Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 4 - ACADEMIC STANDARDS AND ASSESSMENT › ENFORCEMENT AND IMPLEMENTATION › Appendix C - Academic Standards for Civics and Government and Economics and Geography and History

Current through Register Vol. 54, No. 28, July 13, 2024
Introduction... XXIII.
THE ACADEMIC STANDARDS
Historical Analysis and Skills Development ...
						8.1.
A. Chronological Thinking
B. Historical Comprehension
C. Historical Interpretation
D. Historical Research
Pennsylvania History ...8.2.
A. Contributions of Individuals and Groups
B. Documents, Artifacts and Historical Places
C. Influences of Continuity and Change
D. Conflict and Cooperation Among Groups
United States History ...8.3.
A. Contributions of Individuals and Groups
B. Documents, Artifacts and Historical Places
C. Influences of Continuity and Change
D. Conflict and Cooperation Among Groups
World History ...8.4.
A. Contributions of Individuals and Groups
B. Documents, Artifacts and Historical Places
C. Influences of Continuity and Change
D. Conflict and Cooperation Among Groups
Reading ...8.5
Students read, understand, and respond to informational
						text in the content area-with an emphasis on comprehension, vocabulary
						acquisition, and making connections among ideas and between texts with a focus
						on textual evidence.
. Key Ideas and Details
. Craft and Structure
. Integration of Knowledge and Ideas
. Range and Level of Complex Text
Writing ...8.6
Students write for different purposes and audiences.
						Students write clear and focused text to convey a well-defined perspective and
						appropriate content.
. Text Types and Purposes
. Production and Distribution of Writing
. Research to Build and Present Knowledge
. Range of Writing
Glossary ...XXIV.
XIV. INTRODUCTION
This document includes Academic Standards for Civics and
						Government that describe what students should know and be able to do in four
						areas:
. 5.1. Principles and Documents of Government
. 5.2. Rights and Responsibilities of Citizenship
. 5.3. How Government Works
. 5.4. How International Relationships Function The
						Civics and Government Academic Standards describe what students should know and
						be able to do at four grade levels (third, sixth, ninth and twelfth).
						Throughout the standard statements, concepts found in lower grades must be
						developed more fully throughout higher grade levels.
The Pennsylvania Constitution of 1790 was the basis for
						the Free Public School Act of 1834 that is the underpinning of today's system
						of schools operating throughout the Commonwealth. These schools were created to
						educate children to be useful citizens, loyal to the principles upon which our
						Republic was founded, and aware of their duties as citizens to maintain those
						ideals.
The Academic Standards for Civics and Government are
						based on the Public School Code of 1949 which directs ''. . . teaching and
						presentation of the principles and ideals of the American republican
						representative form of government as portrayed and experienced by the acts and
						policies of the framers of the Declaration of Independence and framers of the
						Constitution of the United States andBill of Rights. . .''. The intent of the
						Code is that such instruction ''shall have for its purpose also instilling into
						every boy and girl who comes out of public, private and parochial schools their
						solemn duty and obligation to exercise intelligently their voting privilege and
						to understand the advantages of the American republican form of government as
						compared with various other forms of governments.''
The Academic Standards for Civics and Government consist
						of four standard categories (designated as 5.1., 5.2., 5.3., and 5.4.). Each
						category has a number of standards statements designated by a capital letter.
						Some standard statements have bulleted items known as standard descriptors. The
						standard descriptors are items within the document to illustrate and enhance
						the standard statement. The categories, statements and descriptors are
						regulations. The descriptors may be followed by an "e.g.". The "e.g.'s" are
						examples to clarify what type of information could be taught. These are
						suggestions and the choice of specific content is a local decision as is the
						method of instruction.
Civics and Government along with Economics, Geography and
						History are identified as Social Studies in Chapter 4. This identification is
						consistent with citizenship education in Chapter 49 and Chapter 354. Based on
						these regulations, Social Studies/Citizenship Programs should include the four
						sets of standards as an entity in developing a scope and sequence for
						curriculum and planned instruction.
A glossary is included to assist the reader in
						clarifying terminology contained in the standards.
5.1. Principles and Documents of
								Government
5.1.3. GRADE 3
5.1.6. GRADE 6
5.1.9. GRADE
								9
5.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
A. Describe what government is.
A. Explain the purpose of government.
A. Identify and explain the major arguments advanced for the
								necessity of government.
A. Evaluate the major arguments
								advanced for the necessity of government.
B. Explain the purposes of rules and
								laws and why they are important in the classroom, school, community, state and
								nation.
B. Explain the importance of the rule of law for
								the protection of individual rights and the common good in the community,
								state, nation and world.
B. Describe historical examples
								of the importance of the rule of law. * Sources
*
								Purposes
* Functions
B. Analyze the sources,
								purposes and functions of law.
C. Define the principles and ideals
								shaping government. * Justice
* Truth
* Diversity of
								people and ideas
* Patriotism
* Common good
* Liberty
* Rule of law
* Leadership
*
								Citizenship
C. Describe the principles and ideals shaping
								government. * Equality
* Majority rule/Minority rights
* Popular sovereignty
* Privacy
* Checks and
								balances
* Separation of powers
C. Analyze
								the principles and ideals that shape government. * Constitutional
								govern-
ment
* Liberal democracy
*
								Classical republican-
ism
* Federalism
C. Evaluate the importance of the principles and ideals of civic life.
5.1. Principles and Documents of
								Government
5.1.3. GRADE 3
5.1.6. GRADE 6
5.1.9. GRADE
								9
5.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
D. Identify the document which created
								Pennsylvania.
D. Explain the basic principles and ideals
								within documents of Pennsylvania government. * Charter of 1681
*
								Charter of Privileges
* Pennsylvania Constitution
*
								Pennsylvania Declaration of Rights
D. Interpret significant
								changes in the basic documents shaping the government of Pennsylvania. * The
								Great Law of 1682
* Constitution of 1776
* Constitution
								of 1790
* Constitution of 1838
* Constitution of
								1874
* Constitution of 1968
D. Analyze the
								principles and ideals that shape the government of Pennsylvania and apply them
								to the government. * The Charter of 1681
* Charter of
								Privileges
* PA Constitution, its revisions and Amend-
ments
5.1. Principles and Documents of
								Government
5.1.3. GRADE 3
5.1.6. GRADE 6
5.1.9. GRADE
								9
5.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
E. Identify documents of United States
								government. * Declaration of Independence
* Constitution of the
								United States
* Bill of Rights
E. Explain the
								basic principles and ideals within documents of United States government.
E. Analyze the basic documents shaping the government of
								the United States. * Magna Carta
* English Bill of
								Rights
* Mayflower Compact
* Articles of
								Confederation
* Declaration of
Independence
* Federalist papers
* Anti-federalist writings
* United
								States
Constitution
E. Evaluate the principles
								and ideals that shape the United States and compare them to documents of
								government.
5.1. Principles and Documents of
								Government
5.1.3. GRADE 3
5.1.6. GRADE 6
5.1.9. GRADE
								9
5.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
F. Explain the meaning of a preamble. *
								Constitution of the United States
* Pennsylvania Constitution
F. Explain the meaning of the Preamble to the Constitution
								of the Commonwealth of Pennsylvania and compare it to the Preamble of the
								Constitution of the United States.
F. Contrast the
								individual rights created by the Pennsylvania Constitution and those created by
								the Constitution of the United States.
F. Analyze and
								assess the rights of the people as listed in the Pennsylvania Constitution and
								the Constitution of the United States.
G. Describe the purpose of the United
								States Flag, The Pledge of Allegiance and The National Anthem.
G.
								Describe the proper use, display and respect for the United States Flag and
								explain the significance of patriotic activities. * Reciting The Pledge of
								Allegiance
* Standing for The Na-
tional Anthem
G. Describe the procedures for proper uses, display and
								respect for the United States Flag as per the National Flag Code.
G. Analyze and interpret the role of the United States Flag in
								civil disobedience and in patriotic activities.
5.1. Principles and Documents of
								Government
5.1.3. GRADE 3
5.1.6. GRADE 6
5.1.9. GRADE
								9
5.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
H. Identify framers of documents of
								governments. * Pennsylvania
* United States
H.
								Describe the roles played by the framers of the basic documents of governments
								of Pennsylvania and the United States.
H. Explain and
								interpret the roles of framers of basic documents of government from a national
								and Pennsylvania perspective.
H. Analyze the competing
								positions held by the framers of the basic documents of government of
								Pennsylvania and United States.
I. Explain why government is necessary
								in the classroom, school, community, state and nation and the basic purposes of
								government in Pennsylvania and the United States.
I.
								Describe and compare the making of rules by direct democracy and by republican
								form of government.
I. Explain the essential
								characteristics of limited and unlimited governments and explain the advantages
								and disadvantages of systems of government. * Confederal
*
								Federal
* Unitary
I. Analyze historical
								examples of the importance of the rule of law explaining the sources, purposes
								and functions of law.
J. Explain the importance of respect
								for the property and the opinions of others.
J. Describe
								how the government protects individual and property rights and promotes the
								common good.
J. Explain how law protects individual
								rights and the common good.
J. Analyze how the law
								promotes the common good and protects individual rights.
5.1. Principles and Documents of
								Government
5.1.3. GRADE 3
5.1.6. GRADE 6
5.1.9. GRADE
								9
5.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
K. Identify symbols and political
								holidays. * Pennsylvania (e.g., Charter Day, Liberty Bell, Keystone State) *
								United States (e.g., Presidents' Day, Statue of Liberty, White House)
K. Describe the purpose of symbols and holidays.
K. Explain why symbols and holidays were created and the ideals
								they commemorate.
K. Analyze the roles of symbols and
								holidays in society.
L. Identify ways courts resolve
								conflicts involving principles and ideals of government.
L. Explain the role of courts in resolving conflicts involving the principles
								and ideals of government. * Local
* State
* Federal
L. Interpret Pennsylvania and United States court
								decisions that have impacted the principles and ideals of government.
L. Analyze Pennsylvania and United States court decisions that
								have affected principles and ideals of government in civic life. * Civil
								rights
* Commerce
* Judicial review
*
								Federal supremacy
5.1. Principles and Documents of
								Government
5.1.3. GRADE 3
5.1.6. GRADE 6
5.1.9. GRADE
								9
5.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
M. Identify portions of famous speeches
								and writings that reflect the basic principles and ideals of government (e.g.,
								"I have a dream," Reverend Martin Luther King; "One small step for man," Neil
								Armstrong).
M. Explain the basic principles and ideals
								found in famous speeches and writings (e.g., "Governments, like clocks, go from
								the motion people give them," William Penn; "A date that will live in infamy,"
								Franklin D. Roosevelt).
M. Interpret the impact of famous
								speeches and writings on civic life (e.g.,
The Gospel of Wealth,
								Declaration of Sentiments).
M. Evaluate and
								analyze the importance of significant political speeches and writings in civic
								life (e.g.,
Diary of Anne Frank, Silent Spring
).
Basic concepts found in lower
								grades for standard statements and their descriptors must be developed more
								fully throughout higher grade levels.
5.2. Rights and Responsibilities
								of Citizenship
5.2.3. GRADE 3
5.2.6. GRADE 6
5.2.9. GRADE
								9
5.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
A. Identify examples of the rights and
								responsibilities of citizenship. * Personal rights
* Political
								rights
* Economic rights
* Personal
								responsibili-
ties
* Civic responsibilities
A. Compare rights and responsibilities of citizenship. * Political
								rights
* Economic rights
* Personal responsibilities of
								the individual and to society
* Civic responsibilities of the
								individual and to society
* Traits of character of individuals and
								to a republican form of government
A. Contrast the
								essential rights and responsibilities of citizens in systems of government. *
								Autocracy
* Democracy
* Oligarchy
*
								Republic
A. Evaluate an individual's civic rights,
								responsibilities and duties in various governments.
B. Identify personal rights and
								responsibilities.
B. Explain the relationship between
								rights and responsibilities.
B. Analyze citizens' rights
								and responsibilities in local, state and national government.
B. Evaluate citizen's participation in government and civic life.
5.2. Rights and Responsibilities
								of Citizenship
5.2.3. GRADE 3
5.2.6. GRADE 6
5.2.9. GRADE
								9
5.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
C. Identify sources of conflict and
								disagreement and different ways conflicts can be resolved.
C. Explain ways citizens resolve conflicts in society and
								government.
C. Analyze skills used to resolve conflicts in
								society and government.
C. Interpret the causes of conflict
								in society and analyze techniques to resolve those conflicts.
D. Identify the importance of political
								leadership and public service in the school, community, state and
								nation.
D. Describe the importance of political leadership
								and public service.
D. Analyze political leadership and
								public service in a republican form of government.
D.
								Evaluate political leadership and public service in a republican form of
								government.
E. Describe ways citizens can influence
								the decisions and actions of government.
E. Identify
								examples of the rights and responsibilities of citizenship.
E. Explain the importance of the political process to competent and
								responsible participation in civic life.
E. Analyze how
								participation in civic and political life leads to the attainment of individual
								and public goals.
F. Explain the benefits of following
								rules and laws and the consequences of violating them.
F.
								Describe the impact of the consequences of violating rules and laws in a civil
								society.
F. Analyze the consequences of violating laws of
								Pennsylvania compared to those of the United States.
F.
								Evaluate how individual rights may conflict with or support the common good.
G. Identify ways to participate in
								government and civic life.
G. Explain the importance of
								participating in government and civic life.
G. Analyze
								political and civic participation in government and society.
G. Evaluate what makes a competent and responsible citizen.
5.2. Rights and Responsibilities
								of Citizenship
5.2.3. GRADE 3
5.2.6. GRADE 6
5.2.9. GRADE
								9
5.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
Basic concepts found in lower
								grades for standard statements and their descriptors must be developed more
								fully throughout higher grade levels.
5.3. How Government Works
5.3.3. GRADE 3
5.3.6. GRADE 6
5.3.9. GRADE
								9
5.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the
knowledge and skills needed
								to. . .
A. Identify the elected representative
								bodies responsible for making local, Pennsylvania and United States laws.
A. Compare the structure, organization and operation of
								local, state and national governments.
A. Explain the
								structure, organization and operation of the local, state and national
								governments including domestic and national policy-making.
A. Analyze and evaluate the structure, organization and operation
								of the local, state and national governments including domestic and national
								policy-making.
B. Identify the role of the three
								branches of government. * Executive
* Legislative
*
								Judicial
B. Describe the responsibilities and powers of
								the three branches of government.
B. Compare the
								responsibilities and powers of the three branches within the national
								government.
B. Analyze the responsibilities and powers of
								the national government.
C. Identify reasons for rules and laws
								in the school and community.
C. Explain how government
								actions affect citizens' daily lives.
C. Explain how a
								bill becomes a law on a federal, state, and local level.
C. Evaluate the process of how a bill becomes the law on a federal,
								state, and local levels.
5.3. How Government Works
5.3.3. GRADE 3
5.3.6. GRADE 6
5.3.9. GRADE
								9
5.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
D. Identify services performed by the
								local, state and national governments.
D. Describe how
								local, state and national governments implement their services.
D.
								Explain how independent government agencies create, amend and enforce
								regulatory policies. * Local (e.g., Zoning Board) * State (e.g., Pennsylvania
								Public Utility Commission) * National (e.g., Federal Communications
								Commission)
D. Evaluate how independent government agencies
								create, amend and enforce regulations.
E. Identify positions of authority at
								school and in local, state and national governments.
E.
								Identify major leaders of local, state and national governments, their primary
								duties and their political party affiliation.
E. Explain
								how citizens participate in choosing their leaders through political parties,
								campaigns and elections.
E. Evaluate the roles of political
								parties in election campaigns.
5.3. How Government Works
5.3.3. GRADE 3
5.3.6. GRADE 6
5.3.9. GRADE
								9
5.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
F. Explain what an election is.
F. Describe the voting process. * Pennsylvania
* United States
F. Explain the election process. * Voter
								registration
* Primary Elections
* Caucuses
* Political party conventions
* General Elections
*
								Electoral College
F. Evaluate the elements of the election
								process.
G. Explain why being treated fairly is
								important.
G. Describe how the government protects
								individual rights. * Presumption of Innocence
* Right to
								Counsel
* Trial by Jury
* Bill of Rights
G. Explain how the government protects individual rights. * Equal
								protection
* Habeas Corpus * Right Against Self Incrimination *
								Double Jeopardy * Right of Appeal
* Due Process
G. Evaluate how the government protects or curtails individual
								rights and analyze the impact of supporting or opposing those rights.
5.3. How Government Works
5.3.3. GRADE 3
5.3.6. GRADE 6
5.3.9. GRADE
								9
5.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
H. Identify individual interests and
								explain ways to influence others.
H. Identify individual
								interests and how they impact government.
H. Analyze how
								interest groups provide opportunities for citizens to participate in the
								political process.
H. Evaluate the impact of interest
								groups on the political process.
I. Explain why taxes are necessary and
								identify who pays them.
I. Describe why and how government
								raises money to pay for its operations and services.
I.
								Analyze how and why government raises money to pay for its operation and
								services.
I. Evaluate how and why government raises money
								to pay for its operations and services.
J. Identify the role of the media in
								society.
J. Describe the influence of media in reporting
								issues.
J. Analyze the importance of freedom of the press.
J. Evaluate the role of media in political life in the
								United States and explain the role of the media in setting the public agenda.
K. Identify different ways people
								govern themselves.
K. Describe forms of government. *
								Limited
* Unlimited
K. Identify and explain
								systems of government. * Autocracy
* Democracy
*
								Oligarchy
* Republic
K. Evaluate the strengths
								and weaknesses of various systems of government. * Autocracy
*
								Democracy
* Oligarchy
* Republic
Basic concepts found in lower
								grades for standard statements and their descriptors must be developed more
								fully throughout higher grade levels.
5.4. How International
								Relationships Function
5.4.3. GRADE 3
5.4.6. GRADE 6
5.4.9. GRADE
								9
5.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A. Identify how customs and traditions
								influence governments.
A. Explain the concept of
								nation-states.
A. Explain how the United States is affected
								by policies of nation-states, governmental and non-governmental
								organizations.
A. Analyze the impact of international
								economic, technological and cultural developments on the government of the
								United States.
B. Recognize that the world is divided
								into various political units.
B. Describe how nation-states
								coexist in the world community.
B. Explain the role of the
								United States in world affairs.
B. Analyze the United
								States' interaction with other nations and governmental groups in world
								events.
C. Identify ways in which countries
								interact with the United States.
C. Describe the
								governments of the countries bordering the United States and their
								relationships with the United States.
C. Explain the
								effects United States political ideas have had on other nations.
C. Compare how past and present United States' policy interests
								have changed over time and analyze the impact on future international
								relationships.
5.4. How International
								Relationships Function
5.4.3. GRADE 3
5.4.6. GRADE 6
5.4.9. GRADE
								9
5.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
D. Identify treaties and other
								agreements between or among nations.
D. Describe the
								processes that resulted in a treaty or agreement between the United States and
								another nation-state.
D. Contrast how the three branches
								of federal government function in foreign policy.
D.
								Explain how foreign policy is developed and implemented.
E. Identify how nations work together
								to solve problems.
E. Explain how nations work together on
								common environmental problems, natural disasters and trade.
E. Explain the development and the role of the United Nations and
								other international organizations, both governmental and
								non-governmental.
E. Compare the purposes and functions of
								international organizations. * Governmental (e.g., NATO, World Court, OAS) *
								Nongovernmental (e.g., International Red Cross, Amnesty International, World
								Council of Churches)
XV. GLOSSARY
Amendment (Constitutional):
Changes in, or additions to, a constitution. Proposed by
								a two-thirds vote of both houses of Congress or by a convention called by
								Congress at the request of two-thirds of the state legislatures. Ratified by
								approval of three-fourths of the state.
Articles of
								Confederation
:
First framework of government of the United
								States, 1781. Created a weak national government, replaced in 1789 by the
								Constitution of the United States.
Authority:
Right to control or
								direct the actions of others, legitimized by law, morality, custom or
								consent.
Autocracy:
A government in
								which one person possesses unlimited power.
Bill of Rights:
First Ten
								Amendments to the Constitution. Ratified in 1791, these amendments limit
								government power and protect basic rights and liberties of individuals.
Caucuses:
A private meeting of
								members of a political party to plan action or to select delegates for a
								nominating convention. The term also refers to distinct groups, either official
								or unofficial, in Congress, as in the black caucus in the House of
								Representatives.
Checks and
								balances:
Constitutional mechanisms that authorize each branch
								of government to share powers with the other branches and thereby check their
								activities. For example, the president may veto legislation passed by Congress,
								the Senate must confirm major executive appointments and the courts may declare
								acts of Congress unconstitutional.
Citizen:
Member of a political
								society who therefore owes allegiance to and is entitled to protection by and
								from the government.
Citizenship:
Status of being a
								member of a state; one who owes allegiance to the government and is entitled to
								protection by and from the government.
Civic life:
A manner of
								existence of an individual concerned with the affairs of communities and the
								common good rather than solely in pursuit of private and personal
								interests.
Civic
								responsibilities:
Obligation of citizens to take part in the
								governance of the school, community, tribe, state or nation.
Civil disobedience:
Refusal to
								obey laws. This tactic is usually passive and nonviolent, aimed at bringing
								injustices to the attention of lawmakers and the public at large. An example of
								civil disobedience was the American Civil Rights Movement in the 1950s and
								1960s.
Civil rights:
Protections and
								privileges given to all United States citizens by the Constitution and Bill of
								Rights.
Civil society:
The spheres of
								voluntary individual, social and economic relationships and organizations that
								although limited by law are not part of governmental institutions.
Classical
								republicanism:
Refers to government that seeks the public or
								common good rather than the good of a particular group or class of
								society.
Common or public good:
Benefit
								or interest of a politically organized society as a whole.
Confederal:
Relating to a
								league of independent states.
Constitutional government:
A
								form of authority in which a legal structure details the powers available to
								each branch of government and the rights of the individual in relation to the
								government. Any action by government that is not in accord with the
								Constitution is considered illegitimate.
Democracy:
Form of government
								in which political control is exercised by the people, either directly or
								through their elected representatives.
Diplomacy:
The art and
								practice of conducting negotiations between nations.
Direct democracy:
Form of
								government in which the people completely exercise political decisions.
Diversity:
State of being
								different; variety.
Documents of
								government:
Papers necessary for the organization and powers of
								government.
Double jeopardy:
A concept
								established by law that says a person cannot be tried twice for the same
								offense. It is part of the Fifth Amendment, which states that "no person shall
								. . . be subject for the same offense to be twice put in jeopardy of life or
								limb."
Due process of law:
Right of
								every citizen to be protected against arbitrary action by government.
Economic rights:
Financial
								choices and privileges that individuals may select without government
								prohibition. Economic rights would include: right to own property, change
								employment, operate a business and join a labor union.
Electoral College:
The group
								of presidential electors that casts the official votes for president after the
								presidential election. Each state has a number of electors equal to the total
								of its members in the Senate and House of Representatives.
Enumerated powers:
Powers that
								are specifically granted to Congress by Article I, Section 8 of the
								Constitution.
Equal protection:
An idea that
								no individual or group may receive special privileges from nor be unjustly
								discriminated against by the political authority of the legal system.
Equality:
The condition of
								possessing substantially the same rights, privileges and immunities, and being
								substantially responsible for the same duties as other members of society.
Federal Supremacy
								Clause:
Article VI of the Constitution provides that the
								Constitution and all federal laws and treaties shall be the "Supreme Law of the
								Land." Therefore, all federal laws take precedence over state and local
								laws.
Federal system (or
								Federalism):
Form of political organization in which
								governmental power is divided between a central government and territorial
								subdivisions (e.g., in the United States-the national, state and local
								governments).
Federalism:
The distribution
								of power in a government between a central authority and states and the
								distribution of power among states with most powers retained by central
								government.
Foreign Policy:
Actions of the
								federal government directed to matters beyond United States' borders,
								especially relations with other countries.
Government:
Institutions and
								procedures through which a territory and its people are ruled.
Habeas Corpus:
Court order
								demanding that the individual in custody be brought into court and shown the
								cause for detention. Habeas corpus is guaranteed by the Constitution and can be
								suspended only in the case of rebellion or invasion.
Individual
								responsibility:
Fulfilling the moral and legal obligations of
								membership in society.
Individual rights:
Just claims
								due a person by law, morality or tradition as opposed to those due to
								groups.
Interest group:
Organized body
								of individuals who share same goals and try to influence public policy to meet
								those goals.
International
								organizations:
Groups formed by nation-states to achieve common
								political, social or economic goals.
Judicial Review:
Doctrine that
								permits the federal courts to declare unconstitutional, and thus null and void,
								acts of the Congress, the executive branch and the states. The precedent for
								judicial review was established in the 1803 case of Marbury v. Madison.
Justice:
That which may be
								obtained through fair distribution of benefits and burdens, fair correction of
								wrongs and injuries, or use of fair procedures in gathering information and
								making decisions.
Leadership:
State or condition
								of one who guides or governs.
Liberal Democracy:
Government
								that recognizes that the individual has rights that exist independently of
								government and which ought to be protected by and against government.
Liberty:
Freedom from
								restraint under conditions essential to the equal enjoyment of the same right
								by others.
Limited government:
A legal
								structure where officials in authority do not have enormous power. The
								Constitution of the United States limits government through methods of checks
								and balances.
Majority rule:
Decision by
								more than half of those participating in the decision-making process.
Minority rights:
Opportunities
								that a member is entitled to have, or to receive from others within the limits
								of the law, even though he/she may not be part of the controlling group.
Nation-state:
Divisions of the
								world in which each state claims sovereignty over defined territory and
								jurisdiction over everyone within it. These states interact using diplomacy,
								formal agreements and sanctions that may be peaceful or may involve the use of
								force.
NATO:
North Atlantic Treaty
								Organization, an international transatlantic partnership consisting of various
								European states, the United States and Canada, which was designed through
								cooperation, consultation and collective defense to maintain peace and promote
								stability throughout Europe.
Non-governmental
								organization:
A group in a free society that is not a part of
								any government institution and does not derive its power from government.
OAS:
Organization of American
								States, an international governmental organization formed by the states of
								North and South America for security and the protection of mutual
								interests.
Oligarchy:
A government in
								which a small group exercises control. These systems are usually based on
								wealth, military power or social position.
Patriotism:
A feeling of pride
								in and respect for one's country.
Personal rights:
Private legal
								privileges and decisions that individuals are free to participate in without
								intervention from government. Personal rights would include the right to vote,
								petition, assemble, and seek public office.
Political party:
Any group,
								however loosely organized, that seeks to elect government officials under a
								given label.
Political rights:
Legal claims
								by citizens to participate in government and be treated fairly. Political
								rights would include the right to vote, petition, assemble, and seek public
								office.
Popular sovereignty:
The
								concept that ultimate political authority rests with the people to create,
								alter or abolish governments.
Presumption of innocence:
The
								legal concept that a criminal defendant is not guilty until the prosecution
								proves every element of the crime, beyond a reasonable doubt.
Privacy:
The right to be left
								alone; the right of an individual to withhold one's self and one's property
								from public scrutiny if one so chooses.
Public service:
Action of
								benefit to local, state or national communities through appointed or elected
								office.
Representative Democracy:
Form
								of government in which power is held by the voters and is exercised indirectly
								through elected representatives who make decisions.
Republic:
Form of government
								in which political control is exercised through elected representatives.
Republican form of
								government:
System of government in which power is held by the
								voters and is exercised by elected representatives responsible for promoting
								the common welfare.
Right against self-incrimination:
Individual right found in the Fifth Amendment to the United
								States Constitution that prevents an individual from being forced to testify
								against himself or herself.
Right of appeal:
The right to
								seek review by a superior court of an injustice done or error committed by an
								inferior court, whose judgment or decision the court above is called upon to
								correct or reverse.
Right to counsel:
Individual
								right found in the Sixth Amendment to the Constitution that requires criminal
								defendants to have access to legal representation.
Rule of Law:
Principle that
								every member of a society, even a ruler, must follow the law.
Separation of
								powers:
Distribution among the branches of government to ensure
								that the same person or group will not make the law, enforce the law and
								interpret the law.
State:
A commonwealth; a
								nation; a civil power.
Treaty:
Formal agreement
								between or among sovereign nations to create or restrict rights and
								responsibilities. In the United States all treaties must be approved by a
								two-thirds vote in the Senate.
Trial by jury:
Individual
								right found in the Sixth and Seventh Amendment of the Constitution that
								guarantees a person an impartial jury.
Truth:
Agreement of thought
								and reality that can eventually be verified.
Unitary government:
An
								authoritative system in which all regulatory power is vested in a central
								government from which regional and local governments derive their powers (e.g.,
								Great Britain and France as well as the American states within their spheres of
								authority).
United Nations:
International
								organization comprising most of the nation-states of the world. It was formed
								in 1945 to promote peace, security and economic development.
Unlimited government:
A legal
								structure where officials in authority have unrestricted power. Examples of
								unlimited governments would be authoritarian or totalitarian systems without
								restraints on their power.
World Court:
Court in the
								Hague, the Netherlands, set up by the United Nations treaty to which nations
								may voluntarily submit disputes.
Academic Standards for Economics
XVI. TABLE OF CONTENTS
Introduction...XVII.
THE ACADEMIC STANDARDS
Economic Systems...6.1.
A. Similarities and Differences in Economic
						Systems
B. Traditional, Command and Market Economics
C. Measures of Economic Activity
D. Expansion, Recession and Depression in the Economy
Markets and the Functions of Governments...6.2.
A. Market Transactions
B. Costs and Benefits of Competition
C. Function of Money
D. Economic Institutions
E. Changes in Supply and Demand
F. Forces that Can Change Price
G. Sources of Tax Revenue
H. Economic Roles for Governments
I. Public Goods
J. Costs and Benefits of Taxation
K. Impact of Media on the Cost and Benefits of
						Decisions
L. Exchange Rates
Scarcity and Choice...6.3.
A. Scarcity and Limited Resources
B. Economic Reasoning of Choices
C. Allocation of Resources
D. Marginal Analysis and Decision-Making
E. Opportunity Cost
F. Incentives
Economic Interdependence...6.4.
A. Specialization
B. Trade
C. Implementation or Reduction of Trade Barriers
D. Pennsylvania Economic Patterns
E. Global Production and Consumption of Goods or
						Services
F. Comparative Advantage
G. Geographic Patterns of Economic Activities
Work and Earnings...6.5.
A. Factors Influencing Wages
B. Labor Productivity
C. Type of Businesses
D. Profits and Losses
E. Distribution of Wealth
F. Entrepreneurship
G. Costs and Benefits of Saving
H. Impact of Interest Rates
Glossary . . . . XVIII.
XVII. INTRODUCTION
This document includes Academic Standards for Economics
						that describe what students should know and be able to do in five areas:
* 6.1. Economic Systems
* 6.2. Markets and the Functions of Governments
* 6.3. Scarcity and Choice
* 6.4. Economic Interdependence
* 6.5. Work and Earnings
The Economic Standards describe what students should know
						and be able to do at four grade levels (third, sixth, ninth and twelfth). They
						reflect the increas- ing complexity and sophistication that students are
						expected to achieve as they progress through school. This document attempts to
						avoid repetition and makes obvious progression across grade levels. Topics and
						concepts in Economics directly relate to Environment and Ecology Standard 4.2
						and Geography Standard 7.3. As a social science, Economics Standards should be
						Cross-Walked and related to the Civics and Government, Geography and History
						Standards to cre- ate an interdisciplinary view of the world.
Economics is concerned with the behavior of individuals
						and institutions engaged in the production, exchange and consumption of goods
						and services. As technology helps to reshape the economy, knowledge of how the
						world works is critical. People entering the workforce cannot function
						effectively without a basic knowledge of the characteristics of economic
						systems, how markets establish prices, how scarcity and choice affect the
						allocation of resources, the global nature of economic interdependence and how
						work and earnings impact produc- tivity.
A Pennsylvania governor remarked, ''Among the freedoms we
						enjoy in America in our pursuit of happiness is the freedom to be independent,
						creative, visionary and entrepreneurial. We are free to pursue dreams. . .'' To
						succeed, however, every student must know how to manage resources, prepare for
						the workforce, make wise investments and be informed about public policy. These
						standards are intended to provide direction in learning how economic activity
						impacts the forces of everyday life.
The academic standards for Economics consist of five
						standard categories (designated as 6.1., 6.2., 6.3., 6.4. and 6.5.). Each
						category has a number of standards statements designated by a capital letter.
						Some standard statements have bulleted items known as standard descriptors. The
						standard descriptors are items within the document to illustrate and enhance
						the standard statement. The categories, statements and descriptors are
						regulations. The descriptors may be followed by an "e.g." The "e.g.'s" are
						examples to clarify what type of information could be taught. These are
						suggestions and thechoice of specific content is a local decision as is the
						method of instruction.
Economics along with Civics and Government, Geography,
						and History are identified as Social Studies in Chapter 4. This identification
						is consistent with citizenship education in Chapter 49 and Chapter 354. Based
						on these regulations, social studies/citizenship programs should include four
						sets of standards as an entity in developing a scope and sequence for
						curriculum and planned instruction.
A glossary is included to assist the reader in clarifying
						terminology contained in the standards.
6.1. Economic Systems
6.1.3. GRADE 3
6.1.6. GRADE 6
6.1.9. GRADE
								9
6.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A. Describe how individuals, families
								and communities with limited resources make choices.
A.
								Describe and identify the characteristics of traditional, command and market
								systems.
A. Analyze the similarities and differences in
								economic systems.
A. Evaluate the strengths and weaknesses
								of traditional, command and market economics.
B. Describe alternative methods of
								allocating goods and services and advantages and disadvantages of each.
B. Explain the three basic questions that all economic
								systems attempt to answer.* What goods and services should be produced? * How
								will goods and services be produced? * Who will consume goods and
								services?
B. Explain how traditional, command and market
								economies answer the basic economic questions.
B. Analyze
								the impact of traditional, command and market economies on the United States
								economy.
C. Identify local economic activities.
								* Employment * Output
C. Define measures of economic
								activity and relate them to the health of the economy. * Prices * Employment *
								Output
C. Explain how economic indicators reflect changes
								in the economy. * Consumer Price Index (CPI) * Gross Domestic Product (GDP) *
								Unemployment rate
C. Assess the strength of the regional,
								national and/or international economy and compare it to another time period
								based upon economic indicators.
D. Identify examples of local
								businesses opening, closing, expanding or contracting.
D.
								Explain the importance of expansion and contraction on individual businesses
								(e.g., gourmet food shops, auto repair shops, ski resorts).
D. Describe historical examples of expansion, recession and
								depression in the United States.
D. Describe historical
								examples of expansion, recession, and depression internationally.
6.2. Markets and the Functions of
								Governments
6.2.3. GRADE 3
6.2.6. GRADE 6
6.2.9. GRADE
								9
6.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A. Define and identify goods, services,
								consumers and producers.
A. Describe market transactions in
								terms of goods, services, consumers and producers.
A.
								Explain the flow of goods, services and resources in a mixed economy.
A. Analyze the flows of products, resources and money in a mixed
								economy.
B. Identify ways local businesses
								compete to get customers.
B. Describe the costs and
								benefits of competition to consumers in markets.
B.
								Analyze how the number of consumers and producers affects the level of
								competition within a market.
B. Evaluate the operation of
								noncompetitive markets.
C. Identify and compare means of
								payment. * Barter * Money
C. Explain the function of money
								and its use in society.
C. Explain the structure and
								purpose of the Federal Reserve System.
C. Analyze policies
								designed to raise or lower interest rates and how the Federal Reserve Board
								influences interest rates.
D. Identify groups of competing
								producers in the local area.
D. Define economic
								institutions (e.g., banks, labor unions).
D. Analyze the
								functions of economic institutions (e.g., corporations, not-for-profit
								institutions).
D. Evaluate changes in economic
								institutions over time (e.g. stock markets, nongovernment organizations).
6.2. Markets and the Functions of
								Governments
6.2.3. GRADE 3
6.2.6. GRADE 6
6.2.9. GRADE
								9
6.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
E. Identify who supplies a product and
								who demands a product.
E. Explain how the interaction of
								buyers and sellers determines prices and quantities exchanged.
E. Explain the laws of supply and demand and how these affect the
								prices of goods and services.
E. Predict how changes in
								supply and demand affect equilibrium price and quantity sold.
F. Define price and identify the prices
								of different items.
F. Describe how prices influence both
								buyers and sellers and explain why prices may vary for similar
								products.
F. Analyze how competition among producers and
								consumers affects price, costs, product quality, service, product design and
								variety and advertising.
F. Identify and analyze forces
								that can change price. * Government actions * Weather conditions *
								International events
G. Define what a tax is and identify a
								tax paid by most families.
G. Explain how taxes affect the
								price of goods and services.
G. Contrast the largest
								sources of tax revenue with where most tax revenue is spent in Pennsylvania.
G. Evaluate types of tax systems. * Progressive *
								Proportional * Regressive
6.2. Markets and the Functions of
								Governments
6.2.3. GRADE 3
6.2.6. GRADE 6
6.2.9. GRADE
								9
6.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
H. Identify government involvement in
								local economic activities.
H. Describe the Pennsylvania and
								United States governments' roles in monitoring economic activities.
H. Analyze the economic roles of governments in market economies.
								* Economic growth and stability * Legal frameworks * Other economic goals
								(e.g., environmental protection, competition)
H. Evaluate
								the economic roles of governments. * Macroeconomics (e.g., tariffs and quotas,
								exchange rates, trade balance) * Microeconomics (e.g., price controls,
								monopolies, cartels)
I. Identify goods and services produced
								by the government (e.g., postal service, food inspection).
I. Identify and describe public goods.
I.
								Explain how government provides public goods.
I. Evaluate
								government decisions to provide public goods.
J. Explain the relationship between
								taxation and government services.
J. Explain the cost and
								benefits of taxation.
J. Contrast the taxation policies of
								the local, state and national governments in the economy.
J. Evaluate the social, political and economic changes in tax policy using
								cost/benefit analysis.
K. Identify forms of advertising
								designed to influence personal choice.
K. Explain how
								advertisements influence perceptions of the costs and benefits of economic
								decisions.
K. Interpret how media reports can influence
								perceptions of the costs and benefits of decisions.
K.
								Analyze the impact of media on decision-making of consumers, producers and
								policymakers.
6.2. Markets and the Functions of
								Governments
6.2.3. GRADE 3
6.2.6. GRADE 6
6.2.9. GRADE
								9
6.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
L. Explain why most countries create
								their own form of money.
L. Explain what an exchange rate
								is.
L. Explain how the price of one currency is related to
								the price of another currency (e.g., Japanese yen in American dollar, Canadian
								dollar in Mexican nuevo peso).
L. Analyze how policies and
								international events may change exchange rates.
6.3. Scarcity and Choice
6.3.3. GRADE 3
6.3.6. GRADE 6
6.3.9. GRADE
								9
6.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A. Define scarcity and identify limited
								resources scarcity.
A. Explain how scarcity influences
								choices and behaviors. * Personal decision-making * Family decision-making *
								Community decision-making
A. Describe ways to deal with
								scarcity. * Community * Pennsylvania * United States
A.
								Analyze actions taken as a result of scarcity issues in the regional, national
								and international economies.
B. Define and identify wants of
								different people.
B. Explain how limited resources and
								unlimited wants cause scarcity.
B. Analyze how unlimited
								wants and limited resources affect decision-making.
B.
								Evaluate the economic reasoning behind a choice.
C. Identify and define natural, human
								and capital resources.
C. Describe the natural, human and
								capital resources used to produce a specific good or service.
C. Explain how resources can be used in different ways to produce
								different goods and services.
C. Evaluate the allocation
								of resources used to produce goods and services.
D. Identify costs and benefits
								associated with an economic decision.
D. Explain the costs
								and benefits of an economic decision.
D. Explain marginal
								analysis and decision-making.
D. Evaluate regional,
								national or international economic decisions using marginal analysis.
E. Explain what is given up when making
								a choice.
E. Define opportunity cost and describe the
								opportunity cost of a personal choice.
E. Explain the
								opportunity cost of a public choice from different perspectives.
E. Analyze the opportunity cost of decisions by individuals,
								businesses, communities and nations.
6.3. Scarcity and Choice
6.3.3. GRADE 3
6.3.6. GRADE 6
6.3.9. GRADE
								9
6.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
F. Explain how self interest influences
								choice.
F. Explain how negative and positive incentives
								affect choices.
F. Explain how incentives affect the
								behaviors of workers, savers, consumers and producers.
F.
								Evaluate in terms of marginal analysis how incentives influence decisions of
								consumers, producers and policy makers.
6.4. Economic Interdependence
6.4.3. GRADE 3
6.4.6. GRADE 6
6.4.9. GRADE
								9
6.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A. Define specialization and the
								concept of division of labor.
A. Explain the advantages and
								disadvantages of specialization and division of labor.
A.
								Explain why specialization may lead to increased production and
								consumption.
A. Analyze how specialization may increase
								the standard of living.
B. Explain why people trade.
B. Explain how specialization leads to more trade between people
								and nations.
B. Explain how trade may improve a society's
								standard of living.
B. Analyze the relationships between
								trade, competition and productivity.
C. Explain why goods, services and
								resources come from all over the nation and the world.
C.
								Identify and define imports, exports, inter-regional trade and international
								trade.
C. Explain why governments sometimes restrict or
								subsidize trade.
C. Evaluate how a nation might benefit by
								lowering or removing trade barriers.
D. Identify local resources. * Natural
								(renewable, nonrenewable and flow resources) * Human * Capital
D. Explain how the locations of resources, transportation and
								communication networks and technology have affected Pennsylvania economic
								patterns. * Agriculture (e.g., farms) * Forestry (e.g., logging) * Mining and
								mineral extraction (e.g., coal fields) * Manufacturing (e.g., steel mills) *
								Wholesale and retail (e.g., super stores, internet)
D.
								Explain how the locations of resources, transportation and communication
								networks and technology have affected United States economic patterns. * Labor
								markets (e.g., migrant workers) * Interstate highway system and sea and inland
								ports (e.g., movement of goods) * Communication technologies (e.g., facsimile
								transmission, satellite-based communications)
D. Explain
								how the locations of resources, transportation and communication networks and
								technology have affected international economic patterns.
6.4. Economic Interdependence
6.4.3. GRADE 3
6.4.6. GRADE 6
6.4.9. GRADE
								9
6.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
E. Define specialization and identify
								examples of interdependence.
E. Explain how specialization
								and trade lead to interdependence.
E. Analyze how
								Pennsylvania consumers and producers participate in the global production and
								consumption of goods or services.
E. Analyze how United
								States consumers and producers participate in the global production and
								consumption of goods or services.
F. Explain why some products are
								produced locally while others are not.
F. Explain how
								opportunity costs influence where goods and services are produced locally and
								regionally.
F. Explain how opportunity cost can be used to
								determine the product for which a nation has a comparative advantage.
F. Evaluate how trade is influenced by comparative advantage and
								opportunity costs.
G. Identify local geographic patterns
								of economic activities. * Agriculture * Travel and tourism * Mining and mineral
								extraction * Manufacturing * Wholesale and retail * Health services
G. Describe geographic patterns of economic activities in
								Pennsylvania. * Agriculture * Travel and tourism * Mining and mineral
								extraction * Manufacturing * Wholesale and retail * Health services
G. Describe geographic patterns of economic activities in the
								United States. * Primary-extractive industries (i.e., farming, fishing,
								forestry, mining) * Secondary-materials processing industries (i.e.,
								manufacturing) * Tertiary-service industries (e.g., retailing, wholesaling,
								finance, real estate, travel and tourism, transportation)
G. Evaluate characteristics and distribution of international economic
								activities. * Primary-extractive industries (i.e., farming, fishing, forestry,
								mining) * Secondary-materials processing industries (i.e., manufacturing) *
								Tertiary-service industries (e.g., retailing, wholesaling, finance, real
								estate, travel and tourism, transportation)
6.5. Work and Earnings
6.5.3. GRADE 3
6.5.6. GRADE 6
6.5.9. GRADE
								9
6.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A. Explain why people work to get goods
								and services.
A. Recognize that the availability of goods
								and services is the result of work by members of the society.
A. Define wages and explain how wages are determined by the supply
								of and demand of workers.
A. Analyze the factors
								influencing wages. * Demand for goods and services produced * Labor unions *
								Productivity * Education/skills
B. Identify different occupations.
B. Explain the concept of labor productivity.
B. Describe how productivity is measured and identify ways in which
								a person can improve his or her productivity.
B. Evaluate
								how changes in education, incentives, technology and capital investment alter
								productivity.
C. Describe businesses that provide
								goods and businesses that provide services.
C. Compare the
								number of employees at different businesses.
C. Identify
								and explain the characteristics of the three types of businesses. * Sole
								Proprietorship * Partnership * Corporation
C. Analyze the
								costs and benefits of organizing a business as a sole proprietorship,
								partnership or corporation.
D. Define profit and loss.
D. Explain how profits and losses serve as incentives.
D. Analyze how risks influence business decision-making
D. Analyze the role of profits and losses in the allocation of
								resources in a market economy.
6.5. Work and Earnings
6.5.3. GRADE 3
6.5.6. GRADE 6
6.5.9. GRADE
								9
6.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
E. Identify examples of assets. *
								Tangible (e.g., houses, cars, jewelry) * Financial assets (e.g., stocks, bonds,
								savings accounts)
E. Describe how people accumulate
								tangible and financial assets through income, saving, and financial
								investment.
E. Define wealth and describe its distribution
								within and among the political divisions of the United States.
E.
								Compare distribution of wealth across nations.
F. Define entrepreneurship and identify
								entrepreneurs in the local community.
F. Identify
								entrepreneurs in Pennsylvania. * Historical * Contemporary
F. Identify leading entrepreneurs in Pennsylvania and the United
								States and describe the risks they took and the rewards they received.
F. Assess the impact of entrepreneurs on the economy.
6.5. Work and Earnings
6.5.3. GRADE 3
6.5.6. GRADE 6
6.5.9. GRADE
								9
6.5.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
G. Define saving and explain why people
								save.
G. Identify the costs and benefits of saving. * Piggy
								banks * Savings accounts * U.S. Savings Bonds
G. Explain
								the differences among stocks, bonds and mutual funds.
G.
								Analyze the risks and returns of various investments. * Stocks * Bonds * Mutual
								funds * Savings bonds * Retirement savings (e.g., Individual Retirement Account
								(IRA), Keogh, 401K) * Savings accounts (e.g., passbook, certificate of
								deposit)
H. Explain how banks bring savers and
								borrowers together.
H. Describe why there is a difference
								between interest rates for saving and borrowing.
H. Explain
								the impact of higher or lower interest rates for savers, borrowers, consumers
								and producers.
H. Evaluate benefits and costs of changes in
								interest rates to individuals and society.
XVIII. GLOSSARY
Barter:
The direct
								exchange of goods or services between people.
Bond:
A financial promise for
								an investment issued by a corporation or government with regular interest
								payments and repayment at a later date.
Capital resources:
The
								physical equipment used in the production of goods and services.
Cartels:
A group of sellers
								acting together in the market.
Circular flow:
The movement of
								resources, goods, and services through an economy. As a diagram, it can show
								how households and business firms interact with each other in the product and
								resource markets.
Command economy:
A system in
								which decisions are made largely by an authority such as a feudal lord or
								government planning agency.
Comparative
								advantage:
Economic theory that a country/individual should sell
								goods and services which it can produce at relatively lower costs and buy goods
								and services which it can produce at relatively higher costs.
Competition:
The rivalry among
								people and/or business firms for resources and/or consumers.
Consumer:
One who buys or
								rents goods or services and uses them.
Consumer Price Index:
The
								price index most commonly used to measure the impact of changes in prices on
								households; this index is based on a standard market basket of goods and
								services purchased by a typical urban family.
Corporation:
A business firm
								that is owned by stockholders and is a legal entity with rights to buy, sell
								and make contracts. Its chief advantage is that each owner's liability is
								limited to the amount of money he or she has invested in the company.
Cost:
What is given up when a
								choice is made; monetary and/or non monetary.
Cost/benefit analysis:
The
								process of weighing all predicted costs against the predicted benefits of an
								economic choice.
Deflation:
A general decline
								in the price level.
Demand:
The different
								quantities of a resource, good or service that potential buyers are willing and
								able to purchase at various possible prices during a specific time period.
Depression:
A severe recession
								in terms of magnitude or length, or both.
Division of labor:
A method of
								organizing production whereby each worker specializes in part of the productive
								process.
Economic growth:
An increase
								in a society's output.
Economic systems:
The ways
								societies organize to determine what goods and services should be produced, how
								goods and services should be produced and who will consume goods and services.
								Examples include traditional, command and market.
Economics:
The study of the
								behavior of individuals and institutions engaged in the production,
								distribution and consumption of goods and services.
Entrepreneur:
Individual who
								begins, manages and bears the risks of a business (e.g., Milton Hershey, F.W.
								Woolworth).
Equilibrium price:
The outlay
								at which quantity demanded equals quantity supplied; market clearing
								price.
Exchange rate:
The price of
								one country's currency measured in terms of another country's currency (e.g.,
								American dollar in German mark, Japanese yen in Canadian dollar).
Federal Reserve System:
The
								"Central Bank" of the United States (consisting of the Board of Governors and
								12 district banks) which controls monetary policy; sometimes referred to as
								"The Fed" or Federal Reserve.
Fiscal policy:
Government
								decisions on taxation and spending to achieve economic goals.
Flow resources:
Temporal
								energy forces that are neither renewable nor nonrenewable, but must be used as,
								when and where they occur or they are lost (e.g., wind, sunlight).
Gross Domestic Product:
The
								market value of the total output of final goods and services produced by an
								economy in a given time period, usually 1 year.
Goods:
Objects that can
								satisfy people's wants.
Household:
The group of people
								living together under one roof; a group of individuals whose economic decision
								making is interrelated.
Human resources:
People's
								intellectual and physical abilities.
Incentives:
Factors that
								motivate or influence human behavior.
Income:
Payments earned by
								people in exchange for providing resources used to produce goods and
								services.
Inflation:
A general rise in
								the price level.
Interdependence:
Ideas, goods
								and services in one area affect decisions and events in other areas reducing
								self-sufficiency.
Interest:
Payment made for the
								use of borrowed money.
Interest rate:
The price of
								borrowed money.
Labor force:
That part of the
								population which is employed or actively seeking employment.
Labor union:
An organization
								of workers who seek to improve their common interests.
Labor productivity:
The total
								output divided by the quantity of labor employed to produce it.
Law of demand:
The lower the
								price of a good or service, the greater the quantity that people will buy, all
								else held constant (e.g., incomes, tastes).
Law of supply:
The higher the
								price of a good or service, the greater the quantity that business will sell,
								all else held constant (e.g., resource costs, technology).
Loss:
The difference that
								arises when a firm's total revenues are less than its total costs.
Macroeconomics:
Study of
								aggregate economic activity including how the economy works as a whole. Seeks
								to identify levels of National income, output, employment and prices.
Marginal analysis:
A decision
								making tool that weighs additional costs and benefits.
Market:
A place or process
								through which goods and services are exchanged.
Market economy:
An economic
								system in which decisions are made largely by the interactions of buyers and
								sellers.
Microeconomics:
Study of the
								behaviors of consumers, firms and determination of the market prices.
Mixed economy:
An economic
								system in which decisions are made by markets, government and tradition.
Monetary policy:
Government
								decisions on money supply and interest rates to achieve economic goals.
Money:
A medium of
								exchange.
Money supply:
The amount of
								liquid assets which exists in the economy at a given time (e.g., currency,
								checkable deposits, travelers' checks).
Mutual fund:
An investment
								option that uses cash from a pool of savers to buy a wide range of
								securities.
Natural resources:
Anything
								found in nature that can be used to produce a product (e.g., land, water,
								coal).
Nonrenewable resources:
Finite
								elements that cannot be replaced once they are used (e.g., petroleum,
								minerals).
Opportunity cost:
The highest
								valued alternative given up when a decision is made.
Output:
The total amount of a
								commodity produced.
Partnership:
A business in
								which ownership is shared by two or more people who receive all the profits and
								rewards and bear all the losses and risks.
Price:
The amount people pay
								in exchange for unit of a particular good or service.
Price control:
Government
								restraint of prices to keep the cost of living down. It most usually happens in
								time of war, but there are also instances in peacetime.
Price index:
A measure of the
								average level of costs at one time compared to the average level of costs at
								another time.
Producer:
One who makes goods
								or services.
Productivity:
Amount of output
								per unit of input over a period of time. It is used to measure the efficiency
								with which inputs can be used.
Profit:
Total revenue minus
								total costs.
Progressive tax:
A levy for
								which the percentage of income used to pay the levy increases as the taxpayer's
								income increases.
Proportional tax:
A levy for
								which the percentage of income used to pay the levy remains the same as the
								taxpayer's income increases.
Public goods:
Goods and
								services provided by the government rather than by the private sector. Goods
								and services that more than one person can use without necessarily preventing
								others from using them.
Public policy:
A government's
								course of action that guides present and future decisions.
Quantity demanded:
The amount
								of a good or service people are willing and able to purchase at a given price
								during a specific time period.
Quantity supplied:
The amount
								of a good or service people are willing and able to sell at a given price
								during a specific time period.
Quota:
A form of import
								protectionism where the total quantity of imports of a particular commodity is
								limited.
Recession:
A contraction in
								National production that lasts 6 months or longer. A recession might be marked
								by job layoffs and high unemployment, stagnant wages, reductions in retail
								sales and slowing of housing and car markets.
Regressive tax:
A levy for
								which the percentage of income used to pay the levy decreases as the taxpayer's
								income increases.
Renewable
								resources:
Substances that can be regenerated if used carefully
								(e.g., fish, timber).
Resources:
Inputs used to
								produce goods and services; categories include natural, human and capital.
Scarcity:
An economic
								condition that exists when demand is greater than supply.
Services:
Actions that are
								valued by others.
Sole proprietorship:
A
								business owned by an individual who receives all the profits and rewards and
								bears all the losses and risks.
Specialization:
A form of
								division of labor in which each individual or firm concentrates its productive
								efforts on a single or limited number of activities.
Standard of living:
A
								measurement of an individual's quality of life. A larger consumption of goods,
								services, and leisure is often assumed to indicate a higher standard of
								living.
Stock:
A certificate
								representing a share of ownership in a company.
Supply:
The different
								quantities of a resource, good or service that potential sellers are willing
								and able to sell at various possible prices during a specific time period.
Tariff:
A surcharge placed on
								imported goods and services. The purpose of a tariff is to protect domestic
								products from foreign competition.
Tertiary:
The third level of
								economic activity. It includes service and service-related industries.
Trade:
Voluntary exchange
								between two parties in which both parties benefit.
Trade balance:
The payments of
								a nation that deal with merchandise imports or exports.
Traditional economy:
An
								economic system in which decisions are made largely by repeating the actions
								from an earlier time or generation.
Unemployment rate:
The
								percentage of the labor force that is actively seeking employment.
Wants:
Desires that can be
								satisfied by consuming goods, services or leisure activities.
Academic Standards for Geography
XIX. TABLE OF CONTENTS
Introduction...
XX.
THE ACADEMIC STANDARDS
Basic Geographic
								Literacy...
7.1.
A. Geographic Tools
B. Location of Places and Regions
The Physical Characteristics of Places and
								Regions...
7.2.
A. Physical Systems and Properties
B. Physical Processes
The Human Characteristics of Places and
								Regions...
7.3.
A. Population
B. Culture
C. Settlement
D. Economic Activity
E. Political Activity
The Interactions Between People and
								Places...
7.4.
A. Impact of Physical Systems on People
B. Impact of People on Physical Systems
Glossary...
XXI.
.
XX INTRODUCTION
This document includes Academic Standards for Geography
						that describe what students should know and be able to do in four areas:
* 7.1. Basic Geographic Literacy
* 7.2. The Physical Characteristics of Places and
						Regions
* 7.3. The Human Characteristics of Places and
						Regions
* 7.4. The Interactions Between People and Places
The Geography Standards describe what students should
						know and be able to do at four grade levels (third, sixth, ninth and twelfth).
						They reflect the increasingly complex and sophisticated understanding of
						geography that students are expected to achieve as they progress through
						school. Throughout the standards, all grade levels must address the
						local-to-global progression (scales). Basic concepts found in lower grade
						levels must be developed more fully at higher grade levels.
Geography is the science of space and place on Earth's
						surface. Its subject matter is the physical and human phenomena that make up
						the world's environments and places. These standards build on using geographic
						tools as a means for asking and answering geographic questions; setting
						information into a range of spatial contexts; recognizing places and regions as
						human concepts; understanding the physical processes that have shaped Earth's
						surface and the patterns resulting from those processes; identifying the
						relationships between people and environments; recognizing the characteristics
						and distribution of people and cultures on Earth's surface; focusing on the
						spatial patterns of settlements and their resulting political structures; and
						exploring the networks of economic interdependence and the importance of
						resources.
At each grade level, instructional content should be
						selected to support the development of geographic understanding. In the primary
						grade levels (1-3), the emphasis should be on identifying the basic
						characteristics of the world (answering the what question); at the intermediate
						grade levels (4-6), the emphasis should be on describing spatial patterns of
						phenomena (answering the where and when questions); at the middle grade levels
						(7-9), the emphasis should be on explaining spatial patterns of phenomena
						(answering the how question); and at high school grade levels (10-12), the
						emphasis should be on analyzing spatial patterns of phenomena (answering the
						why question). Although the emphasis may focus on specific questions, these
						questions may be encountered at any grade level.
Geography is an integrative discipline that enables
						students to apply geography skills and knowledge to life situations at home, at
						work and in the community. Therefore, these standards should be cross-walked
						with those in Civics and Government, Economics and History to create an
						interdisciplinary view of the world. Topics and concepts in geography directly
						relate to standard statements in Environment and Ecology, Economics,
						Mathematics, Science and Technology and Civics and Government.
Teachers should employ the Five Fundamental Themes of
						Geography while proceeding through the Academic Standards for Geography. The
						relationship between the themes and the standards is clear. The standards
						describe what students should know and be able to do while the themes provide a
						clear conceptual basis for teachers and students to use in organizing their
						knowledge.
These are the Five Fundamental Themes of
						Geography:
Theme
Description
Location
The absolute and relative
								position of a place on Earth's surface
Place
How physical and human
								characteristics define and distinguish a place
Human-Environ ment Interactions
How humans
								modify and adapt to natural settings
Movement
How people, ideas and materials
								move between and among locations
Regions
How an area displays unity in terms
								of physical and human characteristics
The academic standards for Geography consist of four
						standard categories (designated as 7.1., 7.2., 7.3., and 7.4.). Each category
						has two to five standard statements (designated by a capital letter). Most
						standard statements have bulleted items known as standard descriptors. The
						standard descriptors are items within the document to illustrate and enhance
						the standard statement. The categories, statements and descriptors are
						regulations. The descriptors may be followed by an "e.g." The "e.g.'s" are
						examples to clarify what type of information could be taught. These are
						suggestions and the choice of specific content is a local decision as is the
						method of instruction.
Geography along with Civics and Government, Economics,
						and History are identified as Social Studies in Chapter 4. This identification
						is consistent with citizenship education in Chapter 49 and Chapter 354. Based
						on these regulations, Social Studies/Citizenship programs should include the
						four sets of standards as an entity in developing a scope and sequence for
						curriculum and planned instruction.
A glossary is included to assist the reader in clarifying
						terminology contained in the standards.
7.1. Basic Geographic
								Literacy
7.1.3. GRADE 3
7.1.6. GRADE 6
7.1.9. GRADE 9
7.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
A. Identify geographic tools and their
								uses. * Characteristics and purposes of different geographic representations *
								Maps and basic map elements * Globes * Graphs * Diagrams * Photographs *
								Geographic representations to display spatial information * Sketch maps *
								Thematic maps * Mental maps to describe the human and physical features of the
								local area
A. Describe geographic tools and their
								uses. * Basis on which maps, graphs and diagrams are created * Aerial and other
								photographs * Reference works * Field observations * Surveys * Geographic
								representations to display spatial information * Absolute location * Relative
								location * Flows (e.g., goods, people, traffic) * Topography * Historic events
								* Mental maps to organize an understanding of the human and physical features
								of Pennsylvania and the home county * Basic spatial elements for depicting the
								patterns of physical and human features
A. Explain
								geographic tools and their uses. * Development and use of geographic tools *
								Geographic information systems [GIS] * Population pyramids * Cartograms *
								Satellite-produced images * Climate graphs * Access to computer-based
								geographic data (e.g., Internet, CD-ROMs) * Construction of maps * Projections
								* Scale * Symbol systems * Level of generalization * Types and sources of data
								* Geographic representations to track spatial patterns * Weather * Migration *
								Environmental change (e.g., tropical forest reduction, sea-level
								changes)
A. Analyze data and issues from a spatial
								perspective using the appropriate geographic tools. * Spatial patterns of human
								features that change over time (e.g., intervening opportunity, distance decay,
								central place theory, locational preference) * Physical patterns of physical
								features that change over time (e.g., climate change, erosion, ecological
								invasion and succession) * Human and physical features of the world through
								mental maps
7.1. Basic Geographic
								Literacy
7.1.3. GRADE 3
7.1.6. GRADE 6
7.1.9. GRADE 9
7.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
* Point, line,
								area, location, distance, scale * Map grids * Alpha-numeric system * Cardinal
								and intermediate directions * Mental maps to organize and understand the human
								and physical features of the United States
B. Identify and locate places and
								regions. * Physical features * Continents and oceans * Major landforms, rivers
								and lakes in North America * Local community * Human features * Countries
								(i.e., United States, Mexico, Canada) * States (i.e., Pennsylvania, Delaware,
								Maryland, New Jersey, New York, Ohio, West Virginia) * Cities (i.e.,
								Philadelphia, Erie, Altoona, Pittsburgh, Scranton, Harrisburg, Johnstown,
								Allentown, Washington D.C., Baltimore, New York, Toronto, Cleveland * Local
								community * Regions as areas with unifying geographic characteristics *
								Physical regions (e.g., landform regions, climate regions, river basins)
B. Describe and locate places and
								regions. * Coordinate systems (e.g., latitude and longitude, time zones) *
								Physical features * In the United States (e.g., Great Lakes, Rocky Mountains,
								Great Plains) * In Pennsylvania (e.g., Coastal Plain, Piedmont, Appalachians) *
								Human features * Countries (e.g., United Kingdom, Argentina, Egypt) * Provinces
								(e.g., Ontario, Quebec, Nova Scotia) * Major human regions (e.g., Mid Atlantic,
								New England, Southwest) * States (e.g., California, Massachusetts, Florida) *
								Major cities (e.g., London, Los Angeles, Tokyo) * Counties (e.g., Lancaster,
								Lackawanna, Jefferson)
B. Explain and locate places and
								regions. * How regions are created to interpret Earth's complexity (i.e., the
								differences among formal regions, functional regions, perceptual regions) * How
								characteristics contribute to regional changes (e.g., economic development,
								accessibility, demographic change) * How culture and experience influence
								perceptions of places and regions * How structures and alliances impact regions
								* Development (e.g., First vs. Third World, North vs. South) * Trade (e.g.,
								NAFTA, the European Union) * International treaties (e.g., NATO, OAS)
B. Analyze the location of places and regions. * Changing regional
								characteristics (e.g., short- and long-term climate shifts; population growth
								or decline; political instability) * Criteria to define a region (e.g., the
								reshaping of south Florida resulting from changing migration patterns; the
								US-Mexico border changes as a function of NAFTA; metropolitan growth in the
								Philadelphia region) * Cultural change (e.g., influence on people's perceptions
								of places and regions)
7.1. Basic Geographic
								Literacy
7.1.3. GRADE 3
7.1.6. GRADE 6
7.1.9. GRADE 9
7.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
* Human regions (e.g., neighborhoods,
								cities, states, countries)
* Townships (e.g., Dickinson,
								Lower Mifflin, Southampton) * Ways in which different people view places and
								regions (e.g., places to visit or to avoid) * Community connections to other
								places * Dependence and interdependence * Access and movement
* How regions are connected (e.g.,
								watersheds and river systems, patterns of world trade, cultural ties,
								migration)
Basic Geography Literacy must
								include local-to-global progression (scales) for all students at all grade
								levels for the standard statements and their descriptors. Basic concepts
								introduced in lower grade levels must be developed more fully throughout higher
								grade levels. Portions of Basic Geography Literacy relate directly to the
								Mathematics Standards.
7.2 The Physical Characteristics
								of Places and Regions
7.2.3. GRADE 3
7.2.6. GRADE 6
7.2.9. GRADE
								9
7.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
								.
A. Identify the physical
								characteristics of places and regions. * Physical properties * Landforms (e.g.,
								plains, hills, plateaus and mountains) * Bodies of water (e.g., rivers, lakes,
								seas and oceans) * Weather and climate * Vegetation and animals * Earth's basic
								physical systems * Lithosphere * Hydrosphere * Atmosphere * Biosphere
A. Describe the physical characteristics
								of places and regions. * Components of Earth's physical systems (e.g., clouds,
								storms, relief and elevation [topography], tides, biomes, tectonic plates) *
								Comparison of the physical characteristics of different places and regions
								(e.g., soil, vegetation, climate, topography) * Climate types (e.g., marine
								west coast, humid continental, tropical wet and dry)
A.
								Explain the physical characteristics of places and regions including spatial
								patterns of Earth's physical systems. * Climate regions * Landform
								regions
A. Analyze the physical characteristics of places
								and regions including the interrelationships among the components of Earth's
								physical systems. * Biomes and ecosystem regions * Watersheds and river basins
								* World patterns of biodiversity
B. Identify the basic physical
								processes that affect the physical characteristics of places and regions. *
								Earth-sun relationships (i.e., seasons and length of daylight, weather and
								climate) * Extreme physical events (e.g., earthquakes, floods, hurricanes,
								tornadoes)
B. Describe the physical processes that shape
								patterns on Earth's surface. * Earth-sun relationships (i.e., differences
								between equinoxes and solstices, reasons they occur and their relationship to
								latitude) * Climate influences (e.g., elevation, latitude, nearby ocean
								currents) * Climate change, (e.g., global warming/cooling, decertification,
								glaciations) * Plate tectonics * Hydrologic cycle
B.
								Explain the dynamics of the fundamental processes that underlie the operation
								of Earth's physical systems. * Wind systems * Water cycle * Erosion/deposition
								cycle * Plate tectonics * Ocean currents * Natural hazards
B. Analyze the significance of physical processes in shaping the
								character of places and regions. * Circulation of the oceans * Ecosystem
								processes * Atmospheric systems * Extreme natural events
_______________________________________________________________________________________________
The Physical Characteristics of Places
								and Regions must include local-to-global progression (scales) for all students
								at all grade levels for the standard statements and their descriptors. Basic
								concepts must be developed more fully throughout higher grade levels. Portions
								of Physical Characteristics of Places and Regions relate directly to Science
								and Technology and Environment and Ecology standards.
7.3 The Human Characteristics of
								Places and Regions
7.3.3. GRADE 3
7.3.6. GRADE 6
7.3.9. GRADE
								9
7.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to. .
A. Identify the human characteristics
								of places and regions by their population characteristics. * The number and
								distribution of people in the local community * Human movement in the local
								community (e.g., mobility in daily life, migration)
A.
								Describe the human characteristics of places and regions by their population
								characteristics. * Spatial distribution, size, density and demographic
								characteristics of population at the county and state level. * Causes of human
								movement * Mobility (e.g., shopping, commuting, recreation) * Migration models
								(e.g., push/pull factors, barriers to migration)
A. Explain
								the human characteristics of places and regions by their population
								characteristics. * Spatial distribution, size, density and demographic
								characteristics of population at the state and National level * Demographic
								structure of a population (e.g., life expectancy, fertility rate, mortality
								rate, infant mortality rate, population growth rate, the demographic transition
								model) * Effects of different types and patterns of human movement * Mobility
								(e.g., travel for business) * Migration (e.g., rural to urban, short term vs.
								long term, critical distance)
A. Analyze the significance
								of human activity in shaping places and regions by their population
								characteristics: * Spatial distribution, size, density and demographic
								characteristics of population at the international level * Demographic trends
								and their impacts on patterns of population distribution (e.g., carrying
								capacity, changes in fertility, changes in immigration policy, the mobility
								transition model) * Impact of movement on human systems (e.g., refugees, guest
								workers, illegal aliens)
B. Identify the human characteristics
								of places and regions by their cultural characteristics. * Components of
								culture (e.g., language, belief systems and customs, social organizations,
								foods, ethnicity) * Ethnicity of people in the local community (e.g., customs,
								celebrations, languages, religions)
B. Describe the human
								characteristics of places and regions by their cultural characteristics. *
								Ethnicity of people at the county and state levels (e.g., customs,
								celebrations, languages, religions) * Spatial arrangement of cultures creates
								distinctive landscapes (e.g., cultural regions based on languages, customs,
								religion, building styles as in the Pennsylvania German region)
B.
								Explain the human characteristics of places and regions by their cultural
								characteristics. * Ethnicity of people at national levels (e.g., customs,
								celebrations, languages, religions) * Culture distribution (e.g., ethnic
								enclaves and neighborhoods) * Cultural diffusion (e.g., acculturation and
								assimilation, cultural revivals of language)
B. Analyze the
								significance of human activity in shaping places and regions by their cultural
								characteristics. * Cultural conflicts (e.g., over language (Canada), over
								political power (Spain), over economic opportunities (Mexico)) * Forces for
								cultural convergence (e.g., the diffusion of foods, fashions, religions,
								language)
C. Identify the human characteristics
								of places and regions by their settlement characteristics. * Types of
								settlements (e.g., villages, towns, suburbs, cities, metropolitan areas) *
								Factors that affect where people settle (e.g., water, resources,
								transportation)
C. Describe the human characteristics of
								places and regions by their settlement characteristics. * Current and past
								settlement patterns in the local area * Factors that affect the growth and
								decline of settlements (e.g., immigration, transportation development,
								depletion of natural resources, site and situation)
C.
								Explain the human characteristics of places and regions by their settlement
								characteristics. * Current and past settlement patterns in Pennsylvania and the
								United States * Forces that have re-shaped modern settlement patterns (e.g.,
								central city decline, suburbanization, the development of transport systems) *
								Internal structure of cities (e.g., manufacturing zones, inner and outer
								suburbs, the location of infrastructure)
C. Analyze the
								significance of human activity in shaping places and regions by their
								settlement characteristics. * Description of current and past settlement
								patterns at the international scale (e.g., global cities) * Use of models of
								the internal structure of cities (e.g., concentric zone, sector, multiple
								nuclei) * Forces that have reshaped settlement patterns (e.g., commuter
								railroads, urban freeways, the development of megalopolis and edge cities)
D. Identify the human characteristics
								of places and regions by their economic activities. * Location factors in the
								spatial distribution of economic activities (e.g., market, transportation,
								workers, materials) * Producers of consumer products and services (e.g., bread,
								pizza, television, shopping malls) * Products of farms and factories at the
								local and regional level (e.g., mushrooms, milk, snack foods, furniture) *
								Spatial distribution of resources * Non-renewable resources * Renewable
								resources * Flow resources (e.g., water power, wind power)
D. Describe the human characteristics of
								places and regions by their economic activities. * Spatial distribution of
								economic activities in the local area (e.g., patterns of agriculture, forestry,
								mining, retailing, manufacturing, services) * Factors that influence the
								location and spatial distribution of economic activities (e.g., market size for
								different types of business, accessibility, modes of transportation used to
								move people, goods and materials) * Spatial distribution of resources and their
								relationship to population distribution * Historical settlement patterns and
								natural resource use (e.g.,
D. Explain the human
								characteristics of places and regions by their economic activities. * Spatial
								distribution of economic activities in Pennsylvania and the United States
								(e.g., patterns of agriculture, forestry, mining, retailing, manufacturing,
								services) * Factors that shape spatial patterns of economic activity both
								Nationally and internationally (e.g., comparative advantage in location of
								economic activities; changes in resource trade; disruption of trade flows) *
								Technological changes that affect the definitions of, access to, and use of
								natural resources (e.g., the role of exploration, extraction, use and depletion
								of resources)
D. Analyze the significance of human activity
								in shaping places and regions by their economic characteristics. * Changes in
								spatial distribution of economic activities at the global scale (e.g., patterns
								of agriculture, forestry, mining, retailing, manufacturing, services) * Forces
								that are reshaping business (e.g., the information economy, business
								globalization, the development of off-shore activities) * Effects of changes
								and movements in factors of production (e.g., resources, labor, capital)
7.3 The Human Characteristics of
								Places and Regions
7.3.3. GRADE 3
7.3.6. GRADE 6
7.3.9. GRADE 9
7.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to.
waterpower sites
								along the FallLine) * Natural resource-based industries (e.g., agriculture,
								mining, fishing, forestry)
E. Identify the human characteristics
								of places and regions by their political activities. * Type of political units
								(e.g., townships, boroughs, towns, cities, counties, states, countries
								(nation-state)) * Political units in the local area
E.
								Describe the human characteristics of places and regions by their political
								activities. * Spatial pattern of political units in Pennsylvania * Functions of
								political units (e.g., counties, municipalities, townships, school districts,
								PA General Assembly districts (House and Senate), U.S. Congressional districts,
								states)
E. Explain the human characteristics of places and
								regions by their political activities. * Spatial pattern of political units in
								the United States * Geographic factors that affect decisions made in the United
								States (e.g., territorial expansion, boundary delineation, allocation of
								natural resources) * Political and public policies that affect geography (e.g.,
								open space, urban development)
E. Analyze the significance
								of human activity in shaping places and regions by their political
								characteristics: * Spatial pattern of political units in the global system *
								Role of new political alliances on the international level (e.g., multinational
								organizations, worker's unions, United Nations' organizations) * Impact of
								political conflicts (e.g., secession, fragmentation, insurgencies,
								invasions)
_______________________________________________________________________________________________
The Human Characteristics of
								Places and Regions must include local-to-global progression (scales) for all
								students at all grade levels for the standard statements and their descriptors.
								Basic concepts found in lower grade levels must be developed more fully
								throughout higher grade levels. Portions of Human Characteristics of Places and
								Regions relate directly to the Civics and Government and Economics
								Standards.
7.4 The Interactions Between
								People and Places
7.4.3. GRADE 3
7.4.6. GRADE 6
7.4.9. GRADE 9
7.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
A. Identify the impacts of physical
								systems on people. * How people depend on, adjust to and modify physical
								systems on a local scale (e.g., soil quality and agriculture, snowfall and
								daily activities, drought and water use) * Ways in which natural hazards affect
								human activities (e.g., storms, lightning, flooding)
A.
								Describe the impacts of physical systems on people. * How people depend on,
								adjust to and modify physical systems on regional scale (e.g., coastal
								industries, development of coastal communities, flood control) * Ways in which
								people adjust to life in hazard-prone areas (e.g., California and earthquakes,
								Florida and hurricanes, Oklahoma and tornadoes)
A. Explain
								the impacts of physical systems on people. * How people depend on, adjust to
								and modify physical systems on National scale (e.g., soil conservation
								programs, projects of The Corps of Engineers) * Ways in which people in
								hazard-prone areas adjust their ways of life (e.g., building design in
								earthquake areas, dry-farming techniques in drought-prone areas)
A. Analyze the impacts of physical systems on people. * How people
								depend on, adjust to and modify physical systems on international scales (e.g.,
								resource development of oil, coal, timber) * Ways in which people modify ways
								of life to accommodate different environmental contexts (e.g., building in
								permafrost areas; the role of air-conditioning in the United States South and
								Southwest; the development of enclosed spaces for movement in cold
								climates)
B. Identify the impacts of people on
								physical systems. * Effects of energy use (e.g., water quality, air quality,
								change in natural vegetation) * Ways humans change local ecosystems (e.g., land
								use, dams and canals on waterways, reduction and extinction of species)
B. Describe the impacts of people on physical systems. * Changing
								spatial patterns on Earth's surface that result from human activities (e.g.,
								lake desiccation as in the Aral Sea, construction of dikes, dams and storm
								surge barriers in the Netherlands, designation of State parks and forests
								throughout Pennsylvania) * Ways humans adjust their impact on the habitat
								(e.g., Endangered Species Act, replacement of wetlands, logging and replanting
								trees)
B. Explain the impacts of people on physical
								systems. * Forces by which people modify the physical environment (e.g.,
								increasing population; new agricultural techniques; industrial processes and
								pollution) * Spatial effects of activities in one region on another region
								(e.g., scrubbers on power plants to clean air, transportation systems such as
								Trans-Siberian Railroad, potential effects of fallout from nuclear power plant
								accidents)
B. Analyze the impacts of people on physical
								systems. * How people develop international agreements to manage environmental
								issues (e.g., Rio de Janeiro Agreement, the Law of the Sea, the Antarctica
								Treaty) * How local and regional processes can have global effects (e.g., wind
								and hydroelectric power transmitted across regions, water use and irrigation
								for crop production) * Sustainability of resources (e.g., reforestation,
								conservation) * World patterns of resource distribution and utilization (e.g.,
								oil trade, regional electrical grids)
The Interactions Between People
								and Places must include local to global scales for all students at all grade
								levels for the standard statements and their descriptors. Basic concepts found
								in lower grade levels must be developed more fully throughout higher grade
								levels.
XXI. GLOSSARY
Absolute location:
The
								position of a point on Earth's surface that can usually be described by
								latitude and longitude. Another example of absolute location would be the use
								of a nine digit zip code and street address.
Acculturation:
The process of
								adopting the traits of a cultural group.
Assimilation:
The acceptance,
								by one culture group or community, of cultural traits associated with
								another.
Atmosphere:
The body of gases,
								aerosols and other materials that surrounds Earth and is held close by gravity.
								It extends about twelve miles from Earth's surface.
Barriers to migration:
Factors
								that keep people from moving (e.g., lack of information about potential
								destination, lack of funds to cover the costs of moving, regulations that
								control migration).
Basic map elements:
Materials
								included on geographic representations. These include title, directions, date
								of map, mapmaker's name, a legend and scale. Often a geographic grid, the
								source of information and sometimes an index of places on the map are also
								included.
Biomes:
A community of living
								organisms of a single major ecological region.
Biosphere:
The domain of Earth
								that includes all plant and animal life forms.
Boundary:
The limit or extent
								within which a system exists or functions, including a social group, a state or
								physical features.
Capital:
One of the factors of
								production of goods and services. Capital can be goods (e.g., factories and
								equipment, highways, information, communications systems) and/or funds
								(investment and working capital) used to increase production and wealth. Other
								factors are land, water and labor.
Cardinal directions:
The four
								main points of the compass; north, east, south and west.
Carrying capacity:
Maximum
								population that an area can support over time depending upon environmental
								conditions, human interventions and interdependence.
Central Place Theory:
The
								conceptual framework that explains the size, spacing and distribution of
								settlements and their economic relationships with their market areas.
Climate:
Long-term patterns
								and trends in weather elements and atmospheric conditions.
Climate graph (climagraph):
A
								diagram that combines average monthly temperature and precipitation data for a
								particular place.
Comparative advantage:
The
								specialization by a given area in the production of one or a few commodities
								for which it has a particular edge (e.g., labor quality, resources
								availability, production costs).
Concentric Zone Model:
A
								framework that proposes that urban functions and the associated land uses are
								arranged in rings that grow outward from a central area. One of three models
								developed to explain how cities and metropolitan areas are arranged internally.
								The other models are the Sector and the Multiple Nuclei.
Country:
Unit of political
								space often referred to as a state or nation-state.
Culture:
Learned behavior of
								people, which includes their belief systems and languages, their social
								relationships, their institutions and organizations and their material
								goods-food, clothing, buildings, tools and machines.
Cultural diffusion:
The spread
								of cultural elements from one culture to another.
Cultural landscape:
The human
								imprint on the physical environment; the humanized image as created or modified
								by people.
Demographic change:
Variation
								in population size, composition, rates of growth, density, fertility and
								mortality rates and patterns of migration.
Density:
The population or
								number of objects per unit area (e.g., per square kilometer or mile).
Decertification:
The spread of
								desert conditions in arid and semiarid regions resulting from a combination of
								climatic changes and increasing human pressures (e.g., overgrazing, removal of
								vegetation, cultivation of marginal land).
Desiccation:
See lake
								desiccation.
Developed country:
An area of
								the world that is technologically advanced, highly urbanized and wealthy and
								has generally evolved through both economic and demographic transitions.
Diffusion:
The spread of
								people, ideas, technology and products among places.
Distance decay:
The tendency
								for the acceptance of new ideas and technologies to decrease with distance from
								their source.
Earthquake:
Vibrations and
								shock waves caused by the sudden movement of tectonic plates along fracture
								zones, called faults, in Earth's crust.
Ecosystem (ecological
								system)
:
A network formed by the interaction of all living
								organisms (plants, animals, humans) with each other and with the physical and
								chemical factors of the environment in which they live.
Elevation:
Height of a point
								or place above sea level (e.g., Mount Everest has an elevation of 29,028 feet
								above sea level).
Enclaves:
A country,
								territorial or culturally distinct unit enclosed within a larger country or
								community.
Environment:
Everything in and
								on Earth's surface and its atmosphere within which organisms, communities or
								objects exist.
Equilibrium:
The point in the
								operation of a system when driving forces and resisting forces are in
								balance.
Equinoxes:
The two days during
								the calendar year (usually September 23 and March 21) when all latitudes have
								twelve hours of both daylight and darkness and the sun is directly overhead at
								the Equator.
Erosional processes:
The
								removal and transportation of weathered (loose) rock material by water, wind,
								waves and glaciers. Deposition is the end result of erosion and occurs when
								transported material is dropped.
Fall line:
A linear connection
								joining the waterfalls on numerous rivers and streams that marks the point
								where each river and stream descends from the upland and the limit of the
								navigability of each river (e.g., the narrow boundary zone between the coastal
								plain and the Piedmont in the Eastern United States where there are falls and
								rapids on streams and rivers as they drop from the more resistant rocks of the
								Piedmont onto the softer rocks of the coastal plain).
Fertility rate:
A measure of
								the number of children a woman will have during her child-bearing years (15 to
								49 years of age) in comparison to the adult female population in a particular
								place.
Formal region:
An area defined
								by the uniformity or homogeneity of certain characteristics (e.g.,
								precipitation, landforms, subculture).
Functional region:
An area
								united by a strong core (node) or center of human population and activity
								(e.g., banking linkages between large cities and smaller cities and
								towns).
Geographic Information
								System:
A geographic database that contains information about
								the distribution of physical and human characteristics of places. In order to
								test hypotheses, maps of one characteristic or a combination can be produced
								from the database to analyze the data relationships.
Geographic scale:
The size of
								Earth's surface being studied. Study areas vary from local to regional to
								global. Scale also refers to the relationship between the size of space on a
								map and the size of that space on Earth's surface. Maps are referred to as
								large scale if they are of smaller (local) areas and small scale if they
								represent much or all of the Earth's surface. Map scale is expressed as a bar
								graph or representative fraction.
Global warming:
The theory
								that Earth's atmosphere is gradually warming due to the buildup of certain
								gases, including carbon dioxide and methane, which are released by human
								activities. The increased levels of these gases cause added heat energy from
								Earth to be absorbed by the atmosphere instead of being lost in space.
Globe:
A scale model of Earth
								that correctly represents area, relative size and shape of physical features,
								distance between points and true compass direction.
Grid:
A pattern of lines on a
								chart or map, such as those representing latitude and longitude, which helps
								determine absolute location and assists in the analysis of distribution
								patterns.
Human features:
Tangible and
								intangible ideas associated with the culture, society and economy of places or
								areas. These include the spatial arrangement of land uses including
								transportation, the design of buildings and the nature and timing of activities
								that people conduct in these spaces.
Hydroelectric
								power:
Electrical energy generated by the force of falling water
								which rotates turbines housed in power plants in dams on rivers.
Hydrosphere:
The water realm
								of Earth which includes water contained in the oceans, lakes, rivers, ground,
								glaciers and water vapor in the atmosphere.
Infant mortality rate:
The
								annual number of deaths among infants under 1 year of age for every 1,000 live
								births. It usually provides an indication of health care levels. The United
								States, for example, has a 1994 rate of 8.3 infant deaths per 1,000 live births
								while Angola has a rate of 137 infant deaths per 1,000 births.
Interdependence:
Ideas, goods
								and services in one area affect decisions and events in other areas reducing
								self-sufficiency.
Intermediate directions:
The
								points of the compass that fall between north and east, north and west, south
								and east, south and west (e.g., NE, NW, SE, SW).
Intervening opportunity:
An
								alternate area that is a source of a product or service or a destination in the
								case of migration.
Lake desiccation:
The
								reduction in water level (drying out) of an inland water body.
Landform:
The shape, form or
								nature of a specific physical feature of Earth's surface (e.g., plain, hill,
								plateau, mountain).
Land use:
The range of uses of
								Earth's surface made by humans. Uses are classified as urban, rural,
								agricultural, forested, etc. with more specific sub-classifications useful for
								specific purposes (e.g., low-density residential, light industrial, nursery
								crops).
Life expectancy:
The average
								number of remaining years a person can expect to live under current mortality
								levels in a society. Life expectancy at birth is the most common use of this
								measure.
Lithosphere:
The uppermost
								portion of the solid Earth including soil, land and geologic formations.
Location:
The position of a
								point on Earth's surface expressed by means of a grid (absolute) or in relation
								(relative) to the position of other places.
Map:
A graphic representation
								of a portion of Earth that is usually drawn to scale on a flat surface.
Materials:
Raw or processed
								substances that are used in manufacturing (secondary economic activities). Most
								substances used in factories are already manufactured to some degree and come
								from other factories rather than from sources of raw materials.
Megalopolis:
The intermingling
								of two or more large metropolitan areas into a continuous or almost continuous
								built-up urban complex; sometimes referred to as a conurbation.
Mental map:
A geographic
								representation which conveys the cognitive image a person has of an area,
								including knowledge of features and spatial relationships as well as the
								individual's perceptions and attitudes regarding the place; also known as a
								cognitive map.
Metropolitan area:
The Federal
								Office of Management and Budget's designation for the functional area
								surrounding and including a central city; has a minimum population of 50,000;
								is contained in the same county as the central city; and includes adjacent
								counties having at least 15% of their residents working in the central city's
								county.
Migration:
The act or process
								of people moving from one place to another with the intent of staying at the
								destination permanently or for a relatively long period of time.
Multinational
								organizations:
An association of nations aligned around a common
								economic or political cause (e.g., the Organization of Petroleum Exporting
								Countries, the Organization of American States).
Multiple Nuclei Model:
A
								representation of urban structure based on the idea that the functional areas
								(land use) of cities develop around various points rather than just one in the
								Central Business District.
Municipality:
A political unit
								incorporated for local self-government (e.g., Pennsylvania's boroughs,
								townships).
NAFTA:
North American Free
								Trade Agreement. NAFTA is an accord to establish clear and mutually
								advantageous rules governing commerce among Canada, Mexico and the United
								States.
NATO:
North Atlantic Treaty
								Organization. An international transatlantic partnership consisting of various
								European states, the United States and Canada, which was designed through
								cooperation, consultation and collective defense to maintain peace and promote
								stability throughout Europe.
Nation:
A cultural concept for
								a group of people bound together by a strong sense of shared values and
								cultural characteristics including language, religion and common history.
Natural hazard:
An event in
								the physical environment, such as a hurricane or earthquake, that is
								destructive to human life and property.
Natural resource:
An element
								of the physical environment that people value and use to meet a need for fuel,
								food, industrial product or something else of value.
Nonrenewable resource:
A
								finite element that cannot be replaced once it is used (e.g., petroleum,
								minerals).
Ocean currents:
The regular
								and consistent horizontal flow of water in the oceans, usually in response to
								persistent patterns of circulation in the atmosphere.
OAS:
Organization of American
								States. An international governmental organization formed by the nation-states
								of North America and South America for security and the protection of mutual
								interests.
OPEC:
The Organization of
								Petroleum Exporting Countries; international cartel of thirteen nations
								designed to promote collective pricing of petroleum, unified marketing policies
								and regulation of petroleum extraction.
Perceptual region:
Ideas that
								people have about the character of areas based on impressions from a variety of
								sources of information including other individuals and media. Mental maps can
								be used to access these ideas to find out what people think about particular
								areas.
Physical feature:
An aspect of
								a place or area that derives from the physical environment.
Physical process:
A course or
								method of operation that produces, maintains or alters Earth's physical system
								(e.g., glacial eroding, depositing landforms).
Place:
An area with
								distinctive human and physical characteristics; these characteristics give it
								meaning and character and distinguish it from other areas.
Plate tectonics:
The theory
								that Earth's surface is composed of rigid slabs or plates (see tectonic
								plates). The divergence, convergence and slipping side-by-side of the different
								plates is responsible for present-day configurations of continents, ocean
								basins and major mountain ranges and valley systems.
Pollution:
The direct or
								indirect process resulting from human action by which any part of the
								environment is made potentially or actually unhealthy, unsafe or hazardous to
								the welfare of the organisms which live in it.
Population density:
The number
								of individuals occupying an area derived from dividing the number of people by
								the area they occupy (e.g., 2,000 people divided by ten square miles = 200
								people per square mile).
Population pyramid:
A bar
								graph showing the distribution by gender and age of a country's
								population.
Primary economic activity:
The
								production of naturally existing or culturally improved resources (i.e.,
								agriculture, ranching, forestry, fishing, extraction of minerals and
								ores).
Pull factors:
In migration
								theory, the social, political, economic and environmental attractions of new
								areas that draw people away from their previous location.
Push factors:
In migration
								theory, the social, political, economic and environmental forces that drive
								people from their previous location.
Region:
An area with one or
								more common characteristics or features that give it a measure of consistency
								and make it different from surrounding areas.
Relative location:
The site of
								a place or region in relation to other places or regions (e.g., northwest,
								downstream).
Renewable resource:
A
								substance that can be regenerated if used carefully (e.g., fish, timber).
Resource:
An aspect of the
								physical environment that people value and use to meet a need for fuel, food,
								industrial product or something else of value.
Satellite image:
A
								representation produced by a variety of sensors (e.g., radar, microwave
								detectors, scanners) that measure and record electromagnetic radiation. The
								collected data are turned into digital form for transmission to ground
								receiving stations. The data can be reconverted into imagery in a form
								resembling a photograph.
Scale:
On maps the
								relationship or ratio between a linear measurement on a map and the
								corresponding distance on Earth's surface. For example, the scale 1:1,000,000
								means one unit (inch or centimeter) on the map represents 1,000,000 of the same
								units on Earth's surface. Also refers to the size of places or regions being
								studied.
Sector Model:
A theory of
								urban structure that recognizes the impact of transportation on land prices
								within the city and the resulting tendency for functional areas to be organized
								into sectors.
Secondary economic
								activity:
Processing of raw and manufactured materials into
								products with added value.
Settlement pattern:
The
								spatial distribution and arrangement of human habitations (e.g., rural,
								urban).
Site:
The specific location
								where something may be found including its physical setting (e.g., on a
								floodplain).
Situation:
The general
								location of something in relation to other places or features of a larger
								region (e.g., in the center of a group of cities).
Soil:
Unconsolidated material
								found at the surface of Earth, which is divided into layers (or horizons)
								characterized by the accumulation or loss of organic and inorganic compounds.
								Loam types and depths vary greatly over Earth's surface and are very much
								influenced by climate, organisms, rock type, local relief, time and human
								activity.
Spatial:
Pertains to space on
								Earth's surface.
Spatial distribution:
The
								distribution of physical and human elements on Earth's surface.
Spatial organization:
The
								arrangement on Earth's surface of physical and human elements.
Suburbanization:
The shift in
								population from living in higher density urban areas to lower density
								developments on the edge of cities.
System:
A collection of
								entities that are linked and interrelated (e.g., the hydrologic cycle, cities,
								transportation modes).
Technology:
Application of
								knowledge to meet the goals, goods and services needed and desired by
								people.
Tectonic plates:
Sections of
								Earth's rigid crust that move as distinct units on a plastic-like ledge
								(mantle) on which they rest. As many as twenty different plates have been
								identified, but only seven are considered to be major (e.g., Eurasian Plate,
								South American Plate).
Thematic map:
A geographic
								representation of a specific spatial distribution, theme or topic (e.g.,
								population density, cattle production, climates of the world).
Time zone:
A division of
								Earth, usually 15 degrees longitude, within which the time at the central
								meridian of the division represents the whole division.
Topography:
The shape of
								Earth's surface.
Water cycle:
The continuous
								circulation of water from the oceans, through the air, to the land and back to
								the sea. Water evaporates from oceans, lakes, rivers and the land surfaces and
								transpires from vegetation. It condenses into clouds in the atmosphere that may
								result in precipitation returning water to the land. Water then seeps into the
								soil or flows out to sea completing the circulation. Also known as Hydrologic
								Cycle.
Academic Standards for History
XXII. TABLE OF CONTENTS
Introduction...
XXIII.
THE ACADEMIC
								STANDARDS
Historical Analysis and Skills
								Development...
8.1.
A. Chronological Thinking
B. Historical Comprehension
C. Historical Interpretation
D. Historical Research
Pennsylvania
								History...
8.2.
A. Contributions of Individuals and Groups
B. Documents, Artifacts and Historical Places
C. Influences of Continuity and Change
D. Conflict and Cooperation Among Groups
United States
								History...
8.3.
A. Contributions of Individuals and Groups
B. Documents, Artifacts and Historical Places
C. Influences of Continuity and Change
D. Conflict and Cooperation Among Groups
World History...
8.4.
A. Contributions of Individuals and Groups
B. Documents, Artifacts and Historical Places
C. Influences of Continuity and Change
D. Conflict and Cooperation Among Groups
Glossary...
XXIV.
XXIII. INTRODUCTION
This document includes Academic Standards for History
						that describe what students should know and be able to do in four areas:
* 8.1. Historical Analysis and Skills Development
* 8.2. Pennsylvania History
* 8.3. United States History
* 8.4. World History
The History Standards describe what students should know
						and be able to do at four grade levels (third, sixth, ninth and twelfth). They
						reflect an understanding of chronological events and the application of
						historical thinking skills in viewing the human record. These academic
						standards provide an organizing content for schools.
The Academic Standards for History are grounded in the
						Public School Code of 1949 which directs "... study in the history and
						government of that portion of America which has become the United States of
						America, and of the Commonwealth of Pennsylvania . . .". Chapter 4-Academic
						Standards and Assessment in §
											4.21 (relating to elementary
						education; primary and intermediate levels) reinforces the School Code by
						indicating that the history of the United States and the history of the
						Commonwealth must be taught once by the end of elementary school. In addition,
						§
											4.22 (relating to middle level
						education) indicates that planned instruction in the history and cultures of
						the United States, the Commonwealth and world shall be provided. Chapter 4 also
						states that planned instruction shall be provided in the history and cultures
						of the United States, the Commonwealth and world in §
											4.23 (relating to high school
						education).
To support the intent of the Public School Code and
						Chapter 4, this document creates four standard categories. The four standard
						categories were designed to meld historical thinking (8.1. Historical Analysis
						and Skills Development) with historical understanding (8.2. Pennsylvania
						History, 8.3. United States History, and 8.4. World History) to describe what
						students should know and be able to do.
Standard category 8.1. Historical Analysis and Skill
						Development provides the basis for learning the content within the other three
						standard categories. The intent of the history standards is to instill in each
						student an ability to comprehend chronology, develop historical comprehension,
						evaluate historical interpretation and to understand historical research. One
						should not view these standards as a list of facts to recall, rather as stated
						in the opening phrase to the Pennsylvania, United States and World standard
						categories, "Pennsylvania's public schools shall teach, challenge and support
						every student to realize his or her maximum potential and to acquire the
						knowledge and skills needed to analyze the interaction of cultural, economic,
						geographic, political and social relations."
These standards provide a history framework to permit
						every school and teacher to create planned instruction. The content within this
						document is general and does not represent a course or even a portion thereof.
						Every school is encouraged to move beyond these standards. These standards are
						merely a starting point for the study of history. Planned instruction to meet
						these standards is required; however, the methodology, resources and time are
						not recommended nor implied.
History is a discipline that interprets and analyzes the
						past. It is a narrative-a story. In order to tell the story it is not
						sufficient to simply recall facts; it is also necessary to understand the
						context of the time and place and to apply historical thinking skills. It is
						with this concept established, that the content delineated in Pennsylvania,
						United States and World histories should be approached. Having established the
						need to move beyond recall, it is the intent of these standards to give
						students throughout Pennsylvania a common cultural literacy.
Pennsylvania, United States, and World History standard
						categories use the same four standard statements to guide teachers in
						developing planned instruction. The four standard statements are:
(A) Political and Cultural Contributions of Individuals
						and Groups;
(B) Primary Documents, Material Artifacts and Historical
						Places;
(C) How Continuity and Change Has Influenced
						History;
(D) Conflict and Cooperation Among Social Groups and
						Organizations. The chart, Four Standard Statements within the Academic
						Standards for History: An Overview outlines standard statements and
						descriptors.
Although the standard statements are similar across grade
						levels and standard categories, the degree of comprehension, changes in content
						and shifts in chronology differ. Although different grade levels outline
						different chronological periods within the standards, it is intended that the
						specified chronological eras be linked to past learnings and that all eras be
						linked to the present. Linking to past learnings and the present is important,
						but so is addressing the standard statements in more depth. Therefore the
						following chronological time periods for the standard categories are
						established for the standard categories.
Pennsylvania and United States
								History
World History
Grades 1-3
Beginnings to Present
Grades 1-3
Beginnings to Present
Grades 4-6
Beginnings to 1824
Grades 4-6
Beginnings to Present
Grades 7-9
1787 to 1914
Grades
								7-9
Beginnings to 1500
Grades 10-12
1890 to Present
Grades 10-12
1450 to Present
Districts are encouraged to delineate each chronological
						period into less expansive historical eras within their planned instruction.
						The content listed in grade levels 1-3, 4-6, 7-9 and 10-12 should be age
						appropriate for the students in those grade levels and the reader should
						interpret each standard descriptor in that manner.
The Academic Standards for History consist of four
						standard categories (designated as 8.1., 8.2., 8.3., and 8.4.). Each category
						has four standard statements (designated A, B, C, and D). Most standard
						statements have bulleted items known as standard descriptors. The standard
						descriptors are items within the document to illustrate and enhance the
						standard statement. The categories, statements and descriptors are the
						regulations. The descriptors many times are followed by an "e.g.." The "e.g.'s"
						are examples to clarify what type of information could be taught. These are
						suggestions and the choice of specific content is a local decision as is the
						method of instruction.
History along with civics and government, economics and
						geography are identified as social studies in Chapter 4. This identification is
						consistent with citizenship education in Chapters 49 and 354 (relating to
						certification of professional personnel; and preparation of professional
						educators). Based on these regulations, social studies/citizenship programs
						should include the four sets of standards as an entity in developing a scope
						and sequence for curriculum and planned instruction.
A glossary is included to assist the reader in
						understanding terminology contained in the standards.
Four Standard Statements within
								the Academic Standards for History: An Overview
Political and Cultural Contributions of
								Individuals and Groups
* Inhabitants (cultures, subcultures, groups) *
								Political Leaders (monarchs, governors, elected officials) * Military Leaders
								(generals, noted military figures) * Cultural and Commercial Leaders
								(entrepreneurs, corporate executives, artists, entertainers, writers) *
								Innovators and Reformers (inventors, philosophers, religious leaders, social
								change agents, improvers of technology)
How Continuity and
								Change Have Influenced History
* Belief Systems and Religions (ideas,
								beliefs, values) * Commerce and Industry (jobs, trade, environmental change,
								labor systems, entertainment) * Innovations (ideas, technology, methods and
								processes) * Politics (political party systems, administration of government,
								rules, regulations and laws, political and judicial interpretation) *
								Transportation (methods of moving people and goods over time, transportation
								routes, circulation systems) * Settlement Patterns and Expansion (population
								density and diversity, settlement types, land use, colonization) * Social
								Organization (social structure, identification of social groups, families,
								groups and communities, education, school population, suffrage, civil rights) *
								Women's Movement (changing roles of women, social and political movements,
								breaking barriers, role models)
Primary Documents, Material Artifacts and
								Historical Places
* Documents, Writings and Oral Traditions (government
								documents, letters and diaries, fiction and non-fiction works, newspapers and
								other media, folklore) * Artifacts, Architecture and Historic Places (historic
								sites and places, museums and museum collections, official and popular cultural
								symbols, material culture)
Conflict and Cooperation Among Social
								Groups and Organizations
* Domestic Instability (political unrest,
								natural and man-made disasters, genocide) * Ethnic and Racial Relations (racism
								and xenophobia, ethnic and religious prejudices, collective and individual
								actions) * Immigration and Migration (causes of population shifts, xenophobia,
								intercultural activity) * Labor Relations (strikes and collective bargaining,
								working conditions over time, labor/management identity) * Military Conflicts
								(causes, conduct and impact of military conflicts, wars and rebellions)
Each standard statement outlines
								its respective standard descriptors. Each standard descriptor suggests content
								that may be addressed. These are not all encompassing and local planned
								instruction is
not
limited to these examples.
8.1. Historical Analysis and
								Skills Development
8.1.3. GRADE 3
8.1.6. GRADE 6
8.1.9. GRADE
								9
8.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
A. Understand chronological thinking
								and distinguish between past, present and future time. * Calendar time * Time
								lines * Continuity and change * Events (time and place)
A.
								Understand chronological thinking and distinguish between past, present and
								future time. * Calendar time * Time lines * People and events in time *
								Patterns of continuity and change * Sequential order * Context for
								events
A. Analyze chronological thinking. * Difference
								between past, present and future * Sequential order of historical narrative *
								Data presented in time lines * Continuity and change * Context for
								events
A. Evaluate chronological thinking. * Sequential
								order of historical narrative * Continuity and change * Context for events
								knowledge and skills needed to . . .
B. Develop an understanding of
								historical sources. * Data in historical maps * Visual data from maps and
								tables * Mathematical data from graphs and tables * Author or historical
								source
B. Explain and analyze historical sources. * Literal
								meaning of a historical passage * Data in historical and contemporary maps,
								graphs and tables * Author or historical source * Multiple historical
								perspectives * Visual evidence * Mathematical data from graphs and
								tables
B. Analyze and interpret historical sources. *
								Literal meaning of historical passages * Data in historical and contemporary
								maps, graphs, and tables * Different historical perspectives * Data from maps,
								graphs and tables * Visual data presented in historical evidence
B. Synthesize and evaluate historical sources. * Literal meaning of
								historical passages * Data in historical and contemporary maps, graphs and
								tables * Different historical perspectives * Data presented in maps, graphs and
								tables * Visual data presented in historical evidence
8.1. Historical Analysis and
								Skills Development
8.1.3. GRADE 3
8.1.6. GRADE 6
8.1.9. GRADE
								9
8.1.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to . .
								.
C. Understand fundamentals of
								historical interpretation. * Difference between fact and opinion * The
								existence of multiple points of view * Illustrations in historical stories *
								Causes and results
C. Explain the fundamentals of
								historical interpretation. * Difference between fact and opinion * Multiple
								points of view * Illustrations in historical stories * Causes and results *
								Author or source of historical narratives
C. Analyze the
								fundamentals of historical interpretation. * Fact versus opinion *
								Reasons/causes for multiple points of view * Illustrations in historical
								documents and stories * Causes and results * Author or source used to develop
								historical narratives * Central issue
C. Evaluate
								historical interpretation of events. * Impact of opinions on the perception of
								facts * Issues and problems in the past * Multiple points of view *
								Illustrations in historical stories and sources * Connections between causes
								and results * Author or source of historical narratives' points of view *
								Central issue
D. Understand historical research. *
								Event (time and place) * Facts, folklore and fiction * Formation of historical
								question * Primary sources * Secondary sources * Conclusions (e.g.,
								storytelling, role playing, diorama)
D. Describe and
								explain historical research. * Historical events (time and place) * Facts,
								folklore and fiction * Historical questions * Primary sources * Secondary
								sources * Conclusions (e.g., simulations, group projects, skits and
								plays)
D. Analyze and interpret historical research. *
								Historical event (time and place) * Facts, folklore and fiction * Historical
								questions * Primary sources * Secondary sources * Conclusions (e.g., History
								Day projects, mock trials, speeches) * Credibility of evidence
D. Synthesize historical research. * Historical event (time and
								place) * Facts, folklore and fiction * Historical questions * Primary sources *
								Secondary sources * Conclusions (e.g., Senior Projects, research papers,
								debates) * Credibility of evidence Pennsylvania History, 8.3. United States
								History and 8.4. World History.
_______________________________________________________________________________________________
Historical Analysis and Skill
								Development are learned through and applied to the standards statements and
								their descriptors for 8.2 Pennsylvania History, 8.3 United States History and
								8.4 World History
8.2. Pennsylvania
								History
8.2.3. GRADE 3
8.2.6. GRADE 6
8.2.9. GRADE
								9
8.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to analyze
								cultural, economic, geographic, political and social relations to . .
								.
A. Understand the political and
								cultural contributions of individuals and groups to Pennsylvania history. *
								William Penn * Benjamin Franklin * Pennsylvanians impacting American Culture
								(e.g., John Chapman, Richard Allen, Betsy Ross, Mary Ludwig Hayes, Rachel
								Carson, Elizabeth Jane Cochran, Marian Anderson) * Local historical figures in
								municipalities and counties.
A. Identify and explain the
								political and cultural contributions of individuals and groups to Pennsylvania
								history from Beginnings to 1824. * Inhabitants (e.g., Native Americans,
								Europeans, Africans) * Military Leaders (e.g., Anthony Wayne, Oliver H. Perry,
								John Muhlenberg) * Political Leaders (e.g., William Penn, Hannah Penn, Benjamin
								Franklin) * Cultural and Commercial Leaders (e.g., Robert Morris, John Bartram,
								Albert Gallatin) * Innovators and Reformers (e.g., Society of Friends, Richard
								Allen, Sybilla Masters)
A. Analyze the political and
								cultural contributions of individuals and groups to Pennsylvania history from
								1787 to 1914. * Political Leaders (e.g., James Buchanan, Thaddeus Stevens,
								Andrew Curtin) * Military Leaders (e.g., George Meade, George McClellan, John
								Hartranft) * Cultural and Commercial Leaders (e.g., John J. Audubon, Rebecca
								Webb Lukens, Stephen Foster) * Innovators and Reformers (e.g., George
								Westinghouse, Edwin Drake, Lucretia Mott)
A. Evaluate the
								political and cultural contributions of individuals and groups to Pennsylvania
								history from 1890 to Present. * Political Leaders (e.g., Gifford Pinchot,
								Genevieve Blatt, K. Leroy Irvis) * Military Leaders (e.g., Tasker H. Bliss,
								Henry "Hap" Arnold, George C. Marshall) * Cultural and Commercial Leaders
								(e.g., Milton Hershey, Marian Anderson, Fred Rogers) * Innovators and Reformers
								(e.g., Frank Conrad, Rachel Carson, Joseph Rothrock)
B. Identify and describe primary
								documents, material artifacts and historic sites important in Pennsylvania
								history. * Documents, Writings and Oral Traditions (e.g., Penn's Charter,
								Pennsylvania "Declaration of Rights') * Artifacts, Architecture and Historic
								Places (e.g., Local historical sites, museum collections, Independence Hall) *
								Liberty Bell * Official Commonwealth symbols (e.g., tree, bird, dog,
								insect)
B. Identify and explain primary documents, material
								artifacts and historic sites important in Pennsylvania history from Beginnings
								to 1824.* Documents, Writings and Oral Traditions (e.g., Charter of Privileges,
								The Gradual Abolition of Slavery Act of 1780, Letters from a Pennsylvania
								Farmer) * Artifacts, Architecture and Historic Places (e.g., Conestoga Wagon,
								Pennsylvania rifle, Brig Niagara)
B. Identify and analyze
								primary documents, material artifacts and historic sites important in
								Pennsylvania history from 1787 to 1914. * Documents, Writings and Oral
								Traditions (e.g., Pennsylvania Constitutions of 1838 and 1874, The "Gettysburg
								Address," The Pittsburgh Survey) * Artifacts, Architecture and Historic Places
								(e.g., Gettysburg, Eckley Miners' Village, Drake's Well)
B.
								Identify and evaluate primary documents, material artifacts and historic sites
								important in Pennsylvania history from 1890 to Present. * Documents, Writings
								and Oral Traditions (e.g., Constitution of 1968, Silent Spring by Rachel
								Carson, Pennsylvania historical markers) * Artifacts, Architecture and Historic
								Places (e.g., 28th Division Shrine, Fallingwater, Levittown, Allegheny Ridge
								heritage corridor)
C. Identify and describe how continuity
								and change have influenced Pennsylvania history. * Belief Systems and Religions
								(e.g., Native Americans, early settlers, contemporary religions) * Commerce and
								Industry (e.g., jobs, trade, environmental change) * Innovations (e.g.,
								technology, ideas, processes) * Politics (e.g., rules, regulations, laws) *
								Settlement Patterns (e.g., farms, towns, rural communities, cities) * Social
								Organization (e.g., relationships of individuals, families, groups,
								communities; ability to be educated) * Transportation (e.g., methods of moving
								people and goods over time) * Women's Movement (e.g., changes in roles and
								rights over time)
C. Identify and explain how continuity
								and change have influenced Pennsylvania history from the Beginnings to 1824. *
								Belief Systems and Religions (e.g., Native Americans, Quakers) * Commerce and
								Industry (e.g., iron production, sailing, fur trade) * Innovations (e.g., steam
								boat, Conestoga Wagon) * Politics (e.g., The Mason-Dixon Line, Pennsylvania's
								acquisition and detachment of the "lower three counties," movements of State
								capital) * Settlement Patterns (e.g., native settlements, Westward expansion,
								development of towns) * Social Organization (e.g., trade and development of
								cash economy, African Methodist Episcopal Church founded, schools in the
								colony)
C. Identify and analyze how continuity and change
								have influenced Pennsylvania history from 1787 to 1914. * Belief Systems and
								Religions (e.g., Ephrata Cloister, Harmonists, Amish, immigrant influences) *
								Commerce and Industry (e.g., mining coal, producing iron, harvesting timber) *
								Innovations (e.g., John Roebling's steel cable, steel-tipped plow, improved
								techniques for making iron, steel and glass) * Politics (e.g., Fugitive Slave
								Act reaction, canal system legislation, The Free School Act of 1834) *
								Settlement Patterns (e.g., farms and growth of urban centers)
C. Identify and evaluate how continuity and change have influenced
								Pennsylvania history from the 1890s to Present. * Belief Systems and Religions
								(e.g., Buddhism, Christianity, Hinduism, Islam, Judaism) * Commerce and
								Industry (e.g., work of defense industries, rise and decline of the steel
								industry, increase of service industries) * Innovations (e.g., polio vaccine,
								air pollution examined, nuclear power plants) * Politics (e.g., Great
								Depression special legislative session, creation of the state income tax) *
								Settlement Patterns (e.g., growth and decline of cities, coal towns, Pittsburgh
								Renaissance)
8.2. Pennsylvania
								History
8.2.3. GRADE 3
8.2.6. GRADE 6
8.2.9. GRADE
								9
8.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to analyze
								cultural, economic, geographic, political and social relations to . .
								.
* Transportation
								(e.g., trade routes, turnpikes, post roads) * Women's Movement (e.g., voting
								qualifications, role models)
* Social Organization (e.g.,
								the Philadelphia Centennial Exposition of 1876, prohibition of racial
								discrimination in schools) * Transportation (e.g., canals, National Road,
								Thompson's Horseshoe Curve) * Women's Movement (e.g., work of the Equal Rights
								League of Pennsylvania)
* Social Organization (e.g.,
								creation of the State Soil Conservation Commission, First Amendment challenges
								to education, social services) * Transportation (e.g., Pennsylvania Turnpike,
								Interstate highways, international airports) * Women's Movement (e.g., League
								of Women Voters, Commission for Women)
8.2. Pennsylvania
								History
8.2.3. GRADE 3
8.2.6. GRADE 6
8.2.9. GRADE
								9
8.2.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to analyze
								cultural, economic, geographic, political and social relations to . .
								.
D. Identify and describe conflict and
								cooperation among social groups and organizations in Pennsylvania history. *
								Domestic Instability (e.g., political, economic and geographic impact on daily
								activities) * Ethnic and Racial Relations (e.g., treatment of various ethnic
								and racial groups in history) * Labor Relations (e.g., working conditions, over
								time) * Immigration (e.g., diverse groups inhabiting the state) * Military
								Conflicts (e.g., struggle for control)
D. Identify and
								explain conflict and cooperation among social groups and organizations in
								Pennsylvania history from Beginnings to 1824. * Domestic Instability (e.g.,
								religious diversity, toleration and conflicts, incursion of the Iroquois) *
								Ethnic and Racial Relations (e.g., Penn's Treaties with Indians, the
								Underground Railroad, the abolition of slavery) * Labor Relations (e.g.,
								indentured servants, working conditions) * Immigration (e.g., Germans, Irish) *
								Military Conflicts (e.g., Dutch, Swedish and English struggle for control of
								land, Wyoming Massacre, The Whiskey Rebellion)
D. Identify
								and analyze conflict and cooperation among social groups and organizations in
								Pennsylvania history from 1787 to 1914. * Domestic Instability (e.g., impact of
								war, 1889 Johnstown Flood) * Ethnic and Racial Relations (e.g., Christiana
								riots, disenfranchisement and restoration of suffrage for African-Americans,
								Carlisle Indian School) * Labor Relations (e.g., National Trade Union, The
								"Molly Maguires," Homestead steel strike) * Immigration (e.g., Anti-Irish Riot
								of 1844, new waves of immigrants) * Military Conflicts (e.g., Battle of Lake
								Erie, the Mexican War, the Civil War)
D. Identify and
								evaluate conflict and cooperation among social groups and organizations in
								Pennsylvania history from 1890 to Present. * Domestic Instability (e.g., The
								Great Depression, Three-Mile Island nuclear accident, floods of 1936, 1972 and
								1977) * Ethnic and Racial Relations (e.g., segregation, desegregation, racial
								profiling) * Labor Relations (e.g., strikes, work stoppages, collective
								bargaining) * Immigration (e.g., increased immigration from Europe, migration
								of African-Americans from the South, influx of Hispanic and Asian peoples) *
								Military Conflicts (e.g., World War I, World War II, Persian Gulf War)
Standard Category 8.1. Historical
								Analysis and Skills Development should be applied to the above standard
								statements and descriptors. Suggested chronology for grade levels 4-6, 7-9 and
								10-12 focus on a particular century; however, instruction is encouraged that
								draws on prior and later events in history so that students may develop a
								seamless view of the world.
8.3. United States History
8.3.3. GRADE 3
8.3.6. GRADE 6
8.3.9. GRADE
								9
8.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to analyze
								cultural, economic, geographic, political and social relations to . .
								.
A. Identify contributions of
								individuals and groups to United States history. * George Washington * Thomas
								Jefferson * Abraham Lincoln * Theodore Roosevelt * Franklin D. Roosevelt *
								Individuals who are role models (e.g., Abigail Adams, Sacajawea, Frederick
								Douglass, Clara Barton, Jackie Robinson, Rosa Parks, Archbishop Patrick Flores,
								Jamie Escalante, Sally Ride, Tiger Woods, Cal Ripken, Jr., Sammy Sosa)
A. Identify and explain the political and cultural contributions of
								individuals and groups to United States history from Beginnings to 1824. *
								Native Americans, Africans and Europeans * Political Leaders (e.g., John Adams,
								Thomas Jefferson, John Marshall) * Military Leaders (e.g. George Washington,
								Meriwether Lewis, Henry Knox) * Cultural and Commercial Leaders (e.g., Paul
								Revere, Phyllis Wheatley, John Rolfe) * Innovators and Reformers (e.g., Ann
								Hutchinson, Roger Williams, Junipero Serra)
A. Identify and
								analyze the political and cultural contributions of individuals and groups to
								United States history from 1787 to 1914. * Political Leaders (e.g., Daniel
								Webster, Abraham Lincoln, Andrew Johnson) * Military Leaders (e.g., Andrew
								Jackson, Robert E. Lee, Ulysses S. Grant) * Cultural and Commercial Leaders
								(e.g., Jane Addams, Jacob Riis, Booker T. Washington) * Innovators and
								Reformers (e.g., Alexander G. Bell, Frances E. Willard, Frederick
								Douglass)
A. Identify and evaluate the political and
								cultural contributions of individuals and groups to United States history from
								1890 to Present. * Political Leaders (e.g., Theodore Roosevelt, Woodrow Wilson,
								Franklin D. Roosevelt) * Military Leaders (e.g., John Pershing, Douglas
								MacArthur, Dwight D. Eisenhower) * Cultural and Commerical Leaders (e.g., Abby
								Aldrich Rockefeller, Langston Hughes, Alan Greenspan) * Innovators and
								Reformers (e.g., Wilbur and Orville Wright, John L. Lewis, Reverend Dr. Martin
								Luther King)
B. Identify and describe primary
								documents, material artifacts and historic sites important in United States
								history. * Documents (e.g., Declaration of Independence, U.S. Constitution,
								Bill of Rights) * Writings and Communications (e.g., Pledge of Allegiance,
								famous quotations and sayings) * Historic Places (e.g., The White House, Mount
								Rushmore, Statue of Liberty) * The Flag of the United States
B. Identify and explain primary documents, material artifacts and
								historic sites important in United States history from Beginnings to 1824.*
								Documents (e.g., Mayflower Compact, Northwest Ordinance, Washington's Farewell
								Address) * 18th Century Writings and Communications (e.g., Paine's Common
								Sense; Franklin's "Join, or Die," Henry's "Give me liberty or give me death") *
								Historic Places (e.g., Cahokia Mounds, Spanish Missions, Jamestown)
B. Identify and analyze primary documents, material artifacts and
								historic sites important in United States history from 1787 to 1914. *
								Documents (e.g., Fugitive Slave Law, Treaty of Guadalupe Hidalgo, Emancipation
								Proclamation) * 19th Century Writings and Communications (e.g., Stowe's Uncle
								Tom's Cabin, Brown's "Washed by Blood," Key's Star Spangled Banner) * Historic
								Places (e.g., The Alamo, Underground Railroad sites, Erie Canal)
B. Identify and evaluate primary documents, material artifacts and
								historic sites important in United States history from 1890 to Present. *
								Documents (e.g., Treaty of Versailles, North Atlantic Treaty, Neutrality Acts)
								* 20th Century Writings and Communication (e.g., Coolidge's "The Business of
								America is Business," King's "I Have A Dream," Armstrong's "One Small Step for
								Man") * Historic Places (e.g., Ellis Island, Pearl Harbor, Los Alamos)
8.3. United States History
8.3.3. GRADE 3
8.3.6. GRADE 6
8.3.9. GRADE
								9
8.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to analyze
								cultural, economic, geographic, political and social relations to . .
								.
C. Identify important changes in United
								States history (e.g., Belief Systems and Religions, Commerce and Industry,
								Innovations, Politics, Settlement Patterns and Expansion, Social Organization,
								Transportation, Women's Movement).
C. Explain how
								continuity and change has influenced United States history from Beginnings to
								1824. * Belief Systems and Religions (e.g., impact on daily life, colonial
								government established religions, communal sects) * Commerce and Industry
								(e.g., fur trade, development of cash crops) * Innovations (e.g., cotton gin,
								Whitney; wooden clock, Banneker; stove, Franklin) * Politics (e.g., Hamilton's
								defense of John Peter Zenger, The Great Compromise, Marbury v. Madison) *
								Settlement Patterns (e.g., frontier settlements, slave plantation society,
								growth of cities) * Social Organization (e.g., community structure on the
								frontier, cultural and language barriers)
C. Analyze how
								continuity and change has influenced United States history from 1787 to 1914. *
								Belief Systems and Religions (e.g., 19th century trends and movements) *
								Commerce and Industry (e.g., growth of manufacturing industries, economic
								nationalism) * Innovations (e.g., Brooklyn Bridge, refrigerated shipping,
								telephone) * Politics (e.g., election of 1860, impeachment of Andrew Johnson,
								Jim Crow Laws) * Settlement Patterns and Expansion (e.g., Manifest Destiny,
								successive waves of immigrants, purchase of Alaska and Hawaii) * Social
								Organization (e.g., social class differences, women's rights and antislavery
								movement, education reforms)
C. Evaluate how continuity and
								change has influenced United States history from 1890 to Present. * Belief
								Systems and Religions (e.g., 20th century movements, religions of recent
								immigrants) * (Commerce and Industry (e.g., corporations, conglomerates,
								multinational corporations) * Innovations (e.g., The Tin Lizzie, radio, World
								Wide Web) * Politics (e.g., New Deal legislation, Brown v. Topeka,
								isolationist/non-isola- tionist debate) * Settlement Patterns (e.g., suburbs,
								large urban centers, decline of city population) * Social Organization (e.g.,
								compulsory school laws, court decisions expanding individual rights,
								technological impact)
8.3. United States History
8.3.3. GRADE 3
8.3.6. GRADE 6
8.3.9. GRADE
								9
8.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to analyze
								cultural, economic, geographic, political and social relations to . .
								.
* Transportation
								and Trade (e.g., methods of overland travel, water transportation, National
								Road) * Women's Movement (e.g., roles and changing status of women, Margaret
								Brent's vote, soldier Deborah Sampson)
* Transportation and
								Trade (e.g., Pony Express, telegraph, Transcontinental Railroad) * Women's
								Movement (e.g., roles in the Civil War, medical college for women, Seneca Falls
								Conference)
* Transportation and Trade (e.g., expansion and
								decline of railroads, increased mobility, Internet) * Women's Movement (e.g.,
								right to vote, women in the war effort, Women's Peace Party)
D. Identify conflict and cooperation
								among social groups and organizations in United States history. * Domestic
								Instability (e.g., impact on daily activities) * Ethnic and Racial Relations
								(e.g., treatment of minority groups in history) * Labor Relations (e.g.,
								working conditions over time) * Immigration (e.g., diverse groups inhabiting
								the state) * Military Conflicts (e.g., struggle for control)
D. Identify and explain conflict and cooperation among social
								groups and organizations in United States history from Beginnings to 1824. *
								Domestic Instability (e.g., Salem Witch Trials, Shays Rebellion, religious
								persecution) * Ethnic and Racial Relations (e.g., cooperation between and among
								Native Americans and European settlers, slave uprisings, "Colored" troops in
								the Revolution) * Labor Relations (e.g., early union efforts, 10-hour day,
								women's role) * Immigration and Migration (e.g., western settlements, Louisiana
								Purchase, European immigration)
D. Identify and analyze
								conflict and cooperation among social groups and organizations in United States
								history from 1787 to 1914. * Domestic Instability (e.g., wartime confiscation
								of private property, abolitionist movement, Reconstruction) * Ethnic and Racial
								Relations (e.g., Cherokee Trail of Tears, slavery and the Underground Railroad,
								draft riots) * Labor Relations (e.g., female and child labor, trade unionism,
								strike breakers) * Immigration and Migration (e.g., Manifest Destiny, eastern
								and southern European immigration, Chinese Exclusion Act)
D. Identify and evaluate conflict and cooperation among social
								groups and organizations in United States history from 1890 to the Present. *
								Domestic Instability (e.g., Great Depression, assassination of political and
								social leaders, terrorist threats) * Ethnic and Racial Relations (e.g.,
								internment camps for Japanese Americans, Montgomery Alabama Bus Boycott, land
								tensions with Native Americans) * Labor Relations (e.g., rise and decline of
								industrial unions, free trade agreements, imports impact on domestic
								employment) * Immigration and Migration (e.g., anti-immigrant attitudes, quota
								laws, westward and southward migration)
8.3. United States History
8.3.3. GRADE 3
8.3.6. GRADE 6
8.3.9. GRADE
								9
8.3.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to analyze
								cultural, economic, geographic, political and social relations to . .
								.
* Military
								Conflicts (e.g., French and Indian War, American Revolutionary War, War of
								1812)
* Military Conflicts (e.g., Native American
								opposition to expansion and settlement, Civil War, Spanish-American
								War)
* Military Conflicts (e.g., World War I, World War II,
								War on Terrorism)
_______________________________________________________________________________________________
Standard Category 8.1. Historical
								Analysis and Skills Development should be applied to the above standard
								statements and descriptors. Suggested chronology for grade levels 4-6, 7-9 and
								10-12 focus on a particular century; however, instruction is encouraged that
								draws on prior or later events in history so that students may develop a
								seamless view of the world.
8.4. World History
8.4.3. GRADE 3
8.4.6. GRADE 6
8.4.9. GRADE
								9
8.4.12. GRADE 12
Pennsylvania's public
								schools shall teach, challenge and support every student to realize his or her
								maximum potential and to acquire the knowledge and skills needed to analyze
								cultural, economic, geographic, political and social relations to . .
								.
A. Identify individuals and groups who
								have made significant political and cultural contributions to world history. *
								Africa (e.g., Nefertiti, Mansa Musa, Nelson Mandela) * Americas (e.g.,
								Montezuma, Simon Bolivar, Fidel Castro) * Asia (e.g., Hammurabi, Mohandas
								Gandhi, Benazir Bhutto) * Europe (e.g., Julius Ceasar, Joan of Arc, Pope John
								Paul)
A. Identify and explain how individuals and groups
								made significant political and cultural contributions to world history. *
								Africa (e.g., Nelson Mandela, Desmond Tutu, F. W. de Klerk, Pieter Botha,
								African National Congress) * Americas (e.g., Pizarro, Atahualpa, Aztecs, Incas,
								Montezuma, Cortez) * Asia (e.g., Tokugawa Ieyasu, Toyotomi clan, shogun
								Iemitsu, Commodore Perry, daimyo) * Europe (e.g., Pope Leo X, John Calvin, John
								Wesley, Martin Luther, Ignatius of Loyola)
A. Analyze the
								significance of individuals and groups who made major political and cultural
								contributions to world history before 1500. * Political and Military Leaders
								(e.g., King Ashoka, Montezuma I, Ghenghis Khan, William the Conqueror) *
								Cultural and Commercial Leaders (e.g., Mansa Musa, Yak Pac, Cheng Ho, Marco
								Polo) * Innovators and Reformers (e.g., Erastostenes, Tupac Inka Yupenqui,
								Johannes Gutenberg)
A. Evaluate the significance of
								individuals and groups who made major political and cultural contributions to
								world history since 1450. * Political and Military Leaders (e.g., Askia Daud,
								Simon Bolivar, Napoleon Bonaparte, Mao Zedong) * Cultural and Commercial
								Leaders (e.g., Chinua Achebe, Gabriel Garcia Marquiez, Akira Kurosa,
								Christopher Columbus) * Innovators and Reformers (e.g., Nelson Mandela,
								Louis-Joseph Papineau, Mohandas Gandhi, Alexander Fleming)
B. Identify historic sites and material
								artifacts important to world history. * Africa (e.g., Pyramids, treasures of
								Tutankhamen, Nefertiti's sculpture) * Americas (e.g., Olmec ritualistic
								centers, Mayan pyramids, arrowheads) * Asia (e.g., Code of Hammurabi, Ziggurat
								at Ur, canals) * Europe (e.g., ancient megaliths, Arc de Triomphe,
								Acropolis)
B. Identify and explain important documents,
								material artifacts and historic sites in world history. * Africa (e.g.,
								Prohibition of Marriages Act, prison on Robben Island) * Americas (e.g.,
								Tenochtitlan, Aztec masks) * Asia (e.g., samurai sword, Commodore Perry's Black
								Ships) * Europe (e.g., Luther's Ninety-Five Theses, Wittenberg Castle
								Church)
B. Analyze historical documents, material artifacts
								and historic sites important to world history before 1500. * Documents,
								Writings and Oral Traditions (e.g., Rosetta Stone, Aztec glyph writing, Dead
								Sea Scrolls, Magna Carta) * Artifacts, Architecture and Historic Places (e.g.,
								Ethiopian rock churches, Mayan pyramids, Nok terra cotta figures, megaliths at
								Stonehenge) * Historic districts (e.g., Memphis and its Necropolis, Sanctuary
								of Machu Picchu, Old City of Jerusalem and its Walls, Centre of Rome and the
								Holy See)
B. Evaluate historical documents, material
								artifacts and historic sites important to world history since 1450. *
								Documents, Writings and Oral Traditions (e.g., Declaration of the International
								Conference on Sanctions Against South Africa; Monroe Doctrine, Communist
								Manifesto, Luther's Ninety-five Theses) * Artifacts, Architecture and Historic
								Places (e.g., Robben Island, New York Trade Center, Hiroshima Ground Zero
								Memorial, Nazi concentration camps) * Historic districts (e.g., Timbuktu,
								Centre of Mexico City and Xochimilco, Taj Mahal and Gardens, Kremlin and Red
								Square)
C. Compare similarities and differences
								between earliest civilizations and life today. (e.g., Africa, Egypt; Asia,
								Babylonia; Americas, Olmec; Europe, Neolithic settlements).
C. Identify and explain how continuity and change has affected
								belief systems, commerce and industry, innovations, settlement patterns, social
								organizations, transportation and women's roles in world history. * Africa
								(e.g., Apartheid) * Americas (e.g., European conquest) * Asia (e.g., Japanese
								society prior to the Meiji Restoration) * Europe (e.g., Impact of the Great
								Schism and Reformation)
C. Analyze how continuity and
								change throughout history has impacted belief systems and religions, commerce
								and industry, innovations, settlement patterns, social organization,
								transportation and roles of women before 1500. * Africa * Americas * Asia *
								Europe
C. Evaluate how continuity and change throughout
								history has impacted belief systems and religions, commerce and industry,
								innovations, settlement patterns, social organization, transportation and roles
								of women since 1450. * Africa * Americas * Asia * Europe
D. Identify how conflict and
								cooperation among social groups and organizations affected world history. *
								Domestic Instability (e.g., political, economic and geographic impact on normal
								activities) * Labor Relations (e.g., working conditions over time) * Racial and
								Ethnic Relations (e.g., treatment of various ethnic and racial groups in
								history) * Immigration and migration (e.g., diverse groups inhabiting a
								territory) * Military Conflicts (e.g., struggle for control)
D. Explain how conflict and cooperation among social groups and
								organizations affected world history * Africa (e.g., imperialism) * Americas
								(e.g., European diseases) * Asia (e.g., trade routes) * Europe (e.g., Counter
								reformation)
D. Analyze how conflict and cooperation among
								social groups and organizations impacted world history through 1500 in Africa,
								Americas, Asia and Europe * Domestic Instability * Ethnic and Racial Relations
								* Labor Relations * Immigration and Migration * Military Conflicts
D. Evaluate how conflict and cooperation among social groups and
								organizations impacted world history from 1450 to Present in Africa, Americas,
								Asia and Europe. * Domestic Instability * Ethnic and Racial Relations * Labor
								Relations * Immigration and Migration * Military Conflicts
Standard Category 8.1. Historical
								Analysis and Skills Development should be applied to the above standard
								statements and descriptors. Suggested chronology in organizing the content for
								grade levels 7-9 and 10-12 use the 15th century as the dividing point; however,
								instruction is encouraged that draws on prior and later events in history so
								that students may develop a seamless view of the world.
Pennsylvania Core Standards for Reading inHistory
						and Social Studies
Grades 6-12
INTRODUCTION
These standards describe what students in the social
						studies classroom should know and be able to do with the English language in
						reading, grade 6 through 12. The standards provide the targets for instruction
						and student learning essential for success in all academic areas, not just
						language arts classrooms. Although the standards are not a curriculum or a
						prescribed series of activities, school entities will use them to develop a
						local school curriculum that will meet local students' needs.
The standards below begin at grade 6; standards for K-5
						reading in history/social studies, science, and technical subjects are
						integrated into the K-5 Reading standards.
The English Language Arts Standards for History and
						Social Studies also provide parents and community members with information
						about what students should know and be able to do as they progress through the
						educational program and at graduation. With a clearly defined target provided
						by the standards, parents, students, educators and community members become
						partners in learning. Each standard implies an end of year goal-with the
						understanding that exceeding the standard is an even more desirable end goal.
8.5
Reading Informational Text Students read, understand, and
								  respond to informational text-with emphasis on comprehension, making
								  connections among ideas and between texts with focus on textual
								  evidence.
GRADE 6-8
GRADE 9-10
GRADE
								  11-12
Key Ideas and
								  Details
CC.8.5.6-8.A. Cite specific textual evidence to
								  support analysis of primary and secondary sources.
CC.8.5.9-10.A. Cite
								  specific textual evidence to support analysis of primary and secondary sources,
								  attending to such features as the date and origin of the information.
CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary
								  and secondary sources, connecting insights gained from specific details to an
								  understanding of the text as a whole.
CC.8.5.6-8.B. Determine the central ideas or
								  information of a primary or secondary source; provide an accurate summary of
								  the source distinct from prior knowledge or opinions.
CC.8.5.9-10.B.
								  Determine the central ideas or information of a primary or secondary source;
								  provide an accurate summary of how key events or ideas develop over the course
								  of the text.
CC.8.5.11-12.B. Determine the central ideas or
								  information of a primary or secondary source; provide an accurate summary that
								  makes clear the relationships among the key details and ideas.
CC.8.5.6-8.C. Identify key steps in a text's
								  description of a process related to history/social studies (e.g., how a bill
								  becomes law, how interest rates are raised or lowered).
CC.8.5.9-10.C.
								  Analyze in detail a series of events described in a text; determine whether
								  earlier events caused later ones or simply preceded them.
CC.8.5.11-12.C. Evaluate various explanations for actions or events and
								  determine which explanation best accords with textual evidence, acknowledging
								  where the text leaves matters uncertain.
Craft and Structure
CC.8.5.6-8.D. Determine the meaning of words and phrases as
								  they are used in a text, including vocabulary specific to domains related to
								  history/social studies.
CC.8.5.9-10.D. Determine the meaning of words
								  and phrases as they are used in a text, including vocabulary describing
								  political, social, or economic aspects of history/social science.
CC.8.5.11-12.D. Determine the meaning of words and phrases as they are used in
								  a text, including analyzing how an author uses and refines the meaning of a key
								  term over the course of a text (e.g., how Madison defines faction in Federalist
								  No. 10).
CC.8.5.6-8.E. Describe how a text presents
								  information (e.g., sequentially, comparatively, causally).
CC.8.5.9-10.E. Analyze how a text uses structure to emphasize key
								  points or advance an explanation or analysis.
CC.8.5.11-12.E. Analyze
								  in detail how a complex primary source is structured, including how key
								  sentences, paragraphs, and larger portions of the text contribute to the
								  whole.
CC.8.5.6-8.F. Identify aspects of a text that
								  reveal an author's point of view or purpose (e.g., loaded language, inclusion
								  or avoidance of particular facts).
CC.8.5.9-10.F. Compare the point of
								  view of two or more authors for how they treat the same or similar topics,
								  including which details they include and emphasize in their respective
								  accounts.
CC.8.5.11-12.F. Evaluate authors' differing points of view
								  on the same historical event or issue by assessing the authors' claims,
								  reasoning, and evidence.
Integration of
								  Knowledge and Ideas
CC.8.5.6-8.G. Integrate visual information
								  (e.g., in charts, graphs, photographs, videos, or maps) with other information
								  in print and digital texts.
CC.8.5.9-10.G. Integrate quantitative or
								  technical analysis (e.g., charts, research data) with qualitative analysis in
								  print or digital text.
CC.8.5.11-12.G. Integrate and evaluate
								  multiple sources of information presented in diverse formats and media (e.g.,
								  visually, quantitatively, as well as in words) in order to address a question
								  or solve a problem.
CC.8.5.6-8.H. Distinguish among fact, opinion,
								  and reasoned judgment in a text.
CC.8.5.9-10.H. Assess the extent to
								  which the reasoning and evidence in a text support the author's claims.
CC.8.5.11-12.H. Evaluate an author's premises, claims, and evidence
								  by corroborating or challenging them with other information.
CC.8.5.6-8.I. Analyze the relationship between a
								  primary and secondary source on the same topic.
CC.8.5.9-10.I. Compare
								  and contrast treatments of the same topic in several primary and secondary
								  sources.
CC.8.5.11-12.I. Integrate information from diverse sources,
								  both primary and secondary, into a coherent understanding of an idea or event,
								  noting discrepancies among sources.
Range and Level ofComplex Texts
CC.8.5.6-8.J. By the end of grade 8, read and comprehend
								  history/social studies texts in the grades 6-8 text complexity band
								  independently and proficiently.
CC.8.5.9-10.J. By the end of grade 10,
								  read and comprehend history/social studies texts in the grades 9-10 text
								  complexity band independently and proficiently.
CC.8.5.11-12.J. By the
								  end of grade 12, read and comprehend history/social studies texts in the grades
								  11-CCR text complexity band independently and proficiently.
Pennsylvania Core Standards for Writing in History
						and Social Studies
Grades 6-12
INTRODUCTION
These standards describe what students in the social
						studies classroom should know and be able to do with the English language in
						writing, grade 6 through 12. The standards provide the targets for instruction
						and student learning essential for success in all academic areas, not just
						language arts classrooms. Although the standards are not a curriculum or a
						prescribed series of activities, school entities will use them to develop a
						local school curriculum that will meet local students' needs.
The standards below begin at grade 6; standards for K-5
						reading in history/social studies, science, and technical subjects are
						integrated into the K-5 Writing standards.
The English Language Arts Standards for History and
						Social Studies also provide parents and community members with information
						about what students should know and be able to do as they progress through the
						educational program and at graduation. With a clearly defined target provided
						by the standards, parents, students, educators and community members become
						partners in learning. Each standard implies an end of year goal-with the
						understanding that exceeding the standard is an even more desirable end goal.
8.6
Writing Students write for different purposes and audiences.
								  Students write clear and focused text to convey a well-defined perspective and
								  appropriate content.
GRADES
								  6-8
GRADES 9-10
GRADES 11-12
Text Types and Purposes
CC.8.6.6-8.A. Write arguments focused on discipline-specific
								  content. * Introduce claim(s) about a topic or issue, acknowledge and
								  distinguish the claim(s) from alternate or opposing claims, and organize the
								  reasons and evidence logically. * Support claim(s) with logical reasoning and
								  relevant, accurate data and evidence that demonstrate an understanding of the
								  topic or text, using credible sources. * Use words, phrases, and clauses to
								  create cohesion and clarify the relationships among claim(s), counterclaims,
								  reasons, and evidence. * Establish and maintain a formal style. * Provide a
								  concluding statement or section that follows from and supports the argument
								  presented.
CC.8.6.9-10.A. Write arguments focused on
								  discipline-specific content. * Introduce precise claim(s), distinguish the
								  claim(s) from alternate or opposing claims, and create an organization that
								  establishes clear relationships among the claim(s), counterclaims, reasons, and
								  evidence. * Develop claim(s) and counterclaims fairly, supplying data and
								  evidence for each while pointing out the strengths and limitations of both
								  claim(s) and counterclaims in a discipline-appropriate form and in a manner
								  that anticipates the audience's knowledge level and concerns. * Use words,
								  phrases, and clauses to link the major sections of the text, create cohesion,
								  and clarify the relationships between claim(s) and reasons, between reasons and
								  evidence, and between claim(s) and counterclaims. * Establish and maintain a
								  formal style and objective tone while attending to the norms and conventions of
								  the discipline in which they are writing. * Provide a concluding statement or
								  section that follows from or supports the argument presented.
CC.8.6.11-12.A. Write arguments focused on discipline-specific content. *
								  Introduce precise, knowledgeable claim(s), establish the significance of the
								  claim(s), distinguish the claim(s) from alternate or opposing claims, and
								  create an organization that logically sequences the claim(s), counterclaims,
								  reasons, and evidence. * Develop claim(s) and counterclaims fairly and
								  thoroughly, supplying the most relevant data and evidence for each while
								  pointing out the strengths and limitations of both claim(s) and counterclaims
								  in a discipline-appropriate form that anticipates the audience's knowledge
								  level, concerns, values, and possible biases. * Use words, phrases, and clauses
								  as well as varied syntax to link the major sections of the text, create
								  cohesion, and clarify the relationships between claim(s) and reasons, between
								  reasons and evidence, and between claim(s) and counterclaims. * Establish and
								  maintain a formal style and objective tone while attending to the norms and
								  conventions of the discipline in which they are writing. * Provide a concluding
								  statement or section that follows from or supports the argument presented.
CC.8.6.6-8.B.* Write
								  informative/explanatory texts, including the narration of historical events,
								  scientific procedures/experiments, or technical processes. * Introduce a topic
								  clearly, previewing what is to follow; organize ideas, concepts, and
								  information into broader categories as appropriate to achieving purpose;
								  include formatting (e.g., headings), graphics (e.g., charts, tables), and
								  multimedia when useful to aiding comprehension. * Develop the topic with
								  relevant, well-chosen facts, definitions, concrete details, quotations, or
								  other information and examples. * Use appropriate and varied transitions to
								  create cohesion and clarify the relationships among ideas and concepts. * Use
								  precise language and domain-specific vocabulary to inform about or explain the
								  topic. * Establish and maintain a formal style and objective tone. * Provide a
								  concluding statement or section that follows from and supports the information
								  or explanation presented.
CC.8.6.9-10.B.* Write
								  informative/explanatory texts, including the narration of historical events,
								  scientific procedures/experiments, or technical processes. * Introduce a topic
								  and organize ideas, concepts, and information to make important connections and
								  distinctions; include formatting (e.g., headings), graphics (e.g., figures,
								  tables), and multimedia when useful to aiding comprehension. * Develop the
								  topic with well-chosen, relevant, and sufficient facts, extended definitions,
								  concrete details, quotations, or other information and examples appropriate to
								  the audience's knowledge of the topic. * Use varied transitions and sentence
								  structures to link the major sections of the text, create cohesion, and clarify
								  the relationships among ideas and concepts. * Use precise language and
								  domain-specific vocabulary to manage the complexity of the topic and convey a
								  style appropriate to the discipline and context as well as to the expertise of
								  likely readers. * Establish and maintain a formal style and objective tone
								  while attending to the norms and conventions of the discipline in which they
								  are writing. * Provide a concluding statement or section that follows from and
								  supports the information or explanation presented (e.g., articulating
								  implications or the significance of the topic).
CC.8.6.11-12.B.*
								  Write informative/explanatory texts, including the narration of historical
								  events, scientific procedures/experiments, or technical processes. * Introduce
								  a topic and organize complex ideas, concepts, and information so that each new
								  element builds on that which precedes it to create a unified whole; include
								  formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
								  when useful to aiding comprehension. * Develop the topic thoroughly by
								  selecting the most significant and relevant facts, extended definitions,
								  concrete details, quotations, or other information and examples appropriate to
								  the audience's knowledge of the topic. * Use varied transitions and sentence
								  structures to link the major sections of the text, create cohesion, and clarify
								  the relationships among complex ideas and concepts. * Use precise language,
								  domain-specific vocabulary and techniques such as metaphor, simile, and analogy
								  to manage the complexity of the topic; convey a knowledgeable stance in a style
								  that responds to the discipline and context as well as to the expertise of
								  likely readers. * Provide a concluding statement or section that follows from
								  and supports the information or explanation provided (e.g., articulating
								  implications or the significance of the topic).
Production and
								  Distribution of Writing
CC.8.6.6-8.C. Produce clear and
								  coherent writing in which the development, organization, and style are
								  appropriate to task, purpose, and audience.
CC.8.6.9-10.C. Produce
								  clear and coherent writing in which the development, organization, and style
								  are appropriate to task, purpose, and audience.
CC.8.6.11-12.C.
								  Produce clear and coherent writing in which the development, organization, and
								  style are appropriate to task, purpose, and audience.
CC.8.6.6-8.D. With some guidance and
								  support from peers and adults, develop and strengthen writing as needed by
								  planning, revising, editing, rewriting, or trying a new approach, focusing on
								  how well purpose and audience have been addressed.
CC.8.6.9-10.D.
								  Develop and strengthen writing as needed by planning, revising, editing,
								  rewriting, or trying a new approach, focusing on addressing what is most
								  significant for a specific purpose and audience.
CC.8.6.11-12.D.
								  Develop and strengthen writing as needed by planning, revising, editing,
								  rewriting, or trying a new approach, focusing on addressing what is most
								  significant for a specific purpose and audience.
CC.8.6.6-8.E. Use technology,
								  including the Internet, to produce and publish writing and present the
								  relationships between information and ideas clearly and efficiently.
CC.8.6.9-10.E. Use technology, including the Internet, to produce, publish, and
								  update individual or shared writing products, taking advantage of technology's
								  capacity to link to other information and to display information flexibly and
								  dynamically.
CC.8.6.11-12.E. Use technology, including the Internet,
								  to produce, publish, and update individual or shared writing products in
								  response to ongoing feedback, including new arguments or information.
Research to Build
								  and Present Knowledge
CC.8.6.6-8.F. Conduct short research
								  projects to answer a question (including a self-generated question), drawing on
								  several sources and generating additional related, focused questions that allow
								  for multiple avenues of exploration.
CC.8.6.9-10.F. Conduct short as
								  well as more sustained research projects to answer a question (including a
								  self-generated question) or solve a problem; narrow or broaden the inquiry when
								  appropriate; synthesize multiple sources on the subject, demonstrating
								  understanding of the subject under investigation.
CC.8.6.11-12.F.
								  Conduct short as well as more sustained research projects to answer a question
								  (including a self-generated question) or solve a problem; narrow or broaden the
								  inquiry when appropriate; synthesize multiple sources on the subject,
								  demonstrating understanding of the subject under investigation.
CC.8.6.6-8.G. Gather relevant information from
								  multiple print and digital sources, using search terms effectively; assess the
								  credibility and accuracy of each source; and quote or paraphrase the data and
								  conclusions of others while avoiding plagiarism and following a standard format
								  for citation.
CC.8.6.9-10.G. Gather relevant information from
								  multiple authoritative print and digital sources, using advanced searches
								  effectively; assess the usefulness of each source in answering the research
								  question; integrate information into the text selectively to maintain the flow
								  of ideas, avoiding plagiarism and following a standard format for citation.
CC.8.6.11-12.G. Gather relevant information from multiple
								  authoritative print and digital sources, using advanced searches effectively;
								  assess the strengths and limitations of each source in terms of the specific
								  task, purpose, and audience; integrate information into the text selectively to
								  maintain the flow of ideas, avoiding plagiarism and overreliance on any one
								  source and following a standard format for citation.
CC.8.6.6-8.H. Draw evidence from informational
								  texts to support analysis, reflection, and research.
CC.8.6.9-10.H.
								  Draw evidence from informational texts to support analysis, reflection, and
								  research.
CC.8.6.11-12.H. Draw evidence from informational texts to
								  support analysis, reflection, and research.
Range of Writing
CC.8.6.6-8.I. Write routinely over extended time frames (time
								  for reflection and revision) and shorter time frames (a single sitting or a day
								  or two) for a range of discipline-specific tasks, purposes, and audiences.
CC.8.6.9-10.I. Write routinely over extended time frames (time for
								  reflection and revision) and shorter time frames (a single sitting or a day or
								  two) for a range of discipline-specific tasks, purposes, and audiences.
CC.8.6.11-12.I. Write routinely over extended time frames (time for
								  reflection and revision) and shorter time frames (a single sitting or a day or
								  two) for a range of discipline-specific tasks, purposes, and audiences.
* Students' narrative skills continue to grow in these
						grades. The Standards require that students be able to incorporate narrative
						elements effectively into arguments and informative/explanatory texts. In
						history/social studies, students must be able to incorporate narrative accounts
						into their analyses of individuals or events of historical import. In science
						and technical subjects, students must be able to write precise enough
						descriptions of the step-by-step procedures they use in their investigations or
						technical work that others can replicate them and (possibly) reach the same
						results.
XXIV. GLOSSARY
Artifact:
Any object
								made by human work or skill.
Beginnings:
A demarcation of time
								designating studies to commence with the written historical record.
Central issue:
The primary concern from
								which other problems or matters are derived. For example, today's world
								migration flows are a central issue from which other concerns such as terrorist
								threats may arise.
Chronology:
The science of measuring time
								and of dating events. Examples include BCE (before the common era) and CE
								(common era). Another reference to chronology is CA, around the time,
								circa.
Conflict:
The opposition of persons or
								groups that gives rise to dramatic action. Such actions could include the use
								of force as in combat.
Culture:
The skills and arts of a given
								people in a given period of time or a civilization.
Document:
Anything written or printed used
								to record or prove something.
Historical evidence:
Something that makes
								something else noticeable, obvious or evident.
Historical passage:
An article or section
								of a longer work that has importance to the past.
Innovation:
The introduction of something
								new; an idea, method or devise.
Interpretation:
Explanation or to reply to
								a situation in order to make sense of it (e.g., a time period, an individual's
								actions).
Memorial:
An object or ceremony serving as
								a remembrance for a person, group, day, site or event.
Museum:
A historical display in a building,
								room, etc. for exhibiting artistic, historical or scientific objects.
Present:
A demarcation of time designating
								studies to the current year.
Opinion:
A belief based not on certainty
								but on what seems to be true or probable.
Strike:
A work stoppage by employees
								organized against the management of a business entity.
Time lines:
A measure of a period during
								which something exists or happens; usually displayed in chronological order on
								a graph or linear lines.
War:
A conflict in which two or more
								nations or two or more entities inside a nation are at odds.
Xenophobia:
An intense fear or dislike of
								groups unknown or not within one's experience including the group's customs and
								culture.