern Hemisphere) Prepared by. Rich Ballard Northwestern Consolidated Schools of Shelby County Curriculum World Studies (Eastern Hemisphere) 7th Grade Prepared by Rich Ballard 2012-2013 1 Triton Central Middle School Vision Statement We are committed

More information

Kentucky Academic Standards Science Grade: 1 - Adopted: 2013

Kentucky Academic Standards Science Grade: 1 - Adopted: 2013 Main Criteria: Kentucky Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 1 Correlation Options: Show Correlated Kentucky Academic Standards Science Grade: 1 - Adopted: 2013

More information

Welcome Survey getting to know you Collect & log Supplies received Classroom Rules Curriculum overview. 1 : Aug 810. (3 days) 2nd: Aug (5 days)

Welcome Survey getting to know you Collect & log Supplies received Classroom Rules Curriculum overview. 1 : Aug 810. (3 days) 2nd: Aug (5 days) 1st Quarter (41Days) st 1 : Aug 810 (3 days) 2nd: Aug 13-17 Reporting Categories (TEKS SEs) Skill Create and write a postcard about your favorite community activity Review 2nd Grade Vocabulary Chapter

More information

Unit of Study: Physical Geography & Settlement Patterns; Culture & Civilizations; and The Spread of Ideas

Unit of Study: Physical Geography & Settlement Patterns; Culture & Civilizations; and The Spread of Ideas 6 th Grade Social Studies 1 st Nine Weeks TEKS Unit of Study: Physical Geography & Settlement Patterns; Culture & Civilizations; and The Spread of Ideas 6.1) History. The student understands that historical

More information

Grade 3 Social Studies

Grade 3 Social Studies Grade 3 Social Studies Social Studies Grade(s) 3rd Course Overview Students will learn about a variety of communities. Students will learn about the geography and resources of communities. Students will

More information

Nature s Art Village

Nature s Art Village Nature s Art Village Educational Field Trip Programs Guide To: College, Career & Civic Life C3 Framework For Social Studies State Standards Grades 3 through 5 All That Glitters Children journey back in

More information

I CAN STATEMENTS 6TH GRADE SOCIAL STUDIES

I CAN STATEMENTS 6TH GRADE SOCIAL STUDIES 6TH GRADE SOCIAL STUDIES I can compare historical issues involving rights, roles and statues of individuals. I can describe the relationships among specialization, division of labor, productivity of workers

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 113 SOCIAL SCIENCE: GEOGRAPHY November 2003 Illinois Certification Testing System FIELD 113 SOCIAL SCIENCE: GEOGRAPHY November 2003 Subarea Range of Objectives

More information

Nevada Academic Content Standards Science Grade: 6 - Adopted: 2014

Nevada Academic Content Standards Science Grade: 6 - Adopted: 2014 Main Criteria: Nevada Academic Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated Nevada Academic Content Standards Science Grade: 6 -

More information

Kentucky Academic Standards Science Grade: 2 - Adopted: 2013

Kentucky Academic Standards Science Grade: 2 - Adopted: 2013 Main Criteria: Kentucky Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 2 Correlation Options: Show Correlated Kentucky Academic Standards Science Grade: 2 - Adopted: 2013

More information