West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044D - West Virginia College- and Career-Readiness Standards for Social Studies (2520.4) › Section 126-44D-5 - Severability

Current through Register Vol. XLI, No. 28, July 12, 2024
5.1. If any
				provision of this rule or the application thereof to any person or circumstance
				is held invalid, such invalidity shall not affect other provisions or
				applications of this rule.
Introduction
West Virginia's College- and Career-Readiness Standards have
				  been developed with the goal of preparing students for a wide range of
				  high-quality, post-secondary opportunities. Specifically, college- and
				  career-readiness refers to the knowledge, skills, and dispositions needed to be
				  successful in higher education and/or training that lead to gainful employment.
				  The West Virginia College- and Career-Readiness Standards establish a set of
				  knowledge and skills that all individuals need to transition into higher
				  education or the workplace, as both realms share many expectations. All
				  students throughout their educational experience- should develop a full
				  understanding of the career opportunities available, the education necessary to
				  be successful in their chosen pathway, and a plan to attain their goals.
West Virginia's College- and Career-Readiness Standards for
				  Social Studies promote proficiency in civics, economics, geography, and
				  history. Students will develop problem solving and critical thinking skills
				  independently and collaboratively as they engage in informed inquiry in social
				  studies. College- and career-readiness is supported in social studies as
				  students acquire and further develop their abilities to be critical consumers
				  of what they read or hear and informed sources when they write or speak.
The overarching goal was to build a rigorous, relevant,
				  challenging and developmentally appropriate social studies curriculum that
				  prepares students for college- and career-readiness. West Virginia educators
				  played a key role in shaping the content standards to align with the best
				  practices in the field of social studies education. The contributions of these
				  professionals was critical in creating a policy that is meaningful to classroom
				  teachers and appears in a format that can easily be used and understood.
Explanation of Terms
Standards
are the expectations for what students
				  should know, understand, and be able to do; standards represent educational
				  goals.
Numbering of Standards
The numbering for each standard is composed of three parts,
				  each part separated by a period:
* the content area code (e.g., SS for Social Studies),
* the grade level or high school content area, and
* the standard.
Illustration: SS.3.1 refers to Social Studies, grade 3,
				  standard 1. SS.W.20 refers to high school World Studies standard 20.
Abbreviations:
W - World Studies
US - United States Studies
USC - United States Studies - Comprehensive
CS - Contemporary Studies
C - Civics
E - Economics
G - Geography
S - Sociology
P - Pscyhology
The following four areas of social studies form all the
				  courses in grades K-8 and the majority of the high school courses that are not
				  content specific (e.g. geography and economics):
Civics
Civics addresses both citizenship and political systems.
				  Citizenship education prepares students to be informed, active and effective
				  citizens who accept their responsibilities, understand their privileges and
				  rights and participate actively in society and government. To be successful
				  participants in society, students must understand how to build social capital
				  (a network of social relationships) that encourages reciprocity and trust, two
				  characteristics of civic virtue and good citizenship. Students must be able to
				  research issues, form reasoned opinions, support their positions and engage in
				  the political process. Students exercise tolerance and empathy, respect the
				  rights of others, and share a concern for the common good while acting
				  responsibly with the interests of the larger community in mind. Students must
				  learn and practice intellectual and participatory skills essential for an
				  involved citizenry. To develop these skills, the curriculum must extend beyond
				  the school to include experiences in the workplace and service in the
				  community. While studying political systems, students develop global awareness
				  and study the foundations of various world governments and the strategies they
				  employ to achieve their goals. With respect to the United States, students
				  learn the underlying principles of representative democracy, the constitutional
				  separation of powers and the rule of law. Students learn the origins and
				  meaning of the principles, ideals and core democratic values expressed in the
				  foundational documents of the United States. Students recognize the need for
				  authority, government and the rights and responsibilities of citizens.
Economics
Economics analyzes the production, allocation, distribution
				  and use of resources. The economic principles include an understanding of
				  scarcity and choice, productivity, markets and prices, supply and demand,
				  competition, role of government, international trade factors and consumer
				  decisions in a global economy. Understanding economic principles, whole
				  economies and the interactions between different types of economies helps
				  students comprehend the exchange of information, capital and products across
				  the globe. Learners investigate economic principles and their application to
				  historical situations. Learners will work cooperatively and individually to
				  analyze how basic economic principles affect their daily lives. Students become
				  financially responsible by examining the consequences of and practicing
				  personal financial decision-making.
Geography
Geography encompasses physical and human systems and the
				  interactions between them on local and global scales. People interact with the
				  natural world in culturally distinct ways to produce unique places, which
				  change over time. New technologies and perspectives of geography provide
				  students with an understanding of the world, and the ability to evaluate
				  information in spatial terms. The geography standards stress the world in which
				  we live and the role of the U.S. in the global community. Students use
				  geographic perspectives and technology to interpret culture, environment and
				  the connection between them. Students collaborate with one another and work
				  individually using geographic skills and tools to ask geographic questions
				  based on the five themes of geography (location, place, human-environmental
				  interaction, movement and regions). They acquire the necessary information,
				  organize and analyze the information and respond to those geographic questions.
				  Students examine the varying ways in which people interact with their
				  environments and appreciate the diversity and similarities of cultures and
				  places created by those interactions.
History
History organizes events and phenomena in terms of when they
				  occurred and examines where, how and why they took place. Students study how
				  individuals and societies have changed and interacted over time. They organize
				  events through chronologies and evaluate cause-and-effect relationships among
				  them. Students analyze how individuals, groups and nations have shaped cultural
				  heritages. They gather historical data, examine, analyze and interpret this
				  data, and present their results in a clear, critical manner. Students study
				  origins and evolutions of culture hearths, settlements, civilizations, states,
				  nations, nation-states, governments and economic developments. Through history,
				  students understand the identity and origins of their families, communities,
				  state and nation. Through history, students recognize the influence of world
				  events on the development of the United States and they evaluate the influence
				  of the United States on the world. Understanding the past helps students
				  prepare for today and the events of the future.
College- and Career-Readiness Indicators for Social
				  Studies
The grades K-12 standards on the following pages define what
				  students should know, understand, and be able to do by the end of each grade
				  band. They correspond to the College- and Career-Readiness Indicators for
				  Social Studies by grade band (K-2, 3-5, 6-8, and 9-12). The College- and
				  Career-Readiness Indicators and grade-specific standards are necessary
				  complements - the former providing broad standards, the latter providing
				  additional specificity - that together define the skills and understandings
				  that all students must demonstrate.
Integration of Literacy in Social Studies
Literacy strategies and skills are applied as students
				  acquire information and communicate their learning and understanding of social
				  studies. Integration of literacy in social studies is critical for student
				  success. It is essential that literacy strategy and skill instruction be
				  purposefully and appropriately planned and embedded within social studies
				  instruction.
Social Studies Indicators Kindergarten - Grade
				  2
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, foundational skills, literacy,
				  learning skills and technology tools. Students in kindergarten through grade
				  two will advance through a developmentally-appropriate progression of
				  standards. The following chart represents the components of social studies that
				  will be developed in grades K-2.
K-2 Social Studies Indicators
* Develop questions through investigations.
* Apply disciplinary concepts and tools.
* Evaluate sources and use evidence.
* Communicate conclusions and task informed
							 action.
Civics
Economics
* Describe the roles and responsibilities of people
							 in authority.
* Explain what roles people play in a
							 community.
* Explain the need for rules in various settings
							 inside and outside of school.
* Describe democratic principles such as equality,
							 fairness, and respect.
* Explain how people can work together to make
							 decisions.
* Describe how people try to improve their
							 communities.
* Describe the goods and services that people in the
							 local community produce and those that are produced in other
							 communities.
* Explain how people earn income.
* Describe the roles banks play.
* Explain why people save.
* Describe examples of goods and services.
* Describe why people in one country trade goods and
							 services with people in other countries.
Geography
History
* Construct maps, graphs, and other representations
							 of familiar places.
* Use maps, graphs, photographs, and other
							 representations to describe places.
* Use maps, globes, and other simple geographic
							 models to identify cultural and environmental characteristics of places.
* Explain how weather, climate, and other
							 environmental characteristics affect people's lives in a place or
							 region.
* Describe the connections between the physical
							 environment of a place and the economic activities found there.
* Create a chronological sequence of multiple
							 events.
* Generate questions about individuals and groups who
							 have shaped a significant historical change.
* Compare the past to the present.
* Explain how historical sources can be used to study
							 the past.
* Generate questions about a historic event or
							 development.
Kindergarten Standards
Kindergarten Social Studies is an introduction to broad
				  topics connected to the lives of young children. Students will explore the
				  sphere of their experiences within their local community and begin an
				  identification of their place in West Virginia. They will begin developing a
				  view of themselves as collaborative, responsible citizens in the democratic
				  society to which they belong. Through the active investigation of their
				  community, students will develop an understanding of how people interact with
				  their physical environment and each other to meet their basic needs. As this
				  sense of location matures, students will explore the past through collaboration
				  and research.
Civics
SS.K.1
Develop an understanding of citizenship and
							 patriotism through a variety of experiences (e.g., appropriate behavior,
							 sharing, taking turns, volunteering, being honest and demonstrating
							 responsibility for materials and personal belongings).
SS.K.2
Participate in role play to resolve disputes, and
							 demonstrate tolerance and acceptance of others and their ideas.
SS.K.3
Investigate the need for rules in their environment,
							 create a set of classroom rules, and explore the consequences for not following
							 the rules.
SS.K.4
Investigate the leadership roles within their
							 families, classrooms and schools and demonstrate their understanding through
							 activities such as role play and classroom jobs.
Economics
SS.K.5
Investigate occupations within the school and local
							 community.
SS.K.6
Discover the basic needs of people (e.g., shelter,
							 food, clothing, etc.) and give examples of each.
SS.K.7
Investigate the exchange of goods and services (e.g.,
							 money, bartering, trading, etc.).
SS.K.8
Distinguish between wants and needs.
Geography
SS.K.9
Construct a simple map of a familiar area (e.g.,
							 classroom, school, home, etc.).
SS.K.10
Identify the difference between bodies of water and
							 land masses on maps and globes, and demonstrate directions (e.g., left/right,
							 up/down, near/far and above/under).
SS.K.11
Compare and contrast the ways humans adapt based on
							 seasons and weather.
SS.K.12
Explore similarities and differences of life in the
							 city (urban) and the country (rural).
SS.K.13
Investigate the need for symbols in daily life (e.g.,
							 exit, stop sign, bathroom signs, school zone, stop light, etc.).
History
SS.K.14
Illustrate personal history (e.g., first and last
							 name, birthday, age, guardian's name, and other personal data).
SS.K.15
Explore the history of the school and give examples
							 of significant sites and people (e.g., principals, secretaries, teachers,
							 custodians, etc.).
SS.K.16
Investigate the past and explore the differences in
							 other people, times and cultures through stories of people, heroes, pictures,
							 songs, holidays, customs, traditions or legends.
SS.K.17
Explore time, places, people and events in
							 relationship to student's own life (e.g., family trees, pictures, stories,
							 etc.).
WV History
SS.K.18
Investigate state symbols, celebrations, holidays and
							 prominent West Virginians.
SS.K.19
Identify the shape of West Virginia.
SS.K.20
Track the weather to illustrate West Virginia's
							 climate.
SS.K.21
Recognize local community names.
SS.K.22
Compare and contrast past and present lifestyles of
							 West Virginians.
First Grade Standards
First Grade Social Studies will allow students the
				  opportunity to further explore their growing definition of citizenship.
				  Identifying and applying the concept of civic responsibility to a real-world
				  problem will afford students the opportunity to practice collaboration,
				  tolerance and patriotism. Simulations of the exchange of goods and services
				  will develop an understanding of the occupations and basic resources of their
				  community. Furthering the identification of their place in the world, students
				  will explore maps, globes and physical models of West Virginia and the nation.
				  Utilizing authentic sources, they will examine the evolution of families and
				  communities over time.
Civics
SS.1.1
Model patriotism, cooperation, tolerance and respect
							 for others within the school and community.
SS.1.2
Create scenarios and role play reflecting the use of
							 rules and laws, their consequences and their value within the school and
							 community.
SS.1.3
Investigate the symbols, icons and traditions of the
							 United States that provide a sense of community across time (e.g., Labor Day,
							 Veterans Day, Memorial Day, Pledge of Allegiance, patriotic songs, landmarks,
							 art and literature that demonstrate community traditions, etc.).
SS.1.4
Apply the process of how leaders are selected and
							 analyze how they influence decisions made in the school and community.
SS.1.5
Collaborate to identify a community need, propose a
							 variety of solutions and investigate how individuals could participate to solve
							 the problem.
Economics
SS.1.6
Compare and contrast occupations within the
							 community.
SS.1.7
Distinguish between personal needs and wants and the
							 consequences of personal choices.
SS.1.8
Demonstrate the exchange of goods and
							 services.
SS.1.9
Explain how individuals and families earn, spend and
							 save money.
Geography
SS.1.10
Reflect an understanding of cardinal directions, map
							 symbols in a legend, geographic landforms (e.g., mountains, lakes, rivers), and
							 location by interpreting simple maps.
SS.1.11
Describe how climate and location affect the way
							 people live, work and play.
SS.1.12
Give examples of natural resources and their
							 uses.
SS.1.13
Sequence the seasons of the year, months and days of
							 the week.
SS.1.14
Utilize appropriate maps, globes and geographic
							 information systems.
SS.1.15
Locate and identify the following on a map:
* West Virginia
* United States
* Geographic features (e.g., mountains, bodies of
							 water, etc.)
History
SS.1.18
Utilize primary source documents and oral accounts to
							 investigate ways communities change throughout history.
SS.1.19
Examine cultural contributions of families through
							 the use of literature, primary source documents and oral accounts.
SS.1.20
Explore the history of the community and give
							 examples of locally significant sites and people.
SS.1.21
Illustrate personal history by creating a
							 timeline.
WV History
SS.1.22
Recognize and recite the state motto.
SS.1.23
Investigate the common occupations of people in West
							 Virginia.
SS.1.24
Locate students' hometown and county on a West
							 Virginia map.
SS.1.25
Describe the cultural life of West Virginia as
							 reflected in games, toys and various art forms.
Second Grade Standards
Second Grade Social Studies will begin applying the
				  foundational concepts of citizenship and community to the broader view of our
				  nation. Through rich opportunities for engagement, students will begin to think
				  deeply about the citizen's role in American government and society. They will
				  be asked to investigate, examine and draw conclusions regarding exchange and
				  choice in the economy. Students will become more independent in using
				  geographic information systems and applying them to real-world situations
				  relating to West Virginia and the United States. Documents, oral accounts and
				  various forms of literature will be used to create timelines and projects
				  illustrating the contributions of individuals and groups, both past and
				  present, to our society.
Civics
SS.2.1
Analyze examples of the fairness of rules and laws
							 and evaluate their consequences.
SS.2.2
Illustrate the levels of government (local, state and
							 national) and actively discuss the characteristics of effective
							 leadership.
SS.2.3
Create a product (e.g., play, multimedia or poster)
							 to demonstrate an understanding of the diversity in American culture.
SS.2.4
Give examples of symbols, icons and traditions of the
							 United States, recite the Pledge of Allegiance, and participate in national
							 patriotic celebrations (e.g., Martin Luther King Day, Presidents Day and Flag
							 Day) and community service projects.
Economics
SS.2.5
Investigate various occupations and career
							 opportunities and how they have changed within the state and nation.
SS.2.6
Consider and categorize needs and wants in a graph,
							 chart or table to evaluate consequences of one choice over another.
SS.2.7
Design a system that reflects the understanding of
							 the exchange of goods and services (e.g., trading cards and classroom
							 store).
SS.2.8
Explain the role of banks in saving for future
							 purchases and create a graph reflecting savings over time.
Geography
SS.2.9
Utilize a legend, compass rose and cardinal
							 directions to identify locations (e.g., Charleston, West Virginia, New York,
							 District of Columbia, etc.) and geographic features (e.g., Great Lakes, Rocky
							 Mountains, Mississippi River, etc.) in the United States.
SS.2.10
Identify the continents and oceans on a map and
							 globe.
SS.2.11
Summarize how climate, location and physical
							 surroundings have caused changes in the community and state over time.
SS.2.12
Classify examples of natural resources and how people
							 use them.
SS.2.13
Utilize appropriate geographic information systems
							 including maps, globes and geographic technology to examine, gather data and
							 analyze a variety of real-world situations.
History
SS.2.14
Demonstrate an understanding of interactions among
							 individuals, families and communities by creating a timeline using documents
							 and oral accounts to investigate ways communities and generations of families
							 change.
SS.2.15
Identify cultural contributions and differences made
							 by people from the various regions in the United States using literature,
							 documents and oral accounts.
SS.K.16
Explore the impact historic figures have had upon our
							 society.
WV History
SS.2.17
Identify state symbols, celebrations, holidays,
							 famous West Virginians and the governor of West Virginia.
SS.2.18
Locate and show examples of the natural resources and
							 geographic features of West Virginia on a map.
SS.2.19
Locate county seats, the state's capital city, and
							 bordering states on a map.
SS.2.20
Examine the cultural life of West Virginians through
							 storytelling and various art forms (e.g., songs, instruments, artwork,
							 photographs, etc.).
SS.2.21
Compare and contrast past and present lifestyles of
							 West Virginians.
Social Studies Indicators Grades 3 -5
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, foundational skills, literacy,
				  learning skills and technology tools. Students in grades three through five
				  will advance through a developmentally-appropriate progression of standards.
				  The following chart represents the components of social studies that will be
				  developed in grades 3-5.
3-5 Social Studies Indicators
* Develop questions through investigations.
* Apply disciplinary concepts and tools.
* Evaluate sources and use evidence.
* Communicate conclusions and take informed
							 action.
Civics
Economics
* Distinguish the responsibilities and powers of
							 government officials at various levels and branches of government and in
							 different times and places.
* Examine the origins and purposes of rules, laws,
							 and key U.S. constitutional provisions.
* Explain the origins, functions, and structure of
							 different systems of government, including those created by the U.S. and state
							 constitutions.
* Describe ways in which people benefit from working
							 together, including government, workplaces, voluntary organizations, and
							 families.
* Identify core civic virtues and democratic
							 principles that guide government, society, and communities.
* Explain how rules and laws change society and how
							 people change rules and laws.
* Compare the benefits and costs of individual
							 choice.
* Describe the role of financial institutions in an
							 economy.
* Identify examples of the variety of resources
							 (human capital, physical capital, and natural resources) that are used to
							 produce goods and services.
* Explain how profits influence sellers in
							 markets.
* Describe ways people can increase productivity by
							 using improved capital goods and improving their human capital.
* Explain how trade leads to increasing economic
							 interdependence among nations.
* Explain the effects of increasing economic
							 interdependence on different groups within participating nations.
Geography
History
* Construct maps, graphs, and other representations
							 of both familiar and unfamiliar places.
* Use maps, satellite images, photographs, and other
							 representations to explain relationships between the locations of places and
							 regions and their environmental characteristics.
* Explain how culture influences the way people
							 modify and adapt to their environments.
* Describe how environmental and cultural
							 characteristics influence population distribution in specific places or
							 regions.
* Explain how environmental and cultural
							 characteristics (e.g. natural resources) affect the distribution and movement
							 of people, goods, and ideas.
* Explain why environmental characteristics vary
							 among different world regions.
* Create and use a chronological sequence of related
							 events to compare developments that happened at the same time.
* Compare life in a specific historical time period
							 to life today.
* Explain why individuals and groups during the same
							 historical period differed in their perspectives.
* Use information about a historical sources,
							 including the maker, date, place or origin, intended audience, and purpose to
							 judge the extent to which the sources are useful for studying a particular
							 topic.
* Explain probable causes and effects of events and
							 developments.
* Use evidence to develop a claim about the
							 past.
* Summarize the central claim in a secondary work of
							 history.
Third Grade Standards
Third Grade Social Studies presents a study of the broader
				  community and introduces the state, nation and world. There is an emphasis on
				  geography, mapping skills, and interpreting charts and graphs. Students explain
				  changes due to technology, human interaction with the environment and the
				  movement of people in the context of Native American settlement and world
				  exploration. Students practice citizenship and democratic values in the
				  community and study the necessity of government, as well as the various levels
				  of government in both West Virginia and the nation. Students will conduct
				  research, formulate responses and present their findings on these topics. The
				  basic economic concepts of scarcity, supply and demand, marketing, and
				  budgeting within the context of the community will be introduced.
Civics
SS.3.1
Identify and explain the following commonly-held
							 American democratic values, principles and beliefs:
* diversity
* rule of law
* family values
* community service
* justice
* liberty
SS.3.2
Determine the need for government and compare and
							 contrast the following forms: tribal, monarchy, and democracy.
SS.3.3
Investigate significant cultural contributions of
							 various groups creating our multicultural society.
SS.3.4
Examine historical conflicts and their resolutions
							 (e.g., The Boston Tea Party, conflict between Native Americans and
							 explorers).
SS.3.5
Examine how rights and responsibilities of citizens
							 are reflected in patriotic symbols, songs and holidays of the United States
							 (e.g., the meaning of our flag's colors, the Pledge of Allegiance and the
							 meaning of the words, the National Anthem, Veteran's Day and Memorial
							 Day).
SS.3.6
Participate in a local service project to discover
							 the importance of working together and how participation leads to improvement
							 in the lives of individuals, as well as communities.
Economics
SS.3.7
Study bank services including checking accounts,
							 savings accounts, and borrowing, and create a mock budget.
SS.3.8
Construct and interpret graphs that illustrate the
							 basic concept of the exchange of goods and services as related to supply and
							 demand and show the impact of scarcity of resources.
SS.3.9
Sequence the path of a product from the raw material
							 to the final product.
SS.3.10
Use charts, maps and other data sources to correlate
							 occupations with the economy and the available resources of a region (e.g.,
							 West Virginia has coal mining; Pennsylvania has steel mills; etc.).
SS.3.11
Explore West Virginia's SMART 529 program and other
							 college saving plans.
Geography
SS.3.12
Use geographic information systems to compare and
							 contrast various types of maps (e.g., climate, resource, physical, political,
							 road, etc.).
SS.3.13
Distinguish between a continent, country, state and
							 capital.
SS.3.14
Label maps to demonstrate knowledge of map skills
							 (e.g., label cardinal directions, intermediate directions, borders, continents,
							 oceans, Equator, Tropic of Cancer, Tropic of Capricorn, North Pole, South Pole
							 and Prime Meridian).
SS.3.15
Using a grid system, locate specific points on a map
							 and explain the use of lines of latitude and longitude.
SS.3.16
Explain the reason time zones were developed,
							 identify the time zones of North America and calculate the variance in time
							 from one zone to another.
SS.3.17
Use a map scale to determine the distance between two
							 given points.
SS.3.18
Recognize, define and illustrate world geographic
							 features (e.g., peninsulas, islands, mountains, canyons, plateaus, mesas,
							 harbors, gulfs, rivers, deserts, forests, valleys and plains).
SS.3.19
Compare and contrast regions of the United States in
							 regard to plant and animal life, landforms, climate and human interactions with
							 the environment.
SS.3.20
Create a legend to identify the path of major
							 explorers and chart those journeys on a world map (e.g., Marco Polo,
							 Christopher Columbus, John Cabot, Hernando Cortes and Sir Walter
							 Raleigh).
History
SS.3.21
Examine the settlement of North America by Native
							 Americans.
* Illustrate the spread of the Native American
							 population into the various regions of North America.
* Determine settlement patterns based on natural
							 resources.
* Explain how Native American groups adapted to
							 geographic factors of a given region.
* Compare and contrast the cultures of the different
							 Native American groups (e.g., source of food, clothing, shelter and products
							 used).
* Make historical inferences by analyzing artifacts
							 and illustrations.
* Analyze the Native American interactions with
							 others (e.g., other Native American groups, explorers and settlers).
SS.3.22
Determine the causes and effects of European
							 exploration.
* Chronologically organize major explorers and
							 determine the reasons for their journeys (e.g., Marco Polo, Amerigo Vespucci,
							 Christopher Columbus, John Cabot, Hernando Cortes, Balboa, Ponce de Leon, Sir
							 Walter Raleigh, etc.).
* Investigate the motives for exploration by the
							 various European nations (e.g., England, Spain, France, Portugal, etc.).
* Determine the information the explorers gained from
							 their journeys.
* Explain the impact of the explorers' travels on
							 Native Americans and the world.
WV History
SS.3.23
Locate counties, county seats and bordering states on
							 a West Virginia map.
SS.3.24
Identify the four physical geographic regions of West
							 Virginia, the major communities and the natural resources found within each
							 region.
SS.3.25
Investigate the nine tourist regions of West
							 Virginia.
Fourth Grade Standards
Fourth Grade Social Studies is an introduction to the growth
				  of the United States from colonization through the American Revolution to
				  Westward Expansion prior to 1854. Students will analyze the assimilation of
				  various colonial groups, development of improved technology, major historical
				  figures and events. The physical features of the United States and West
				  Virginia and the impact of the settlers on the environment will be
				  investigated. Students will be introduced to democratic beliefs expressed in
				  founding documents, good citizenship and individual rights. Students are
				  expected to investigate the three branches of government and participate in a
				  school or community project. Fourth graders will be introduced to economic
				  concepts and factors that impact consumer choices. They will investigate jobs
				  needed in the future based on the concept of supply and demand.
Civics
SS.4.1
Identify, explain and critique commonly held American
							 democratic values, principles and beliefs (e.g., diversity, family values,
							 community service, justice, liberty, etc.) through established documents (e.g.,
Declaration of Independence
,
U.S.
							 Constitution
,
Bill of Rights
, etc.).
SS.4.2
Compare and contrast the powers of each branch of
							 government and identify the responsibilities and rights of United States
							 citizens.
SS.4.3
Explore the concepts of rule of law to create a
							 visual or oral presentation of how these concepts protect individual rights and
							 the common good.
SS.4.4
Demonstrate patriotism by creating and implementing
							 school/community service projects (e.g., litter cleanup, fund raisers for
							 community groups, participation in community holiday parades, celebrations,
							 services, etc.).
Economics
SS.4.5
Investigate and recognize people as consumers and as
							 producers of goods, and the effects of competition and supply-demand on prices
							 through projects (e.g., developing budgets or products in simulated situations,
							 etc.).
SS.4.6
Determine jobs that are needed according to supply
							 and demand on a national level.
SS.4.7
Research and examine how slavery and indentured
							 servitude influenced the early economy of the United States by constructing
							 graphics (e.g., charts, graphs, tables and grids, etc.) displaying the effect
							 of having slaves and indentured servants.
Geography
SS.4.8
Describe and locate examples of the major physical
							 features of the United States (e.g., bodies of water, mountains, rivers,
							 grasslands, oases, etc.) using references and technology (e.g., atlas, globe,
							 geographic information system, etc.).
SS.4.9
Document the effects of and explain how people
							 adapted to geographic factors (e.g., climate, mountains, bodies of water, etc.)
							 on the following:
* transportation routes
* settlement patterns and population density
* culture (e.g., jobs, food, clothing, shelter,
							 religion, government, etc.)
* interactions with others (local and
							 national)
SS.4.10
Compare and contrast the physical, economic and
							 political changes to America caused by geographic conditions and human
							 intervention (e.g., bridges, canals, state boundaries, transportation,
							 etc.).
SS.4.11
Plan and construct maps to demonstrate the effect of
							 geographic conditions on historical processes, practices and events (e.g.,
							 colonization, industry, agriculture, major engagements in the Revolutionary
							 War, Westward Expansion, etc.).
SS.4.12
Analyze the impact of West Virginia's geography on
							 transportation, settlement, jobs, clothing, food, shelter, services and
							 interaction with others outside the state.
History
SS.4.13
Demonstrate an understanding of the various factors
							 that influenced the founding of the original colonies (e.g., economic,
							 political, cultural, etc.).
* Analyze the southern, middle and northern colonies
							 (e.g., origins, early government, resources, religious and cultural diversity,
							 etc.).
* Compare and contrast community life, family roles
							 and social classes in colonial America (e.g., indentured servants, slaves,
							 colonists, etc.).
* Compare and contrast backgrounds, motivations and
							 occupational skills among English, French and Spanish settlers (e.g.,
							 economics, culture, trade, new agricultural products, etc.).
SS.4.14
Demonstrate an understanding of the conflict between
							 the American colonies and England that led to the Revolutionary War.
* Explain the political and economic factors leading
							 to the American Revolution (e.g., the French and Indian War; British colonial
							 policies, and American colonists' early resistance, etc.).
· Explain the major ideas reflected in the
Declaration of Independence
.
* Summarize the roles of the principal American,
							 British and European leaders involved in the conflict (e.g., King George III,
							 Benjamin Franklin, George Washington, Thomas Jefferson, John Adams, Thomas
							 Paine, Patrick Henry, and Marquis de Lafayette, etc.).
* Explain the contributions of Native Americans, the
							 French and Dutch during the Revolutionary War, and list the contributions of
							 women and African Americans during and after the American Revolution.
SS.4.15
Trace the beginnings of America as a nation and the
							 establishment of the new government.
* Compare and contrast the various forms of
							 government in effect from 1774-1854 (e.g.,
Continental
							 Congress
,
Articles of Confederation
,
U.S.
							 Constitution
,
Bill of Rights
, etc.).
* Research the contributions of early American
							 historic figures (e.g., George Washington, John Adams, Abigail Adams, Thomas
							 Jefferson, Alexander Hamilton, Andrew Jackson, James Madison, Dolly Madison,
							 etc.).
* Explain the political, social and economic
							 challenges faced by the new nation (e.g., development of political parties,
							 expansion of slavery, taxation, etc.).
SS.4.16
Demonstrate an understanding of the causes and
							 effects of Westward Expansion.
* Investigate the economic, political and cultural
							 factors involved in Westward Expansion (e.g., Land Ordinance of 1785, Northwest
							 Ordinance of 1787, Indian Removal Act, Trail of Tears, Manifest Destiny,
							 resources, trade, etc.).
* Analyze the people and events that facilitated
							 Westward Expansion (e.g., Daniel Boone, Louisiana Purchase, Lewis and Clark,
							 Northwest Territory, Alamo, Gold Rush, etc.).
* Trace transportation innovations and explain their
							 impact on Westward Expansion (e.g., bridges, canals, steamboats, railroads,
							 steam engines, clipper ships, flat boats, roads, dams, locks, ports, harbors,
							 etc.).
WV History
SS.4.17
Analyze the impact of West Virginia's geography on
							 transportation, settlement, jobs, clothing, food, shelter, services and
							 interaction with others outside the state.
SS.4.18
Compare and contrast West Virginia's population,
							 products, resources and transportation from the 18th century through modern
							 day.
SS.4.19
Pose, research and answer student-generated questions
							 relating to West Virginia (e.g., primary source documents, magazines, online
							 resources, etc.).
Fifth Grade Standards
Fifth Grade Social Studies is a basic overview of the United
				  States from the Civil War to its emergence as a superpower. Students recognize
				  and evaluate the significance of major events of each historical period.
				  Students examine primary source documents relating to events and policies of
				  the late 19th and early
				  20th centuries. They continue to learn the role of
				  citizenship and social responsibility in the community, state, nation, and
				  world. Students examine the transformation from rural to urban and from
				  agricultural to industrial, focusing on the economic impact of these moves.
				  Students learn how government decisions impact the economy.
Civics
SS.5.1
Illustrate the rights, responsibilities, duties and
							 privileges of a patriotic citizen using authentic situations (e.g., election,
							 food drive, jury duty, etc.) and defend these actions as examples or
							 non-examples of good citizenship.
SS.5.2
Assume a role (e.g., judge, juror, prosecutor, etc.)
							 in a mock proceeding (John Brown, Dred Scott, etc.) to acquire understanding of
							 the trial-by-jury process and justify its effectiveness in solving conflicts in
							 society both past and present.
SS.5.3
Simulate the process of making a law at the state and
							 national level.
SS.5.4
Outline the process in which amendments are made;
							 interpret their meanings, and apply it to their daily life, lives of others and
							 lives of people throughout history.
SS.5.5
Compare the functions of each level of the government
							 (local, state, and national).
SS.5.6
Summarize the provisions of the Thirteenth,
							 Fourteenth and Fifteenth Amendments to the
U.S. Constitution
,
							 including how the amendments protected the rights of African Americans and
							 sought to enhance their political, social and economic opportunities.
Economics
SS.5.7
Explain the concept of supply and demand in specific
							 historic and current economic situations in the United States (e.g., slavery,
							 oil, gas, Industrial Revolution, etc.).
SS.5.8
Critique the economic reasons for immigration and
							 migration throughout the United States during specific times in history and
							 relate the information to the present (e.g., Great Migration, Ellis Island,
							 etc.).
SS.5.9
Assess the resources (e.g., oil, land, gas, etc.) of
							 the geographic regions (e.g., Midwest, Middle East, etc.) of the United States
							 and the world and explain their impact on global economic activities.
SS.5.10
Compare the industrial North and the agricultural
							 South prior to the Civil War, the geographic characteristics and boundaries of
							 each region and the basic way of life in each region.
SS.5.11
Explain the economic problems that forced former
							 slaves to continue to live in servitude even after slavery was officially
							 abolished by the Thirteenth Amendment.
SS.5.12
Compare the economic and social effects of
							 Reconstruction on different populations, including the move from farms to
							 factories and the change from the plantation system to sharecropping.
SS.5.13
Explain the social and economic effects of Westward
							 Expansion on Native Americans, including changes in federal policies, armed
							 conflicts, opposing views concerning landownership and Native American
							 displacement.
Geography
SS.5.14
Explain how aspects of the terrain (e.g., the
							 principal mountain ranges, rivers, vegetation and climate of the region, etc.)
							 affected westward travel and settlement.
SS.5.15
Summarize the significance of large-scale immigration
							 and the contributions of immigrants to America in the early 1900s (e.g., the
							 countries from which they came, the opportunities and resistance they faced
							 when they arrived and the cultural and economic contributions they made to this
							 nation, etc.).
SS.5.16
Illustrate the effects of settlement on the
							 environment of the West, (e.g., changes in the physical and human systems,
							 etc.).
SS.5.17
Compare and contrast the various regions of the
							 United States; locate each of the fifty United States and correlate them with
							 their regions.
SS.5.18
Identify the characteristics and purposes of maps,
							 globes, geographic information systems and other geographic tools.
SS.5.19
Display information on maps, globes, geographic
							 models and in graphs, diagrams and charts (e.g., designing map keys and
							 legends, etc.).
History
SS.5.20
Demonstrate an understanding of the industrial North
							 and the agricultural South before, during and after the Civil War.
* Research the roles and accomplishments of the
							 leaders of the reform movements before and during the Civil War (e.g.,
							 abolition movement, Underground Railroad and other social reforms,
							 etc.).
* Explain how specific events and issues led to the
							 Civil War (e.g., sectionalism fueled by issues of slavery in the territories,
							 states' rights, election of 1860 and secession).
* Summarize key battles, strategies and turning
							 points of the Civil War (e.g., Fort Sumter, Antietam, Gettysburg, other
							 regional battles and the surrender at Appomattox).
* Compare the roles and accomplishments of historic
							 figures of the Civil War (e.g., Abraham Lincoln (Emancipation Proclamation,
							 Gettysburg Address) Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Clara
							 Barton and Frederick Douglass, etc.).
* Explain the impact of the Civil War's physical
							 destruction on the nation and the people (e.g., soldiers, women, African
							 Americans, and the civilian population, etc.).
SS.5.21
Examine the economic, political and social
							 developments during Reconstruction.
* Explain the effects of Abraham Lincoln's
							 assassination and the goals of Reconstruction.
* Characterize the effects of Reconstruction on
							 African Americans (e.g., rights and restrictions, Thirteenth, Fourteenth,
							 Fifteenth Amendments, rise of discriminatory laws and groups (Klu Klux Klan),
							 motivations to relocate, and the actions of the Freedmen's Bureau,
							 etc.).
SS.5.22
Demonstrate an understanding of the advances in
							 transportation and its effect on Western Expansion.
* Illustrate how railroads affected development of
							 the West (e.g., ease of travel, influence on trade and impact on environment,
							 etc.).
* Compare and contrast conflicts between various
							 groups in the West (e.g., miners, ranchers, cowboys, Native Americans, Mexican
							 Americans and European and Asian immigrants, etc.).
SS.5.23
Demonstrate an understanding of major domestic and
							 foreign developments that contributed to the United States becoming a world
							 power.
* Summarize key events and political leaders
							 surrounding the Spanish-American War and the annexation of new
							 territory.
* Explain the United States involvement in Latin
							 America and the role they played in the building of the Panama Canal.
* Describe how the need for new markets led to the
							 buildup of the Navy and the need for naval bases in the Pacific.
SS.5.24
Analyze the people and the factors that led to
							 Industrialization in the late 19th century United
							 States.
* Examine how the Industrial Revolution was furthered
							 by new inventions and technologies (e.g., light bulb, telegraph, automobile,
							 assembly line, etc.).
* Identify prominent inventors and scientists of the
							 period and summarize their inventions or discoveries (e.g., Thomas Edison,
							 Alexander Graham Bell, the Wright Brothers, Henry Ford and Albert Einstein,
							 etc.).
* Explain the causes and effects of immigration and
							 urbanization on the American economy during the Industrial Revolution (e.g.,
							 role of immigrants, the growth of cities, the shift to industrialization, the
							 rise of big business and reform movements, etc.).
WV History
SS.5.25
Reconstruct the economic, social and political
							 history of West Virginia through the use of primary source documents.
SS.5.26
Sequence the events that led to the formation of the
							 state of West Virginia (e.g., timeline).
SS.5.27
Analyze the moral, ethical and legal tensions that
							 led to the creation of the new state of West Virginia and how those tensions
							 were resolved.
Social Studies Indicators Grades 6 - 8
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, foundational skills, literacy,
				  learning skills and technology tools. Students in grades six through eight will
				  advance through a developmentally-appropriate progression of standards. The
				  following chart represents the components of social studies that will be
				  developed in grades 6-8.
6-8 Social Studies Indicators
* Develop questions through investigations.
* Apply disciplinary concepts and tools.
* Evaluate sources and use evidence
* Communicate conclusions and take informed
							 action.
Civics
Economics
* Distinguish the powers and responsibilities of
							 citizens, political parties, interest groups and the media.
* Explain specific roles played by citizens (such as
							 voters, jurors, taxpayers, members of the armed forces, petitioners,
							 protesters, and office-holders).
* Examine the origins, purposes, and impact of
							 constitutions, laws, treaties, and international agreements.
* Explain the powers and limits of the three branches
							 of government.
* Explain the origins, functions, and structure of
							 government with reference to the
U.S. Constitution
, state
							 constitutions, and selected other systems of government.
* Assess specific rules and laws (both actual and
							 proposed) as a means of addressing public problems.
* Compare historical and contemporary means of
							 changing societies and promoting the common good.
* Explain how economic decisions affect the
							 well-being of individuals, businesses, and society.
* Evaluate alternative approaches or solutions to
							 current economic issues in terms of benefits and costs for different groups and
							 society as a whole.
* Explain the roles of buyers and sellers in product,
							 labor, and financial markets.
* Explain how changes in supply and demand causes
							 changes in prices and quantities of goods, and services, labor, and
							 credit.
* Analyze the role of innovation and entrepreneurship
							 in a market economy.
* Describe the roles of institutions such as
							 corporations, non-profits, and labor unions in a market economy.
* Explain how inflation, deflation, and unemployment
							 affect different groups.
* Explain barriers and benefits to trade and how they
							 affect individuals, businesses, and society.
Geography
History and Literacy
* Construct maps to represent and explain the spatial
							 patterns of cultural and environmental characteristics.
* Use maps, satellite images, photographs, and other
							 representations to explain relationships between the locations of places and
							 regions and changes in their environmental characteristics.
* Use paper based and electronic mapping and graphing
							 techniques to represent and analyze spatial patterns of different environmental
							 and cultural characteristics.
* Explain how cultural patterns and economic
							 decisions influence environments and the daily lives of people in both nearby
							 and distant places over time.
* Explain how changes in transportation and
							 communication technology influence the spatial connections among human
							 settlements and affect the diffusion of ideas and cultural practices.
* Analyze the ways in which cultural and
							 environmental characteristics vary among various regions of the world.
* Explain how global changes in population
							 distribution patterns affect changes in land use in particular places
* Analyze connections among events and developments
							 in broader historical contexts.
* Use questions generated about individuals and
							 groups to analyze why they, and the developments they shaped, are seen as
							 historically significant.
* Analyze multiple factors that influences people's
							 perspectives during different historical eras.
* Analyze how people's perspectives have changed and
							 how those perspectives have influenced what information is available in the
							 historical sources they created.
* Use questions generated about multiple historical
							 sources to identify further areas of inquiry and additional sources.
* Explain multiple causes and effects of events and
							 developments in the past.
* Evaluate the relative influence of various causes
							 of events and developments in the past.
* Organize applicable evidence into a coherent
							 argument about the past.
* Read and comprehend history/social studies texts at
							 or above grade level text complexity band independently and
							 proficiently.
* Write informative/explanatory texts, including
							 narration of historical events.
* Conduct short research projects to answer a
							 question, drawing on several sources.
Sixth Grade Standards
Sixth Grade Social Studies expands the role of citizenship
				  and patriotism. Students learn about the roles and functions governments play
				  in world events and organizations that help resolve conflicts. sStudents will
				  use both current and historical maps to explain the effects of major events on
				  political boundaries around the world. Students will learn how the economy is
				  affected by trade and trade organizations, technology, and renewable and
				  nonrenewable resources as well as world conflicts. The causes and responses to
				  world conflicts from World War I to present day will be evaluated.
Civics
SS.6.1
Apply the process of how a bill becomes a law to
							 follow a current legislative bill.
SS.6.2
Compare and contrast different forms of government
							 worldwide and their influence on historic world events:
* The Great Depression
* World War I
* World War II
* 9/11
SS.6.3
Identify the structure of the United States Congress
							 and the constitutional requirements of congressional membership.
SS.6.4
Identify current key figures in United States
							 government:
* President
* Vice President
* Speaker of the House
* Secretary of State
* Current members of Congress from West
							 Virginia
SS.6.5
Examine and analyze various acts of patriotism and
							 civil discourse in response to events throughout United States history (e.g.,
							 support of American military during wartime, Vietnam protests, Civil Rights,
							 respect for the flag and response of Americans to 9/11).
SS.6.6
Identify global relief and development organizations
							 and examine how they provide global aid and support (e.g., Red Cross, UNICEF,
							 Doctors without Borders, Engineers without Borders and World Health
							 Organization).
SS.6.7
Research and organize information about an issue of
							 global concern from multiple points of view (e.g., ecology, natural resources,
							 and human rights).
Economics
SS.6.8
Compare and contrast the basic characteristics of
							 communism, socialism and capitalism.
SS.6.9
Identify examples of renewable and non-renewable
							 resources and analyze the factors that affect these resources on the
							 individual, local and national economies (e.g., hurricanes, floods,
							 etc.).
SS.6.10
Define NAFTA and summarize its effects on the United
							 States economy.
SS.6.11
Compare and contrast government economic policy
							 beginning with the Reagan era through present day.
SS.6.12
Classify and evaluate the different types of world
							 trade organizations (e.g., trade, military and health).
SS.6.13
Assess the economic impact of technology on world
							 regions throughout history.
Geography
SS.6.14
Identify geographic features that have influenced the
							 safety of the United States and isolated it from conflicts abroad.
SS.6.15
Compare and contrast historical maps and identify the
							 changes in political boundaries as a result of conflicts.
SS.6.16
Examine population data from the U.S. Census Bureau
							 and infer the reasons for changes and differences in various areas (e.g.,
							 difference between rural and urban areas).
SS.6.17
Determine the time of specific world locations using
							 a world time zone map.
SS.6.18
Locate the major waterways of North America, South
							 America, Europe and the Middle East and examine their impact on transportation
							 and trade (e.g., discuss how the opening of the Erie Canal contributed to the
							 rise of cities in New York).
History
SS.6.19
Demonstrate an understanding of the causes, key
							 events and outcomes of World War I.
* Explain the key events that led to the outbreak of
							 World War I, including the rise of nationalism, imperialism and
							 militarism.
* Chart the sequence of events that led to the United
							 States' entry into World War I.
* Analyze the role of propaganda in influencing the
							 United States to enter World War I.
* Explain the outcomes and effects of World War I
							 including the conditions and failures of the League of Nations and the Treaty
							 of Versailles.
SS.6.20
Explain the global causes and effects of the Great
							 Depression.
* Identify the economic conditions around the world
							 that existed following World War I.
* Examine and categorize causes of the Great
							 Depression worldwide.
* Analyze the political response to the economic and
							 social conditions of the Great Depression in the United States and
							 Germany.
SS.6.21
Demonstrate an understanding of the causes, key
							 events and outcomes of World War II.
* Summarize the rise of totalitarian governments in
							 Germany, Italy, Japan and the Soviet Union.
* Examine the political and economic transformation
							 of Western and Eastern Europe after World War II, identifying the significance
							 of the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty
							 Organization (NATO), the United Nations, the Warsaw Pact and the European
							 Economic Community.
* Analyze the role of appeasement and isolationism as
							 an attempt to avoid war.
* Analyze the role of strong leadership during the
							 war and critique their responses to the conflict.
* Investigate the role of the United States in World
							 War II.
* Cite evidence of the human rights violations during
							 times of war.
* Illustrate the US civilian response on the
							 home-front to the war (e.g., "Rosie the Riveters," victory gardens, rationing,
							 etc.).
SS.6.22
Demonstrate an understanding of global developments
							 following World War II including the impact of the Cold War on the
							 world
.
* Cite evidence of the United States' and Soviet
							 Union's dominance as superpowers following World War II.
* Outline the US policy of containment and the social
							 effects of this policy.
* Summarize the events of the Cold War (e.g., Korean
							 conflict, Vietnam, Cuban Missile Crisis and Space Race).
* Describe the Soviet Union's domination of Eastern
							 Europe, the rise of the Communist party in China and the building of the Berlin
							 Wall.
* Analyze the role of strong leadership in ending the
							 Cold War.
* Debate the pros and cons of the impact of nuclear
							 power and analyze how it might relate to the issue of atomic weapons.
SS.6.23
Identify the key figures, events and philosophies of
							 the US Civil Rights Movement.
* Trace the development of Civil Rights for minority
							 groups in the United States (e.g., women and African Americans).
* Identify key figures and key events in movements
							 for civil rights.
SS.6.24
Demonstrate an understanding of the causes and
							 effects of the world conflicts in the late 20th and
							 early 21st centuries.
* Analyze the role of natural resources in Middle
							 Eastern conflicts.
* Describe the role of geo-politics in historic
							 events.
* Identify the key figures in Middle Eastern
							 conflicts and investigate the US reaction to these events (e.g., Saddam
							 Hussein, Osama bin Laden, terrorism, 9/11, wars in Iraq and
							 Afghanistan).
Seventh Grade Standards
Seventh Grade Social Studies focuses on the impact of the
				  human/ environmental interaction in ancient civilizations, the rise of the
				  European nations, and the Age of Imperialism. Students will learn about
				  geographic regions through geography skills development. Economic knowledge
				  will build to include the growth of mercantilism and the rise of the middle
				  class. Students will classify and compare various forms of government and the
				  relationship of nationalism and patriotism to those governments.
Civics
SS.7.1
Classify and compare various forms of government
							 through the Age of Imperialism (e.g., democracy, republic, absolute monarchy,
							 constitutional monarchy, oligarchy, dictatorship, theocracy and parliamentary
							 system).
SS.7.2
Recognize and examine patriotism and
							 nationalism.
SS.7.3
Compare and contrast the roles, rights and
							 responsibilities of free men, women, children, slaves and foreigners across
							 time in various civilizations. (e.g., ancient civilizations, medieval times,
							 and nation states).
SS.7.4
Examine current world events to evaluate how the
							 global landscape has changed over time.
Economics
SS.7.7
Summarize and give examples of basic economic terms
							 (e.g., barter, supply, demand, trade, interdependence, currency and
							 scarcity).
SS.7.8
Differentiate between goods and services.
SS.7.9
Compare the incentives of various countries to
							 explore and settle new lands.
SS.7.10
Trace how the emergence of traditional economies led
							 to the development of mercantilism and the rise of the middle class.
SS.7.11
Examine and draw conclusions about how the effects of
							 natural and human events influence an economy (e.g., environmental disasters,
							 diseases and war).
SS.7.12
Research and investigate how natural resources impact
							 the economy.
Geography
SS.7.13
Use correct geographic terminology (e.g., absolute
							 and relative location, latitude, longitude, equator, prime meridian, time zones
							 and physical features of the earth) to draw conclusions about information on a
							 variety of maps, graphs and charts.
SS.7.14
Identify, locate, and draw conclusions about
							 information on a variety of maps (e.g., seven continents, bodies of water,
							 countries, cities, climate regions, transportation routes and natural
							 resources).
SS.7.15
Analyze the impact of cultural diffusion on a variety
							 of regions.
SS.7.16
Examine and summarize the effects of
							 human/environmental interaction.
SS.7.17
Evaluate the effects of physical geography and the
							 changing nature of the earth's surface on transportation, culture, economic
							 activities and urban areas.
SS.7.18
Compare and contrast the geographic factors that
							 contributed to the rise of early civilizations and native cultures.
History
SS.7.19
Demonstrate an understanding of the ancient
							 civilizations.
* Identify the leaders and distinguish the basic
							 principles and philosophies of the major religions in the world as they emerged
							 and expanded.
* Identify the contributions and influences of
							 ancient civilizations and categorize the factors that led to their fall (e.g.,
							 philosophy, architecture, civics, literature, the arts, science and
							 mathematics).
SS.7.20
Demonstrate an understanding of the Middle
							 Ages.
* Analyze the rise of the European nation states and
							 monarchies (e.g., feudalism, peasants, serfs, manorial system and centralized
							 power).
* Trace the course of the Crusades and the
							 introduction of Asian and African ideas to Europe.
* Discuss the preservation of ancient Greek and Roman
							 learning and traditions, architecture and government.
SS.7.21
Demonstrate an understanding of the impact the
							 Renaissance and Reformation had on the world.
* Summarize the origins and contributions of the
							 Italian Renaissance and its spread throughout Europe (e.g., art, architecture,
							 literature and music).
* Identify key figures, causes and events of the
							 Reformation and the Counter Reformation.
SS.7.22
Demonstrate an understanding of imperialism
							 throughout the world.
* Summarize the establishment of colonies in Africa,
							 Asia, the Americas and Oceania.
* Examine the development of triangular trade and
							 illustrate its impact on the world.
Eighth Grade Standards
Eighth Grade West Virginia Studies engages students in the
				  comprehensive study of West Virginia, from the Pre-Columbian period to the
				  present day. Special emphasis is placed on the interdependence of geographic,
				  cultural, political, environmental and economic factors affecting the
				  development and future of the state. Students develop empathy for citizens
				  worldwide as they demonstrate connections and loyalty to homeland. Students are
				  actively engaged citizens of their school and community and develop national
				  and global civic perspective and responsibility. Students become economically
				  literate to understand West Virginia's global connectivity in the marketplace
				  both as a producer and a consumer of international goods and services. Students
				  synthesize their information to predict the future development and evolution of
				  their state.
Civics
SS.8.1
Demonstrate patriotism through the planning,
							 participation and observance of important anniversaries and remembrances (e.g.,
							 Pearl Harbor, Veterans' Day, Constitution Day and Patriots Day).
SS.8.2
Evaluate how citizens can influence and participate
							 in government at the local, state and national levels and assume the role of an
							 active citizen participating in the democratic process (e.g., lobbying, voting,
							 community service, letter writing and school elections).
SS.8.3
Identify, analyze and evaluate the responsibilities,
							 privileges and rights of citizens of the state of West Virginia found in the
							 state and national constitutions.
SS.8.4
Differentiate between the division of powers and
							 responsibilities for each of the executive, legislative and judicial branches
							 of the United States and West Virginia governments, describe the system of
							 checks and balances, and explore local forms of government.
* Analyze the functions and jurisdictions of the
							 federal, state, local and special courts (e.g., United States Supreme Court,
							 state supreme court, circuit courts, magistrate courts and family
							 courts).
* Cite the elected officials at the national, state
							 and local levels, the constitutional requirements for election and
							 responsibilities of each office.
* Explain the amendment process of the
West
							 Virginia Constitution
, give examples of amendments, and explain their
							 purpose.
* Explain the process of how a bill becomes a law in
							 West Virginia.
* Identify and explain the various types of elections
							 in West Virginia (e.g., primary/general, state/local and
							 partisan/non-partisan).
* Compare and contrast the relationship and function
							 of local, county, state and national governments.
SS.8.5
Predict the outcome of selected proposed bills in a
							 current legislative session and assume the role of a lawmaker in a mock
							 legislature to pass a bill into law.
Economics
SS.8.6
Evaluate West Virginia's role in the global economy
							 as it relates to natural resources and national/ international business and
							 trade.
SS.8.7
Correlate West Virginia economic conditions with the
							 effects on its citizens (e.g., employment, population, migration and
							 health).
SS.8.8
Analyze the impact of absentee ownership, renewable
							 and nonrenewable natural resources, labor unionization and the development of
							 infrastructure on the economic growth of West Virginia (e.g., railroad, major
							 highways, internet and cellular service).
SS.8.9
Research and cite industries and products that are
							 vital to the economy of the four regions of West Virginia both past and
							 present, and categorize the related occupations (e.g., tourism, coal, glass,
							 timber, chemical, oil, natural gas, agriculture service industries and
							 gaming).
SS.8.10
Identify major sources of revenue and their use by
							 West Virginia state and local governments (e.g., property tax, income tax,
							 licenses, excise tax, severance tax, levies/bonds, gaming and lottery).
SS.8.11
Compare and contrast the effects of
							 technological/industrial advances as they relate to economy vs. environment and
							 their effects on the demographic profile of West Virginia (e.g.,
							 entrepreneurial businesses, agriculture, tourism, education, interstate
							 commuters, mining and natural gas).
SS.8.12
Examine financial aid planning opportunities and
							 programs to help students and families make sound college savings
							 decisions.
* Differentiate between the categories of financial
							 aid (merit-based assistance, need-based assistance, grants, scholarships, work
							 study, loans, self-help aid).
* Explore West Virginia's SMART 529 program and other
							 college saving plans.
* Create a Financial Aid and College Savings Plan
							 utilizing free resources such as CFWV's Financial Aid Calculators, Scholarship
							 Finder, and Financial Aid Wizard.
* Construct a personal budget that includes college
							 savings.
Geography
SS.8.13
Label the four major physical geographic regions,
							 major rivers, landforms, natural/manmade borders, points of interest and
							 bordering states on selected maps.
SS.8.14
Identify the 55 counties and major cities of West
							 Virginia on a map and explain the reason for the development of the major
							 cities in their respective locations.
SS.8.15
Investigate climate, landforms, natural resources and
							 population density in West Virginia's geographical regions using special
							 purpose maps and evaluate the impact of people's lives and settlement patterns
							 using Geographical Information Systems, topographical maps, climate and census
							 maps.
SS.8.16
Illustrate how technological advances have affected
							 the cultural isolation of West Virginia (e.g., worldwide web, satellite
							 communications, electronic devices and social media).
SS.8.17
Analyze the geographic factors that led to
							 development of agricultural, coal, glass, chemical, metallurgic and tourism
							 industries in West Virginia (e.g., floods and coal mining disasters).
SS.8.18
Identify West Virginia's exact and relative location
							 on a variety of maps and globes by using correct geographic vocabulary and
							 graphic displays (e.g., neighboring states, Tropic of Capricorn, time zones and
							 Equator).
SS.8.19
Identify the nine distinct tourist regions in the
							 state of West Virginia and analyze which geographic factors influence each
							 region.
History
SS.8.20
Demonstrate an understanding of the settlement of
							 Western Virginia and the United States by Native Americans and
							 Europeans.
* Differentiate between the cultures and daily life
							 of the Native Americans.
* Summarize the history of European exploration and
							 settlement in western Virginia from the first endeavor of John Lederer through
							 the settlement period including Morgan and other important explorers and
							 settlers.
* Explain the role of western Virginia in the French
							 and Indian War.
SS.8.21
Demonstrate an understanding of the American
							 Revolution, including western Virginia's part in the development of the
							 nation.
* Compare and contrast the perspectives and roles of
							 different western Virginians during the American Revolution including those of
							 political leaders, soldiers, patriots, Tories/Loyalists, women and Native
							 Americans.
* Identify the key conflicts, battles and people of
							 the American Revolution in western Virginia and their effects on the area
							 (e.g., Battle of Point Pleasant, Siege of Fort Henry, Attacks at Fort Randolph
							 and Fort Donnally).
* Summarize events related to the adoption of
							 Virginia's constitutional conventions, the role of western Virginia and its
							 leaders in the Continental Congress, and the ratification of the
U.S.
							 Constitution
.
* Explain the economic and political tensions between
							 the people of western and eastern Virginia including the economic struggles of
							 both groups following the American Revolution and their disagreement over
							 representation.
SS.8.22
Demonstrate an understanding of the American Civil
							 War including its causes, effects and the major events that led to West
							 Virginia statehood.
* Explain the effect of key events leading to western
							 Virginia's separation from Virginia after secession (e.g., First and Second
							 Wheeling Conventions and John Brown's Raid).
* Describe the moral, ethical and legal tensions that
							 led to the creation of the new state of West Virginia and how these tensions
							 were resolved (e.g., Virginia vs. West Virginia 1871).
* Compare and contrast the military strategies of the
							 North and South with regard to specific events and geographic locations in West
							 Virginia (e.g., the Battle of Philippi, Rich Mountain, Droop Mountain, Battle
							 of Scary Creek and Battle of Carnifex Ferry).
* Identify significant contributions of men and women
							 of West Virginia during the Civil War and identify the roles of ethnic and
							 racial minorities.
SS.8.23
Demonstrate an understanding of major social,
							 political and economic developments that took place in West Virginia during the
							 second half of the nineteenth century.
* Identify the types of transportation that
							 facilitated the growth of West Virginia.
* Compare and contrast the
West Virginia
							 Constitutions
of 1862 and 1872.
* Summarize the changes that occurred in West
							 Virginia agriculture and industry during the late nineteenth century, including
							 changes in family life in various regions and the growth of industry.
* Explain the significance of increased immigration
							 into the United States in the late nineteenth century to West Virginia,
							 including cultural and economic contributions of immigrants, opportunities and
							 struggles experienced by immigrants, increased racial hostility and the effect
							 of racial and ethnic diversity on national identity.
SS.8.24
Demonstrate an understanding of West Virginia's
							 development during the early twentieth century.
* Analyze the evolution of the labor movement in West
							 Virginia.
* Summarize the progressive reform movement in West
							 Virginia (e.g., child labor laws, Prohibition, improvements to roads,
							 hospitals, libraries, tax reforms, changes to local government systems and the
							 roles of significant individuals and groups).
* Summarize the political, social and economic
							 situation in West Virginia following World War I, including progress in
							 suffrage for women, improvements in daily life in urban/rural areas, Roaring
							 20's and developments in industry.
* Explain the effects of the Great Depression and the
							 lasting impact of New Deal programs on West Virginia, including the Homestead
							 Projects.
SS.8.25
Demonstrate an understanding of West Virginia's
							 development during the mid-twentieth century.
* Summarize the significant aspects of the economic
							 and industrial growth experienced by West Virginia during World War II (e.g.,
							 chemical industry, steel industry and coal industry).
* Evaluate the sequence and analyze the impact of
							 contemporary social, economic and technological developments on people and
							 culture in West Virginia.
* Identify the labor/management strategies that have
							 affected West Virginia's economy (e.g., strikes, boycotts, yellow-dog
							 contracts, injunctions and lock-outs).
* Explain the economic, social, and political impact
							 of twentieth century events on West Virginia (e.g., school integration, Civil
							 Rights Movement, Cold War and Vietnam).
SS.8.26
Demonstrate an understanding of West Virginia in the
							 modern era.
* Compile lists of fairs and festivals in West
							 Virginia that can be attributed to the influence of various cultural groups who
							 have settled in the state, explaining the heritage of the fair or festival and
							 its significance to the preservation of West Virginia history.
* Analyze the economic, social and political impact
							 of the late twentieth century and twenty-first century events on West Virginia
							 (e.g., terrorism, Gulf War, Iraq War and War in Afghanistan).
Social Studies Indicators Grades 9-12
All West Virginia teachers are responsible for classroom
				  instruction that integrates content standards, foundational skills, literacy,
				  learning skills and technology tools. Students in high school will advance
				  through a selection of courses to become more prepared for the challenges of
				  college and career along with a third critical element, preparation for civic
				  life. The following chart represents the components of social studies that will
				  be developed in grades 9-12.
The High School Social Studies course
				  sequence may be prescribed at the county level. Please see West Virginia Board
				  of Education Policy 2510 for a list of required social studies courses. Civics
				  and Contemporary Studies must have one of the U.S. Studies courses as a
				  prerequisite
.
9-12 Social Studies Indicators
* Develop questions through investigations.
* Apply disciplinary concepts and tools.
* Evaluate sources and use evidence.
* Communicate conclusions and take informed
							 action.
Civics
Economics
* Distinguish the powers and responsibilities of
							 local, state, tribal, national, and international civic and political
							 institutions.
* Analyze the roles of citizens in the U.S. political
							 system.
* Explain how the
U.S. Constitution
establishes a system of government that has powers, responsibilities, and
							 limits that have changed over time and that are still contested.
* Critique relationships among governments, civil
							 societies, and economic markets.
* Evaluate the social and political systems that, in
							 different contexts, times, and places, promote civic virtues and demonstrate
							 democratic principles.
* Analyze the impact and the appropriate roles of
							 personal interests and perspectives on the application of civic virtues,
							 democratic principles, constitutional rights, and human rights.
* Evaluate multiple procedures for making
							 governmental decisions at all levels.
* Analyze how people use and influence local, state,
							 national, and international laws in order to address a variety of public
							 issues.
* Evaluate public policies in terms of intended and
							 unintended outcomes, and their related consequences.
* Analyze historical, contemporary, and emerging
							 means of changing societies, while still promoting the common good, and
							 protecting rights.
* Analyze how incentives influence choices that may
							 result in policies with a range of costs and benefits for different
							 groups.
* Evaluate the extent to which competition among
							 sellers and among buyers exists in specific markets.
* Describe the consequences of competition.
* Use benefits and costs to evaluate the
							 effectiveness of government policies to improve market outcomes.
* Describe the roles of banks and other financial
							 institutions.
* Describe the roles institutions play in such things
							 as clearly defined property rights and the rule of law in a market
							 economy.
* Use current data to explain the influence of
							 changes in spending, production, and the money supply on various economic
							 conditions.
* Use key economic indicators to analyze the current
							 and future state of the economy.
* Evaluate the selection of monetary and fiscal
							 policies in a variety of economic conditions.
* Explain why advancements in capital goods and human
							 capital increase economic growth and standards of living.
* Explain how current globalization trends and
							 policies affect economic growth, labor markets, rights of citizens, the
							 environment, and resources and income distribution in various nations.
Geography
History and Literacy
* Use geospatial and related technologies to create
							 maps to display and explain the spatial patterns of cultural and environmental
							 characteristics.
* Use maps, satellite images, photographs, and other
							 representations to explain relationships between the locations of places and
							 regions and their political, cultural, and economic dynamics.
* Analyze relationships and interactions within and
							 between human and physical systems to explain reciprocal influences that occur
							 among them.
* Evaluate how past political and economic decisions
							 have influenced cultural and environmental characteristics of various places
							 and regions.
* Evaluate the impact of human settlement activities
							 on the environmental and cultural characteristics of specific places and
							 regions.
* Explain how changes in transportation and
							 communication technology influence the spatial connections among human
							 settlements and affect the diffusion of ideas and cultural practices.
* Analyze the reciprocal nature of how historical
							 events and the spatial diffusion of ideas, technologies, and cultural practices
							 have influenced migration patterns and the distribution of human
							 population.
* Evaluate how economic globalization and the
							 expanding use of scarce resources contribute to conflict and cooperation within
							 and among countries.
* Evaluate the effects of human-made and natural
							 catastrophes on global trade, politics, and human migration.
* Evaluate how historical events and developments
							 were shaped by unique circumstances of time and place as well as broader
							 historical contexts.
* Use questions generated about individuals and
							 groups to assess how the significance of their actions changes over time and is
							 shaped by the historical context.
* Analyze how historical contexts shaped and continue
							 to shape people's perspectives.
* Analyze the ways in which the perspectives of those
							 writing history shaped the history that they produced.
* Explain how the perspectives of people in the
							 present shape interpretations of the past.
* Analyze the relationship between historical sources
							 and the secondary interpretations made from them.
* Detect possible limitations in various kinds of
							 historical evidence and differing secondary interpretations.
* Use questions generated about multiple historical
							 sources to pursue further inquiry and investigate additional sources.
* Critique the validity of the historical sources
							 used in a secondary interpretation.
* Distinguish between long-term causes and triggering
							 events in developing a historical argument.
* Integrate evidence from multiple relevant
							 historical sources and interpretations into a reasoned argument about the
							 past.
* Critique the central argument in secondary works of
							 history on related topics in multiple media in terms of their historical
							 accuracy.
* Read and comprehend history/social studies texts at
							 or above grade level text complexity band independently and
							 proficiently.
* Write informative/explanatory texts, including the
							 narration of historical events.
* 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.
World Studies
World Studies engages students in the study of the
				  development and evolution of the historic, economic, geographic, political and
				  social structures of the cultural regions of the world from the dawn of
				  civilization to the Twentieth Century. Special attention is given to the
				  formation and evolution of societies into complex political and economic
				  systems. Students are engaged in critical thinking and problem-solving skills
				  using maps, spreadsheets, charts, graphs, text and other data from a variety of
				  credible sources. Students synthesize the information to predict events and
				  anticipate outcomes as history evolves through the ages.
Civics
SS.W.1
Describe the roles of citizens and their
							 responsibilities (e.g., prehistoric societies, river civilizations, classical
							 civilizations, feudal systems, developing nation states and neo-feudal
							 systems).
SS.W.2
Analyze and connect the status, roles and
							 responsibilities of free men, women, children, slaves and foreigners across
							 time in various civilizations.
SS.W.3
Analyze and evaluate various ways of organizing
							 systems of government in order to illustrate the continuity and change in the
							 role of government over time (e.g., Hammurabi's Code, the Twelve Tables of
							 Rome, Justinian Code,
Magna Carta
,
English Bill of
							 Rights
,
Articles of Confederation
and the
U.S. Constitution
).
SS.W.4
Compare and contrast political ideologies in order to
							 analyze the evolving role of government in world affairs prior to the year 1900
							 (e.g., democracies, republics, dictatorships, various types of monarchies,
							 oligarchies, theocracies and parliamentary systems).
SS.W.5
Research and categorize multiple current and
							 historical world aid organizations and assess the importance of global
							 volunteerism as a 21st century citizen (e.g.,
							 Amnesty International, Doctors Without Borders, Human Rights Campaign,
							 International Red Cross, Invisible Children, Peace Corps, etc.).
Economics
SS.W.6
Examine and illustrate the trade patterns (e.g.,
							 resource allocation, mercantilism and other economic systems) of regions of the
							 world across time and explain their significance to the evolution of global
							 economics.
SS.W.7
Identify types of exchange systems (e.g., barter,
							 money) and the role forms of currency play in acquiring goods and
							 services.
SS.W.8
Analyze the importance of family, labor
							 specialization and regional commerce in the development of global trade
							 systems.
SS.W.9
Define scarcity, demonstrate the role of opportunity
							 costs in decision making, and examine economic reasons for the rise and fall of
							 civilizations (e.g., Roman Empire, the Crusades and Imperialism).
Geography
SS.W.10
Use different types of maps, terminology, and
							 geographic tools to analyze features on Earth to investigate and solve
							 geographic questions.
SS.W.11
Explain how altering the environment has brought
							 prosperity to some places and created environmental dilemmas for others.
SS.W.12
Apply geography skills to help investigate issues and
							 justify possible resolutions involving people, places and environments.
SS.W.13
Explain how migration of people and movement of goods
							 and ideas can enrich cultures, but also create tensions.
SS.W.14
Explain how the uneven distribution of resources in
							 the world can lead to conflict, competition or cooperation among nations,
							 regions, and cultural groups.
SS.W.15
Use maps, charts and graphs to depict the geographic
							 implications of world events.
History
SS.W.16
Demonstrate an understanding of prehistory, the
							 concept of change over time and the emergence of civilization.
* Analyze the interaction of early humans with their
							 environment and evaluate their decisions (e.g., hunting, migration, shelter,
							 food and clothing.)
* Detail and predict the causes and effects of the
							 Agricultural Revolution.
SS.W.17
Demonstrate an understanding of ancient river
							 civilizations and the ways in which early civilizations evolve.
* Compare and contrast the causes and effects of the
							 rise and decline of ancient river valley civilizations.
* Investigate and detail the various components of
							 culture and civilization including customs, norms, values, traditions,
							 political systems, economic systems, religious beliefs and philosophies in
							 ancient river civilizations.
SS.W.18
Demonstrate an understanding of classical
							 civilizations and the influence of those civilizations across time and
							 space.
* Compare and contrast the causes and effects of the
							 rise and decline of classical civilizations.
* Analyze the impact of religion on classical
							 civilizations, including the rise and growth of Christianity and Hinduism, and
							 the effects of their beliefs and practices on daily life, changes that occurred
							 as a result of Buddhist teachings, and the influence of a variety of religions
							 on culture and politics.
SS.W.19
Demonstrate an understanding of Middle Age societies
							 and the influence of those societies on the history of the world in areas of
							 social, political and economic change
.
* Investigate and explain the influence of the
							 Byzantine Empire, including the role the Empire played in preserving
							 Hellenistic (Greek) learning.
* Summarize the functions of feudalism and
							 manorialism in Europe, China and Japan (including the creation of
							 nation-states) as feudal institutions helped monarchies centralize
							 power.
* Outline the origins of religion in the Middle East
							 and the changing role of women in that region through to the modern (or
							 contemporary) period.
* Identify and evaluate the individual, political,
							 religious and economic roles in medieval society.
* Analyze the social, political and economic upheaval
							 and recovery that occurred in Europe during the Middle Ages, including the
							 plague and the subsequent population decline, the predominance of religion and
							 the impact of the crusades.
* Summarize the economic, geographic and social
							 influences of African and trans-Saharan trade, including education and the
							 growth of cities.
* Examine and assess the effects of warfare on
							 society during the Middle Ages.
SS.W.20
Demonstrate an understanding of the changes in
							 society because of the Renaissance, Reformation, Age of Exploration and the
							 Enlightenment.
* Compare the impacts of the Renaissance on life in
							 Europe (e.g., Humanism, art, literature, music and architecture).
* Analyze the religious reformations and their
							 effects on theology, politics and economics.
* Summarize the origins and contributions of the
							 scientific revolution.
* Explain how European needs/wants for foreign
							 products contributed to the Age of Exploration.
* Explain the ways that Enlightenment ideas spread
							 through Europe and their effect on society (e.g., John Locke, Voltaire,
							 Jean-Jacques Rousseau and Baron de Montesquieu.)
SS.W.21
Demonstrate an understanding of the global political
							 environment of the sixteenth through the nineteenth centuries.
* Explain the long-term effects of political changes
							 because of the emergence of strong monarchial governments.
* Describe the Agricultural and Industrial
							 Revolutions and determine their impact on the evolution of society.
* Analyze the causes and effects of political
							 revolutions and determine their impact on the formation of governments and on
							 the citizens of a society (e.g., French, Italian, German, Latin America,
							 etc.).
* Illustrate the significant political, commercial
							 and cultural changes that took place in China.
* Compare the political actions of European, Asian
							 and African nations in the era of imperial expansion.
* Assess the impact of colonization on both the
							 mother countries and their colonies.
* Explain the causes and effects of political, social
							 and economic transformation in Europe in the nineteenth century, including the
							 significance of nationalism, the impact of industrialization on different
							 countries and the effects of democratization.
United States Studies
Tenth Grade United States Studies examines the evolution of
				  the
U.S. Constitution
as a living document and the role of
				  participatory democracy in the development of a rapidly changing technological
				  society. This study of the United States is an examination of the formative
				  years from the colonization of what would be the United States to its
				  transformation as a dominant political and economic influence in the world at
				  the beginning of the twentieth century. Special emphasis is placed on how the
				  challenges of settling expansive and diverse physical environments were met by
				  a culturally diverse population.
Civics
SS.US.1
Evaluate, then defend, the importance of the
							 fundamental democratic values and principles of U.S. constitutional democracy.
							 Consider conflicts between individuals, communities and nations, liberty and
							 equality, individual rights and the common good, majority rule and minority
							 rights, and the rule of law vs. ethics (e.g., civil disobedience).
SS.US.2
Define the duties of citizens that are necessary to
							 preserve US democracy (e.g., become informed and active in a democracy-through
							 jury duty, paying taxes, public forums (local, state, and/or federal), voting
							 and conscription.).
SS.US.3
Identify the issues regarding the evolution of United
							 States citizenship and evaluate responsibilities and rights of United States
							 citizens (e.g., landownership, race, gender and age).
SS.US.4
Examine, select and participate in a volunteer
							 service or project.
Economics
SS.US.5
Trace economic development throughout U.S. history
							 (e.g., Colonial period, Revolutionary War, Westward Expansion, Civil War and
							 late 19th /early 20th
							 Centuries) and identify the role of market factors in the settlement of the
							 United States and the development of the free enterprise system.
SS.US.6
Explain the ideas, values and practices in the
							 Federalist-Anti-Federalist debate, Bank of the U.S. issue, and evaluate their
							 effects on the formation and direction of the nation's economy.
SS.US.7
Differentiate economic policy in the United States
							 during each era (e.g., Colonial period, Revolutionary, Westward Expansion,
							 Civil War and late 19th /early 20th Centuries) through types of taxes, taxation
							 controversies, the effects of foreign trade and tariff policies.
SS.US.8
Critique the cause and effect relationship between
							 the labor movement, industrialization and urbanization in the United
							 States.
SS.US.9
Analyze the effects of mercantilism and triangular
							 trade on the emergence of colonial economies (e.g., goals of mercantilism, the
							 mother country's interests vs. colonial interests, regional economies,
							 agriculture vs. manufacturing, colonial products and raw materials, and
							 transition from mercantilism to free enterprise capitalism).
SS.US.10
Explain the concept of capitalism and compare the
							 basic components of other economic systems.
Geography
SS.US.11
Apply correct vocabulary and geographic tools to
							 determine and illustrate geographic concepts (e.g., major meridians of
							 longitude and parallels of latitude, physical features, landforms, bodies of
							 water, climatic regions, states and their capitals and relative and exact
							 location).
SS.US.12
Determine the most appropriate maps and graphics in
							 an atlas for analyzing geographic issues regarding the growth and development
							 of the United States (e.g., topography, movement of people, transportation
							 routes, settlement patterns, growth of population and cities, etc.).
SS.US.13
Interpret how people express attachment to places and
							 regions (e.g., by reference to essays, novels, poems, short stories, feature
							 films and songs)
SS.US.14
Evaluate the impact of health and cultural
							 considerations on the quality of life over different historical time periods
							 (e.g., Colonial America, westward movement, late
							 19th and early 20th
							 centuries and impact of epidemics).
SS.US.15
Analyze the characteristics of cultural contributions
							 of Native Americans, African Americans, Hispanics and all immigrants (e.g.,
							 Germans, Italians, Irish, etc.) to the new nation.
SS.US.16
Analyze the impact of the environment, including the
							 location of natural resources, on immigration and settlement patterns
							 throughout U. S. history.
SS.US.17
Analyze the ways in which physical and cultural
							 geography have influenced significant historic events and movements.
History
SS.US.18
Demonstrate an understanding of the European
							 settlement of North America.
* Trace the emergence of England as a global colonial
							 power beginning in 1588.
* Compare the progress of Jamestown and Plymouth
							 colonies.
* Identify and examine European colonial rivalries
							 (e.g., conflicting land claims, empire building, etc.).
* Summarize the distinct characteristics of each
							 colonial region in the settlement and development of America, including
							 religious, social, political and economic differences.
SS.US.19
Demonstrate an understanding of the establishment of
							 the United States as a new nation.
* Explain the impact of the
Declaration of
							 Independence
and the American Revolution on the American colonies and
							 the world.
* Explain the strengths and weaknesses of government
							 under the
Articles of Confederation
.
* Summarize events leading to the creation of the
U. S. Constitution
(e.g., country's economic crisis, Shay's
							 Rebellion and purpose outlined in the Preamble).
* Explain fundamental principles and purposes of the
U.S. Constitution
and the
Bill of Rights
(e.g., through the
Magna Carta
, the
English Bill of
							 Rights
, colonial charters and the political philosophies of the
							 Enlightenment).
* Trace the emergence of the American two party
							 political system (Federalists-Anti-Federalists, election of 1800, etc.).
* Compare and contrast the position of the political
							 parties and leaders on a variety of issues (e.g., economic development,
							 territorial expansion, political participation, individual rights, states'
							 rights, slavery and social reforms).
* Analyze the impact of United States Supreme Court
							 decisions (e.g.,
Marbury
v.
Madison
,
McCulloch
v.
Maryland
,
DredScott
v.
Stanford
and
Plessy
v.
Ferguson
).
SS.US.20
Demonstrate an understanding of westward movement and
							 the resulting regional conflicts that took place in America in the nineteenth
							 century.
* Explain the impact and challenges of westward
							 movement, (e.g., people's motivations for moving west, railroad construction
							 and the displacement of Native Americans).
* Trace land acquisitions and their significance as
							 the U. S. expanded.
* Summarize United States relations with foreign
							 powers (e.g., Louisiana Purchase, Monroe Doctrine, Manifest Destiny and the
							 Mexican War).
* Compare economic development in different regions
							 of the country during the early nineteenth century (e.g., agricultural South,
							 industrial and financial North, and the development of new resources in the
							 West).
* Examine and evaluate the reform period prior to the
							 U.S. Civil War (e.g., abolition, women's suffrage, religious principals,
							 etc.).
SS.US.21
Demonstrate an understanding of the causes and the
							 course of the Civil War and Reconstruction in America.
* Analyze the social, political and cultural
							 characteristics of the North, the South and the West before and after the Civil
							 War (e.g., the lives of African Americans, social reform, Patriotism,
							 Nationalism, labor force, etc.).
* Explain how the political events and issues that
							 divided the nation led to civil war (e.g., compromises reached to maintain the
							 balance of free and slave states, successes and failures of the abolitionist
							 movement, conflicting views on states' rights and federal authority, emergence
							 of the Republican Party and election of 1860).
* Examine and identify the cause and effect of the
							 formation of the Confederate States of America.
* Outline the course and outcome of the Civil War
							 (e.g., the role of African American military units, the impact of the
							 Emancipation Proclamation, and the social, political and economic impact on the
							 South following the Civil War).
* Evaluate effects of Reconstruction on the nation
							 (e.g., the roles of the Civil War Amendments, Radical Republicans,
							 etc.).
* Summarize the progress and impact made by various
							 groups in society (including African-Americans, women, immigrants, etc.) during
							 Reconstruction.
* Trace societal changes in the United States brought
							 about by the end of Reconstruction (the Freedmen's Bureau, educational reform,
							 political opportunity, new trends in legislation, Jim Crow laws and the rise of
							 anti-African American factions).
SS.US.22
Demonstrate an understanding of changes that took
							 place at the end of the 19th Century in the United States.
* Analyze the developments in business and industry
							 including the emergence of new industries and the rise of corporations through
							 monopolies and mergers.
* Examine the effects of technological change on the
							 United States (e.g., agriculture, transportation, industry, labor and
							 society).
* Investigate the various periods and movements at
							 the end of the nineteenth century. (e.g., the Gilded Age, the Populist
							 movement, the Progressive Era, labor movement, continuation of the women's
							 suffrage movement, etc.).
* Examine and identify the goals and accomplishments
							 of reformers and reform movements (e.g., women's rights, minorities,
							 temperance, prisons, hospitals, schools, etc.).
* Explain the transformation of America from an
							 agrarian to an industrial economy, including the effects of mechanized farming
							 and the expansion of international markets.
* Assess the impact of urbanization and immigration
							 on social, economic and political aspects of society in the United States in
							 the late nineteenth century. (e.g., labor, agriculture, ethnic neighborhoods,
							 African Americans, immigrants, women and children).
SS.US.23
Demonstrate an understanding of global developments
							 that influenced the United States' emergence as a world power in the early
							 twentieth century.
* Evaluate the impact of United States foreign policy
							 on global affairs (e.g., Open Door Policy and presidential programs of Taft,
							 Roosevelt, and Wilson, such as Big Stick Diplomacy, Dollar Diplomacy and Moral
							 Diplomacy).
* Analyze the development of American expansionism,
							 including the shift from isolationism to intervention and the economic and
							 political reasons for imperialism.
* Investigate and explain the impact of the
							 Spanish-American War on the United States as a world power, including locations
							 of expansion and the changing image of the United States by the global
							 community.
* Investigate the impact of technological advances
							 and innovation in the early twentieth century both in the United States and the
							 world (e.g., telephone, automobiles, flight, transportation, weapons and
							 medical advances).
* Analyze and explain how political, social and
							 economic factors influenced American involvement in World War I (e.g.,
							 treaties, alliances and nationalism).
United States Studies - Comprehensive
United States Studies - Comprehensive examines the evolution
				  of the
U.S. Constitution
as a living document and the role of
				  participatory democracy in the development of a rapidly changing technological
				  society. This study of the United States is an examination of the formative
				  years from the colonization of what would be the United States to present day.
				  Teachers will engage students in critical thinking and problem-solving skills
				  as students learn and work with factual historical content, geography, civics,
				  economics and other social studies concepts.
Civics
SS.USC.1
Identify the issues regarding the evolution of United
							 States citizenship and evaluate responsibilities and rights of United States
							 citizens (e.g., landownership, race, gender and age).
SS.USC.2
Evaluate, then defend the importance of the
							 fundamental democratic values and principles of U.S. constitutional democracy
							 in a global context including conflicts between individuals, communities and
							 nations:
* liberty and equality
* individual rights and the common good
* majority rule and minority rights
* The rule of law and ethics (e.g., civil
							 disobedience)
* patriotism
ELA.USC.3
Compare various citizens' responses to controversial
							 government policies and actions by monitoring and debating government
							 decisions, and create a cooperative and peaceful solution to controversial
							 government policies and actions.
SS.USC.4
Analyze multiple media sources and their influence on
							 public opinion and policy issues.
SS.USC.5
Evaluate court cases essential to fundamental
							 democratic principles and values (e.g.,
Brown
v.
BOETopeka
,
Miranda
v.
Arizona
,
Roe
v.
Wade
,
Mapp
v.
Ohio
,
Schenck
v.
U.S.
, and
Doe
v.
Holder
(P.A.T.R.I.O.T. Act).
SS.USC.6
Select and participate in a volunteer service or
							 project with a community or Veteran's organization (e.g., American Legion,
							 Veterans of Foreign Wars, Women Veterans of America, Ronald McDonald House,
							 Special Olympics, 4-H, etc.).
Economics
SS.USC.7
Trace economic development throughout U.S. History
							 (e.g., Colonial period, Revolutionary War, Westward Expansion, Civil War and
							 late 19th /early 20th
							 Centuries) and identify the role of market factors in the settlement of the
							 United States and the development of the free enterprise system.
SS.USC.8
Critique the cause and effect relationship between
							 the labor movement, industrialization and urbanization in the United
							 States.
SS.USC.9
Apply the concept of supply and demand in various
							 historic events as a cause of economic turmoil.
SS.USC.10
Analyze the causes and consequences of the United
							 States' national debt and its effect upon world economic systems.
SS.USC.11
Assess how various executive initiatives and
							 legislative acts have influenced the United States' economy (e.g., Fourteen
							 Points, New Deal, Domino Theory, Great Society, Space Race and Strategic
							 Defense Initiative).
SS.USC.12
Cite evidence of the economic and cultural impact of
							 advertising and the growth of consumerism (e.g., differentiate between wants
							 and needs).
SS.USC.13
Identify various developed countries (MDC) and
							 developing countries (LDC) and evaluate their GDP to determine the standard of
							 living of their citizens (e.g., health care, education, military, industrial
							 and agricultural capabilities).
Geography
SS.USC.14
Apply correct vocabulary and geographic tools to
							 determine and illustrate geographic concepts (e.g., major meridians of
							 longitude and parallels of latitude, physical features, landforms, bodies of
							 water, climatic regions, states and their capitals, and relative and exact
							 location).
SS.USC.15
Determine the most appropriate maps and graphics in
							 an atlas for analyzing geographic issues regarding the growth and development
							 of the United States (e.g., topography, movement of people, transportation
							 routes, settlement patterns, growth of population and cities, etc.).
SS.USC.16
Evaluate the impact of health and cultural
							 considerations on the quality of life over different historical time
							 periods.
SS.USC.17
Analyze the characteristics of cultural contributions
							 of Native Americans, African Americans, Hispanics and all immigrants (e.g.,
							 Germans, Italians, Irish, etc.).
SS.USC.18
Analyze the ways in which physical and cultural
							 geography have influenced significant historic events and movements.
SS.USC.19
Evaluate the changing boundaries of world maps as a
							 result of wars.
History
SS.USC.20
Demonstrate an understanding of the European
							 settlement of North America.
* Compare and contrast the distinct characteristics
							 of each colonial region in the settlement and development of America, including
							 religious, social, political, and economic differences (i.e. Proclamation of
							 1763, French and Indian War).
* Identify and examine European colonial rivalries
							 and the centralization British control.
SS.USC.21
Demonstrate an understanding of the establishment of
							 the new Republic.
* Trace the major events leading to the American
							 Revolution including the writing of the
Declaration of
							 Independence
.
* Examine the contributions of key individuals in the
							 development of the Republic.
* Determine the strengths and weaknesses in the
Articles of Confederation
and how their failure led to the
							 development of the
U.S. Constitution
.
* Compare and contrast political ideologies and
							 sectional differences in the development of the
U.S.
							 Constitution
(e.g. economic development, slavery, and social
							 reforms).
SS.USC.22
Demonstrate an understanding of westward movement and
							 land acquisition.
* Examine the consequences of the expansion of the
							 republic on the native population.
* Summarizethe United States' relations with foreign
							 powers (e.g. Louisiana Purchase, War of 1812, Monroe Doctrine, Manifest Destiny
							 and the Mexican-American War.)
* Compare and contrast the social, economic, and
							 political development in different regions of the country during the antebellum
							 period.
SS.USC.23
Demonstrate an understanding of the course of the
							 American Civil War and Reconstruction in America.
* Identifyand analyze the events which led to the
							 secession of the south from the Union and the formation of the Confederate
							 States of America.
* Trace the major events of the Civil War and
							 evaluate the impact of political and military leadership during the war.
* Evaluate short-term and long-term effects of
							 Reconstruction on the nation (e.g. Civil War Amendments, radical republicans,
							 Jim Crow).
SS.USC.24
Demonstrate an understanding of the industrialization
							 and reform movements.
* Analyze the contributions of business, industry,
							 and entrepreneurs in the late 19th/early
							 20th century.
* Compare and contrast the societal, economic and
							 population shifts in the United States in the late
							 19th century (i.e. Agrarian to Industrial, rural to
							 urban, labor vs. industry, immigration, migration).
* Identify the goals and accomplishments of reformers
							 and reform movements (e.g. women's rights, minorities, labor, temperance,
							 Progressivism etc.)
SS.USC.25
Demonstrate an understanding of the United States'
							 emergence as a world power.
* Evaluate the impact of United States foreign policy
							 on global affairs (e.g., Open Door Policy, Good Neighbor Policy, Big Stick
							 Diplomacy, Dollar Diplomacy, and Moral Diplomacy).
* Trace the shift from isolationism to intervention
							 and imperialism (e.g. Spanish-American War, annexation of Hawaii, development
							 of the Panama Canal).
* Analyze and explain how political, social, and
							 economic factors influenced American involvement in World War I (e.g.,
							 treaties, alliances, and nationalism).
* List and explain underlying causes, major players,
							 and the effects of World War I.
SS.USC.26
Demonstrate an understanding of the Great Depression
							 and the New Deal.
* Examine causes of the stock market crash and draw
							 conclusions about the immediate and lasting economic, social, and political
							 effects on the United States and the World.
* Research the changing social values that led to the
							 expansion of government in the 1920's & 1930's (e.g. constitutional
							 amendments, New Deal legislation, etc.).
* Investigate the different cultural movements during
							 the late 1920's & 1930's.
SS.USC.27
Demonstrate an understanding of the events
							 surrounding World War II.
* Explain how the world economic crisis initiated
							 worldwide political change.
* Explore the causes and effects of World War II and
							 describe the impact the war had on the world (e.g. failure of the Treaty of
							 Versailles/League of Nations, militarism, nationalism, failure of
							 appeasement).
* Investigate the abuse of human rights during World
							 War II (e.g. Japanese Internment, Holocaust, stereotypes, propaganda).
* Identify contributions from the American-Home front
							 during the war (e.g. Rosie the Riveters, victory gardens, liberty
							 bonds).
* Analyze the long-term consequences of the use of
							 atomic weaponry to end the war.
SS.USC.28
Demonstrate an understanding of Post - World War II
							 America.
* Compare and contrast the United States and the
							 Soviet Union following WWII and their emergence as superpowers.
* Identify social, technological, and political
							 changes that occurred in the United States as a result of the tensions caused
							 by the Cold War.
* Trace the events of the Cold War and confrontations
							 between the United States and other world powers.
SS.USC.29
Demonstrate an understanding of the social and
							 political conflicts that brought forth an era of change in America.
* Investigate key people, places, and events of the
							 African-American Civil Rights Movement.
* Research the various paradigm shifts during the
							 1950's, 1960's, & 1970's (e.g. counterculture, rock n' roll, women's
							 rights,
Roe
v.
Wade
, shifts in
							 technology).
* Connect events to continued questions of trust in
							 federal government (e.g., Watergate, Iran Contra and Pentagon Papers).
SS.USC.30
Demonstrate an understanding of America's continued
							 role in the complex global community
.
* Evaluate the causes and effects of acts of foreign
							 and domestic terrorism before and after 9/11. (e.g. Iran hostage crisis, 1993
							 World Trade Center, Oklahoma City, USS Cole, 2001 attacks on World Trade Center
							 & Pentagon, PATRIOT Act, death of Osama bin Laden)
* Identify the positive and negative consequences of
							 the advancement of technology.
* Evaluate and explain modern American policies
							 (i.e., foreign and domestic), immigration, the global environment, and other
							 current emerging issues.
Contemporary Studies
Contemporary Studies examines the interactions between the
				  United States and the world from 1914 to present day. Teachers will engage
				  students in critical thinking and problem-solving skills as students learn and
				  work with factual historical content, geography, civics, economics and other
				  social studies concepts. Maps, spreadsheets, charts, photographs, the arts,
				  music, graphs, primary source documents, textbooks and data from a variety of
				  credible electronic and non-electronic sources will be used to synthesize,
				  analyze, interpret and predict outcomes. The concept of globalization is
				  explored and evaluated through the careful analysis of the interactions
				  (between or among) the United States and other nation states, helping students
				  recognize the interdependencies of the United States and other countries.
				  Teachers will provide a venue for students to examine factors that influence
				  changing political and economic relationships and foreign policies between the
				  United States and its world neighbors. The impact of world events on the
				  individual citizen and the reciprocal impact of an individual citizen's
				  actions, in the democratic process, on world events will be emphasized.
Civics
SS.CS.1
Evaluate, then defend, the importance of the
							 fundamental democratic values and principles of U.S. constitutional democracy
							 in a global context including conflicts between individuals, communities and
							 nations.
* liberty and equality
* individual rights and the common good
* majority rule and minority rights
* Rule of Law and ethics (e.g., civil
							 disobedience)
* patriotism
SS.CS.2
Justify the duties of citizens that are necessary to
							 preserve global democracy.
* public forums (local, national, and/or
							 global)
* analysis of voting apathy and resulting
							 consequences
* personal freedoms throughout the world
* role of international government and non-government
							 organizations (e.g., League of Nations and U.N.)
SS.CS.3
Analyze and apply ways U.S. and world conflicts can
							 be resolved in a cooperative and peaceful manner.
SS.CS.4
Evaluate court cases essential to fundamental
							 democratic principles and values (e.g., amendments since 1920,
Brown
v.
BOETopeka
,
Miranda
v.
Arizona
,
Roe
v.
Wade
and
							 the P.A.T.R.I.O.T. Act).
SS.CS.5
Select and participate in a volunteer service or
							 project with a community or Veteran's organization (e.g., American Legion,
							 Veterans of Foreign Wars, Women Veterans of America, Ronald McDonald House,
							 Special Olympics, 4-H, etc.).
Economics
SS.CS.6
Analyze the industrial organization of the American
							 economy and connect its effects on the outcome of World War I and subsequent
							 wars (e.g., loans, Lend/Lease Act, Marshall Plan and nuclear arms race).
SS.CS.7
Assess how various executive initiatives and
							 legislative acts influence the United States economy (e.g., Fourteen Points,
							 New Deal, Domino Theory, Great Society, Space Race and Strategic Defense
							 Initiative).
SS.CS.8
Apply the concept of supply and demand in various
							 historic events as a cause of economic turmoil (e.g., Prohibition, O.P.E.C,
							 etc.).
SS.CS.9
Cite evidence of the economic and cultural impact of
							 advertising and the growth of consumerism (e.g., differentiate between wants
							 and needs).
SS.CS.10
Critique the competing ideologies of various economic
							 systems (e.g., Capitalism, Socialism and Communism) and resulting world
							 conflicts.
SS.CS.11
Analyze the causes and consequences of the United
							 States' national debt and their effect upon world economic systems.
SS.CS.12
Identify various developed countries (MDC) and
							 developing countries (LDC) and evaluate their GDP to determine the standard of
							 living of their citizens (e.g., health care, education, military, industrial
							 and agricultural capabilities).
Geography
SS.CS.13
Analyze and evaluate the changing boundaries of world
							 maps as a result of wars (e.g., Europe World War I, World War II, Cold War Era
							 and Middle East conflicts).
SS.CS.14
Identify and locate the countries that enjoy
							 topographical protection from invasion as opposed to countries that rely on
							 political boundaries.
SS.CS.15
Use census data to analyze the demographics of
							 population growth that lead to the exhaustion of resources and cultural
							 conflict (e.g., water, agricultural land, energy and food supplies).
SS.CS.16
Connect how natural resources of various world
							 regions impact foreign and economic policy decisions (e.g., Middle Eastern oil
							 supplies and United States coal deposits, etc.).
SS.CS17
Hypothesize how human and environmental interactions
							 pose a threat to mankind and the environment.
History
SS.CS.18
Demonstrate an understanding of the events that
							 illustrate the United States' emergence as a world power beginning in
							 1914.
* Analyze United States isolationism, neutrality and
							 entanglement in world affairs.
* List and explain underlying causes, major players
							 and the effects of World War I.
* Explain the connection between the advancement of
							 military technology and the massive casualties in World War I.
* Compare and contrast idealism and realism by
							 analyzing the Treaty of Versailles, Wilson's Fourteen Points and the subsequent
							 failure of the League of Nations.
* Make connections between relief efforts and
							 interventions of the 1918 pandemic to modern global health concerns.
SS.CS.19
Demonstrate an understanding of society in the
							 Roaring 20's by examining the changing cultural, economic, and political
							 philosophies, and the ensuing consequences.
* Outline activities and irregularities of both Wall
							 Street and United States banking practices followed by attempted reform
							 legislation.
* Analyze the impact that the emerging independence
							 of women (e.g., suffrage, double standard, flappers and employment
							 opportunities) and immigration issues had on society.
* Research the social issues that led to the passage
							 of the 18th Amendment and the establishment of
							 Prohibition, and discuss the factors that led to its repeal in the
							 21st Amendment (e.g. organized crime, Great
							 Depression and changing social values).
* Investigate literary, musical and artistic
							 movements (e.g., Harlem Renaissance, jazz and the Lost Generation).
SS.CS.20
Demonstrate an understanding of the immediate and
							 lasting economic, social and political effects caused by the Great Depression
							 in the United States and throughout the world.
* Assess the prolonged effects of the stock market
							 crash upon the social and economic activities of the U.S. and the world.
* Investigate the expansion of government with New
							 Deal legislation and resulting deficit spending.
* Explain how the world economic crisis enabled the
							 growth of totalitarian governments (e.g., Fascism and Nazism).
* Critique the role of sports, movies, radio and
							 other forms of entertainment in the development of a new culture in
							 America.
SS.CS.21
Demonstrate an understanding of the events
							 surrounding World War II.
* Explore how appeasement efforts such as the Munich
							 Agreement (1938) failed to prevent war.
* Examine and evaluate the suffering and human cost
							 of the propaganda and genocide of the Nazi Holocaust.
* Assess the Japan's motives for attacking Pearl
							 Harbor and the attack's effect on the outcome of WWII.
* Examine and identify the penalties of war faced by
							 the Japanese in the United States and their homeland.
* Identify the contributions from the home front
							 during the war (e.g. Rosie the Riveters - "Rosies", victory gardens, war bond
							 sales, wartime propaganda and opportunities for minorities).
* Investigate and cite evidence about the
							 significance of the events in the European and Pacific Theaters.
* Hypothesize America's reasons for rebuilding war
							 torn countries and trace the rationale and origins of cooperation that led to
							 the creation of the United Nations.
SS.CS.22
Demonstrate an understanding of the competing
							 ideologies of communism and democracy and the conflict between the United
							 States and Soviet Union superpowers from the post WWII era through early
							 1990's.
* Assess the destructive capability of atomic and
							 hydrogen weaponry.
* Trace the expansion of Soviet and Chinese communism
							 to satellite nations.
* Explore the motivation and legacy of the Truman
							 Doctrine and containment policy through different presidential
							 administrations.
* Outline and discuss major confrontations between
							 the United States and Soviets and explain the fears of American society related
							 to communism and the Race to Space.
* Analyze and explain the political, social and
							 economic causes and consequences of American involvement in the Korean Conflict
							 and Vietnam.
* Connect the United States' governmental policies of
							 the 1980s to the economic collapse of the Soviet Union.
SS.CS.23
Demonstrate an understanding of the origins, struggle
							 and progress of racial minorities seeking social, economic and political
							 equality in the United States.
* Examine and identify the foundations of the Civil
							 Rights Movement through documents (e.g.,
Declaration of
							 Independence
,
U.S. Constitution
, etc.) and Supreme
							 Court decisions (e.g.,
Plessy
v.
Ferguson
and
Brown
v.
BOETopeka
).
* Investigate and cite examples of intolerance,
							 prejudice, persecution, discrimination and segregation (e.g., Black Codes and
							 Jim Crow laws).
* Debate the role of activists for and against the
							 Civil Rights Movement (e.g., KKK, Black Panthers, Dr. Martin Luther King, Jr.,
							 SCLC, Student Non-violent Coordinating Committee, AIM, Chicano Movement and
							 UFWOC).
* Design a timeline of the Civil Rights Movement in
							 the United States that includes key people, places and events.
SS.CS.24
Demonstrate an understanding of the social conflicts
							 that challenged traditional values in the second half of the twentieth
							 century.
* Investigate and identify the effects of Americans
							 migrating to the suburbs after World War II.
* Identify and examine changes brought about by media
							 sources to American cultural, economic and political behavior. (e.g.,
							 television, Rock 'n' Roll, protest songs, etc.).
* Summarize the various counterculture movements and
							 their effect on American society.
* Connect events to continued questions of trust in
							 federal government (e.g., Watergate, Iran Contra and Pentagon Papers).
SS.CS.25
Demonstrate an understanding of United States foreign
							 policy and global economic issues since 1990.
* Evaluate American foreign policy concerning abuses
							 of human rights.
* Critique the domestic and military policies of the
							 1990's.
* Determine the motivation for adopting NAFTA (North
							 American Free Trade Agreement) and GATT (General Agreement on Tariffs and
							 Trade), then assess their effects on the American and world economies.
* Evaluate acts of terrorism before and after
							 9/11.
SS.CS.26
Demonstrate an understanding of America's continued
							 role in shaping the complex global community since September 11, 2001.
* Assess the results of American foreign policy
							 relating to Middle Eastern countries.
* Outline provisions of the P.A.T.R.I.O.T. Act
							 (Providing Appropriate Tools Required (to) Intercept (and) Obstruct Terrorism
							 Act of 2001
)
and assess the necessity of such infringements on
							 American civil rights.
* Critique the effectiveness of the wars in Iraq and
							 Afghanistan on the war against terror.
* Analyze both the positive and negative aspects of
							 the Internet and social networking in revolutionizing popular thought, and
							 organizing people throughout the world (e.g., Tea Party, Arab Spring, Occupy
							 Wall Street, Wi-Fi, Google and Facebook).
* Research and analyze U.S. and World responses to
							 ISIS's (Islamic State in Iraq and Syria) rise in Iraq and Syria.
Civics
Civics is designed as a culminating U.S. Studies class that
				  fosters informed citizens essential to the perpetuation of the American
				  Republic. A U.S. Studies course is a prerequisite for this course. Students
				  learn and utilize knowledge and skills for responsible, participatory
				  citizenship based on a firm understanding of the principles and practices of
				  our government coupled with civil rights and responsibilities, sound financial
				  literacy and global awareness. Students investigate what has happened, explore
				  what is happening and predict what will happen to the social, political and
				  economic problems that beset America and the world using the skills and
				  resources of the past and present centuries. Students continue to develop their
				  critical thinking and problem-solving skills collaboratively and independently
				  to become informed citizens and consumers who practice economically sound
				  decision-making, are geographically aware of the physical and human landscapes
				  of the world, and protect, preserve and defend their system of government. New
				  and refined knowledge gained in Civics is communicated and shared throughout
				  the community as students engage in community service and service-learning that
				  allows classrooms to span continents and serve as the heart of the
				  community.
Civics
SS.C.1
Strive to become vigilant, informed citizens who
							 actively participate in the preservation and improvement of American government
							 through community service and service-learning (e.g., individual service
							 projects, patriotic events, mock trials, group initiatives, community
							 volunteerism).
SS.C.2
Explore social contracts and the establishment of the
							 rule of law, and evaluate how limited government and the rule of law protect
							 individual rights.
SS.C.3
Demonstrate that the purpose of American government
							 is the protection of personal, political and economic rights of citizens as
							 evidenced by the
Declaration of Independence
, the
U.
							 S. Constitution
, Constitutional Amendments and the ideas of those
							 involved in the establishment of American government.
SS.C.4
Consider factors that subvert liberty (including lack
							 of education, voter apathy, disenfranchisement, civil inequalities, economic
							 issues, loss of public trust and misuse of government power), then collaborate,
							 compromise, and by consensus, create a model that informed citizens can use to
							 defend and perpetuate the American Republic.
SS.C.5
Examine and analyze the contributing factors to the
							 drafting of the
Declaration of Independence
and the
U.S. Constitution
:
* leaders and philosophers (e.g., John Locke, James
							 Madison, Thomas Jefferson and John Adams)
* events (e.g., Glorious Revolution, Reformation and
							 Enlightenment)
* documents (e.g.,
English Bill of
							 Rights
,
Petition of Right
and
Magna
							 Carta
)
* classical periods (e.g., eras of Greece and
							 Rome)
* principles (e.g., popular sovereignty, federalism,
							 limited government, separation of powers, checks and balances, civil liberties
							 and rule of law
SS.C.6
Examine the compromises of the Constitutional
							 Convention and how those decisions were characterized in the Federalist and the
							 Anti-Federalist papers.
SS.C.7
Evaluate the elements in the
U.S.
							 Constitution
that make it a living document with democratic principles
							 that are modified and expanded to meet the changing needs of society.
SS.C.8
Investigate the system of government created by the
							 Preamble, Seven Articles, the
Bill of Rights
and other
							 Amendments of the
U.S. Constitution
to evaluate how the
							 framework for American society is provided.
SS.C.9
Analyze how the
U.S.
							 Constitution
defines federalism and outlines a structure for the United
							 States government.
SS.C.10
Analyze the protection of liberties in the
Bill of Rights
and their expansion through judicial review and
							 the gradual incorporation of those rights by the Fourteenth Amendment.
SS.C.11
Analyze how the freedoms of speech and press in a
							 democratic society enable citizens to develop informed opinions, express their
							 views, shape public policy and monitor government actions.
SS.C.12
Determine how conflicts between the rights of
							 citizens and society's need for order can be resolved while preserving both
							 liberty and safety.
SS.C.13
Compare and contrast the original and appellate
							 jurisdictions of local, state and national judicial systems to show how
							 America's court system addresses criminal and civil cases.
SS.C.14
Apply the concepts of legal precedent through past
							 and present landmark Supreme Court cases, interpretations of the
U.S.
							 Constitution
by the Supreme Court and the impact of these decisions on
							 American society.
SS.C.15
Develop an understanding of the American legal system
							 through examining existing ordinances, statutes and Federal Acts, exploring the
							 differences between criminal and civil law and determining the legal
							 obligations and liabilities of American citizenship.
SS.C.16
Critique the evolution of the two-party system in the
							 United States, evaluate how society and political parties have changed over
							 time and analyze how political parties function today.
SS.C.17
Assess the influence of the media on public opinion
							 and on the decisions of elected officials and the bureaucracy:
* bias in reporting and editorials
* push-pull polls and selective reporting of citizen
							 opinions
* advertising and campaign ads
* reporting news out of context
SS.C.18
Investigate the impact that special interest groups
							 have on shaping public policy at local, state and national levels.
SS.C.19
Assess how factors such as campaign finance,
							 participation of the electorate, and demographic factors influence the outcome
							 of elections.
SS.C.20
Examine how decisions and policies of state and local
							 government impact the lives of citizens-such as local issues and problems,
							 structure of local government (e.g., differences in incorporation, providing
							 public services and mayoral styles), zoning and annexation, land use and urban
							 sprawl, and ordinances and jurisdiction.
SS.C.21
Explore cooperation, competition and conflict among
							 nations through organizations, agreements and protocols, political acts and
							 other exchanges-such as the United Nations, international treaties and
							 terrorism-to evaluate potential solutions to global issues.
SS.C.22
Compare and contrast the values, ideals and
							 principles that are the foundation of a democratic republic and the role
							 citizens play in a constitutional democracy, to the theories and practices of
							 non-democratic governments (e.g. socialism found in communism and nationalism
							 found in fascism).
Economics
SS.C.23
Examine the opportunity costs in ever-present
							 scarcity for individuals, businesses and societies to understand how to make
							 choices when facing unlimited wants with limited resources.
SS.C.24
Debate an effective allocation of the factors of
							 production that encourages healthy economic growth and sustainability while
							 curbing environmental abuses in the global community.
SS.C.25
Explain how supply and demand affects prices,
							 profits, and availability of goods and services.
SS.C.26
Debate the role of government in a free-market
							 economy.
SS.C.27
Describe how households, businesses and government
							 interact in a free-market economy.
SS.C.28
Identify economic influences that impact business
							 climate on the local, regional and global level.
SS.C.29
Track the evolution of currency throughout history to
							 facilitate the exchange of goods and services.
Personal Finance
SS.C.30
Investigate the cost of postsecondary
							 education.
* Determine the tuition and fees of several specific
							 public and private, two and four year institutions.
* Examine room and board cost for students that live
							 on campus.
* Examine commuting costs for attending a local
							 institution (gas, car maintenance, distance, time).
* Compare text book costs (used books, new books,
							 digital rentals, Amazon, eCampus, local bookstore, text loaning
							 programs).
* Determine personal expenses (hobbies, restaurants,
							 entertainment, transportation, gas, bills, rent, insurance, cellphone).
* Examine the net price different postsecondary
							 institutions utilizing the net price calculator required to be posted on all
							 postsecondary institution's web pages.
* Identify sources of financial aid.
* Examine and understand Financial Aid terminology
							 (e.g. FAFSA, EFC, grant, cost of attendance).
* Explore the application process for student loan
							 qualifications and the repayment process.
SS.C.31
Evaluate income, lifestyle, and career opportunities
							 based on education and financial aid decisions.
* Differentiate the annual income of a college
							 graduate compared to a high school graduate.
* Differentiate between gross and net income (e.g.,
							 taxes, insurance and pension plans).
* Explore how earning a degree impacts lifestyle,
							 lifelong earning potential, and personal wants versus needs.
* Investigate the consequences of personal choices in
							 relation to finances.
* Construct, utilize, and monitor a budget for a
							 recent high school graduate.
* Construct, utilize, and monitor a budget for a
							 recent college graduate.
* Compare and contrast the budgets of a high school
							 graduate and a recent college graduate.
* Explore how benefits packages, unions, and
							 professional organizations impact lifestyle and career choices.
SS.C.32
Examine the expectations and benefits of potential
							 careers and their impact on lifelong earning potential
SS.C.33
Examine general workforce preparedness skills.
* Develop a resume showing skills, experiences and
							 education that can be used when applying for a job, a scholarship, or
							 college.
* Participate in mock job interviews.
* Identify workplace expectation, including prompt
							 attendance, timeliness and efficiencies.
SS.C.34
Examine the causes of bankruptcy and how to avoid
							 them.
SS.C.35
Complete Federal and State income tax forms and
							 examine other state and local taxes.
SS.C.36
Examine the advantages and disadvantages of different
							 types of consumer debt to make sound financial decisions (e.g., home loans,
							 credit card debt, automobile loans, pay-day loans and rent-to-own).
SS.C.37
Develop the knowledge and practices of a savvy
							 consumer who knows consumer rights and responsibilities, can identify and avoid
							 fraudulent practices and guard against identify theft.
SS.C.38
Utilize traditional and online banking services as
							 well as examining fees, services and hidden costs of checking, savings, debit
							 cards, Certificates of Deposit, etc.
SS.C.39
Examine financial habits that promote economic
							 security, stability and growth:
* investments (e.g., stocks, mutual funds,
							 certificates of deposits and commodity trading)
* insurance (e.g., life insurance, health insurance,
							 automobile insurance, home and renters insurance and retirement plans).
Geography
SS.C.35
use census data and public records to identify
							 patterns of change and continuity to understand the impact of the following on
							 society:
* zoning
* migration
* ethnicity
* income
* gender differences
* age differences
* education
* voting behavior
* family structure
SS.C.36
Conduct research using demographic data to interpret,
							 debate and evaluate the geopolitical implications of a variety of global
							 issues:
* the environment and environmental protection
* political and cultural boundaries
* women's rights
* cultural diversity and assimilation
* religion
* standard of living
SS.C.37
Analyze the role of sustainable development in the
							 lives of 21st Century citizens (e.g. renewable
							 energy, recycling, reusing, land use policy, ocean management and energy
							 policy) to balance healthy economic growth with environmental
							 protection.
SS.C.38
Analyze the consequences of human and environmental
							 interaction using geographic information systems.
SS.C.39
Explore various routes of personal travel and
							 topography using geographic information systems.
SS.C.40
compare and contrast the factors of development for
							 developed and developing countries, including the causes and implications of
							 the following:
* population (including migration, immigration, birth
							 rate and life expectancy)
* natural resources and environmental
							 protection
* income, industry, trade and Gross Domestic
							 Product
* climate and geographic conditions
* cultural and social factors
* political management, legal system and
							 stability
* educational opportunities
* standard of living
Economics
Understanding economics is essential for all students to
				  enable them to reason logically about key economic issues that affect their
				  lives as workers, consumers and citizens. A better understanding of economics
				  enables students to understand the forces that affect them every day and helps
				  them identify and evaluate the consequences of personal decisions. As resources
				  become scarce, as the economic environment changes, and as the economic impact
				  of decisions becomes more immediate, students must make sense of the array of
				  economic concepts, facts, events, observations and issues in everyday life and
				  develop the ability to make effective decisions about economic issues.
Economics
SS.E.1
Analyze the role of economic choices in scarcity,
							 supply and demand, resource allocation, decision-making, voluntary exchange and
							 trade-offs (Choices).
SS.E.2
Research, critique and evaluate the roles of private
							 and public institutions in the economy (Institutions).
SS.E.3
Compare and contrast various economic systems and
							 analyze their impact on individual citizens (Economic Systems).
SS.E.4
Describe and demonstrate how the factors of
							 production apply to the United States economic system (Factors of
							 Production).
SS.E.5
Analyze the elements of competition and how they
							 impact the economy (Competition).
SS.E.6
Examine and evaluate the interdependence of global
							 economies.
SS.E.7
Explain and give examples showing how scarcity of
							 goods and services forces people to make choices about needs and wants.
SS.E.8
Analyze how the scarcity of natural, technological,
							 capital and human resources requires economic systems to make choices about the
							 distribution of goods and services.
SS.E.9
Explain the role that supply and demand, prices,
							 incentives and profits play in determining what is produced and distributed in
							 a free enterprise system.
SS.E.10
Explain and give examples of opportunity costs
							 (trade-offs) and scarcity, and analyze how these concepts are the basis of
							 other concepts in economics.
SS.E.11
Compare and contrast examples of private and public
							 goods and services.
SS.E.12
Evaluate the costs and benefits of allocating goods
							 and services through public and private means.
SS.E.13
Describe and compare relationships among economic
							 institutions (e.g., households, businesses, banks, government agencies and
							 labor unions).
SS.E.14
Explain how specialization and division of labor in
							 economic systems increase productivity.
SS.E.15
Describe the role of money and other forms of
							 exchange in the economic process.
SS.E.16
Compare and analyze how values and beliefs influence
							 economic decisions in different economic systems.
SS.E.17
Evaluate economic systems according to how laws,
							 rules and procedures deal with demand, supply and prices.
SS.E.18
Evaluate historical and current social developments
							 and issues from an economic perspective.
SS.E.19
Explain historical and current developments and
							 issues in local, national and global contexts from an economic
							 perspective.
SS.E.20
Define inflation and explain its effects on economic
							 systems.
SS.E.21
Define and analyze the use of fiscal and monetary
							 policy in the national economic system.
SS.E.22
Explain the process of international trade from an
							 economic perspective.
SS.E.23
Analyze and evaluate growth and stability in
							 different economic systems.
SS.E.24
Analyze a public issue from an economic perspective
							 and propose a socially desirable solution.
SS.E.25
Evaluate the role of the factors of production in a
							 market economy.
SS.E.26
Compare, contrast and evaluate different types of
							 economies (traditional, command, market, mixed).
SS.E.27
Explain how and why people who start new businesses
							 take risks to provide goods and services.
SS.E.28
Identify, define and explain basic economic concepts
							 (e.g., opportunity costs, scarcity, supply, demand, production, exchange and
							 consumption, labor, wages, and capital, inflation and deflation, market economy
							 and command economy, public and private goods and services).
SS.E.29
Describe and explain the role of money, banking,
							 savings and budgeting in everyday life.
SS.E.30
Distinguish between private goods and services (e.g.,
							 the family car or a local restaurant) and public goods and services (e.g., the
							 interstate highway system or the United States Postal Service).
SS.E.31
Compare and contrast how values and beliefs, such as
							 economic freedom, economic efficiency, equity, full employment, price
							 stability, security and growth influence decisions in different economic
							 situations.
SS.E.32
Explain the basic characteristics of international
							 trade, including absolute and comparative advantage, barriers to trade,
							 exchange rates, and balance of trade.
SS.E.33
Describe and explain global economic interdependence
							 and competition, using examples to illustrate their influence on national and
							 international policies.
SS.E.34
Evaluate long term and short term costs in
							 relationship to long and short-term benefits.
SS.E.35
Identify different economic goals and the trade offs
							 that must be made between economic and social goals.
SS.E.36
Describe the aims of government fiscal policies
							 (taxation, borrowing and spending) and their influence on production,
							 employment and price levels.
SS.E.37
Explain the basic principles of the U.S. free
							 enterprise system (e.g., opportunity costs, scarcity, profit motive, voluntary
							 exchange, private property rights and competition).
SS.E.38
Explain the characteristics, advantages and
							 disadvantages of sole proprietorships, partnerships and corporations.
SS.E.39
Describe characteristics and give examples of pure
							 competition, monopolistic competition and oligopolistic competition.
SS.E.40
Analyze the factors involved in the process of
							 acquiring consumer goods and services including credit, interest and
							 insurance.
Application
SS.E.41
Career options:
* Identify careers in economics.
* Identify resources to help select economics
							 programs for further study.
SS.E.42
Educational requirements:
* Identify degree requirements for economist and
							 economics-related careers.
* Identify resources to help select psychology
							 programs for further study.
SS.E.43
Vocational applications of economics:
* Discuss ways in which economics addresses domestic
							 and global issues.
* Identify careers in economics that have evolved as
							 a result of domestic and global issues.
Geography
The power and beauty of geography allows all students to see,
				  understand and appreciate the web of relationships between people, places and
				  environments. Geography provides knowledge of Earth's physical and human
				  systems and of the interdependency of living things and physical environments.
				  This geography course is based on the six essential elements and five themes of
				  geography stressing the contemporary world and the role of the U.S. in the
				  global community. Students will use geographic perspectives and technology to
				  interpret culture, environment and the connection between them. Students will
				  use the geographic skills of asking geographic questions, acquiring geographic
				  information, organizing geographic information, analyzing geographic
				  information and answering geographic questions.
Geography
SS.G.1
Interpret, use and construct maps, globes and other
							 geographic tools to locate and derive information about personal directions,
							 people, places and environments (The World in Spatial Terms).
SS.G.2
Describe the physical and human characteristics of
							 place and explain how the lives of people are rooted in places and regions
							 (Places and Regions).
SS.G.3
Describe and explain the physical processes that
							 shape the earth's surface and create, sustain and modify the cultural and
							 natural environment (Physical Systems).
SS.G.4
Identify, explain and analyze how the earth is shaped
							 by the movement of people and their activities (Human Systems).
SS.G.5
Analyze the interaction of society with the
							 environment (Environment and Society).
SS.G.6
Explain geographic perspective and the tools and
							 techniques available for geographic study (Uses of Geography).
SS.G.7
Analyze the world and account for consequences of
							 human/environment interactions depicting the geographic implications of world
							 events (e.g. catastrophic environmental and climatic events, wars and
							 conflicts, ethnic cleansing and genocide).
SS.G.8
Explain components of the Earth's physical systems
							 and their interrelationships(e.g. landforms, bodies of water, atmosphere and
							 geologic factors).
SS.G.9
Identify factors that contribute to human and
							 physical changes in places and regions.
SS.G.10
Identify and define the world's physical and cultural
							 regions, including political and historical characteristics, and their
							 interdependence in regard to trade, services, migration and cultural
							 values.
SS.G.11
Analyze populations with regard to life expectancy,
							 infant mortality rates, population pyramids, migration, birth and death
							 rates.
SS.G.12
Evaluate the impact of migration on physical and
							 human systems (e.g., demand for housing, schools, water supply, sewer systems,
							 welfare systems, political systems and food production).
SS.G.13
Analyze growth, decline, and development of cities
							 over time.
SS.G.14
Compare and contrast the impact of competition for
							 limited resources on an interdependent global economy (e.g. distribution,
							 sustainability, conflict and resolution).
SS.G.15
Examine global social and political factors and their
							 implications (e.g., climate change, endangered species, terrorism, air
							 pollution, habitat destruction, floods and universal human rights).
SS.G.16
Analyze ethnicity, nationalism and religion on
							 regional cultures in a global society (e.g. major world religions, various
							 ethnic groups and rigidity of societal norms).
SS.G.17
Analyze the influence of geographical features on the
							 evolution of significant historic events and movements.
SS.G.18
Analyze the impact of technology or its lack on
							 environments and societies over time.
SS.G.19
Analyze connections between physical geography and
							 isolation from the world community which result in cultural and political
							 instability (e.g., Afghanistan, rural areas throughout the world, drought
							 stricken areas of Africa, North Korea, China and Iran).
SS.G.20
Identify causes and draw conclusions about landless
							 cultures (e.g., Kurds, Basques, and Palestinians).
SS.G.21
Compare and contrast standards of living in
							 poverty-stricken areas with advanced societies (e.g. basic needs, education,
							 economic opportunities and technological advances).
SS.G.22
Utilize various geographic information systems to
							 gain insight into people and their place in the world.
Application
SS.G.23
Career options:
* Identify careers in geography.
* Identify resources to help select geography
							 programs for further study.
SS.G.24
Educational requirements:
* Identify degree requirements for geographers and
							 geography-related careers.
* Identify resources to help select psychology
							 programs for further study.
SS.G.25
Vocational applications of geography:
* Discuss ways in which geography addresses domestic
							 and global issues.
* Identify careers in geography that have evolved as
							 a result of domestic and global issues.
Sociology
Sociology is the study of our society and our relationship to
				  it. This course offers a distinctive look at the social world and our place in
				  it. Students will study human interaction and development with emphasis placed
				  on social institutions as well as culture, ethnic, racial, and minority
				  groups.
Sociology
SS.S.1
Explain the origins of sociology, the sociological
							 perspective, research methodologies, and theoretical perspectives in
							 sociology.
SS.S.2
Analyze& evaluate the development and evolution
							 of culture and socialization within society.
SS.S.3
Analyze causes and effects of social inequality,
							 theories of deviance and crime, and maintenance of social order.
SS.S.4
Examine social changes and summarize the impact on
							 society.
SS.S.5
Trace the origins of sociology and the sociological
							 perspective, and determine how sociology relates to the other social
							 sciences.
SS.S.6
Identify major research methods in sociology and the
							 ethical practices used to guide research.
SS.S.7
Compare and evaluate the theoretical perspectives of
							 Structural Functionalism, Symbolic Interaction, and Conflict Theory.
SS.S.8
Identify the basic components of culture and evaluate
							 the importance of culture in society.
SS.S.9
Analyze the components of cultural change and
							 diversity (e.g. norms, beliefs, values, dehumanization, cults,
							 multiculturalism, ethnocentrism, cultural relevance, folk culture,
							 counterculture, subculture, and culture shock).
SS.S.10
Compare and contrast material and non-material
							 culture.
SS.S.11
Analyze the impact of globalization on the US and
							 other world cultures and make predictions about future trends.
SS.S.12
Explain the components of social structure; including
							 status, role, and social institutions.
SS.S.13
Research theories and stereotypes of poverty, and
							 trace its relationship to geography and opportunity (e.g. access to
							 healthcare/education, unemployment, housing.)
SS.S.14
Identify the various social institutions in society
							 (i.e. family, education, religion, economics, government/politics, medicine,
							 military, law, science, and mass media).
SS.S.15
Investigate the evolution of family structures and
							 their impact on the individual in society.
SS.S.16
Investigate aging and the process of death and dying
							 in historical and contemporary world societies.
SS.S.17
Compare and contrast various types of societies (e.g.
							 developed vs. underdeveloped, urban vs. rural, industrialized vs.
							 unindustrialized).
SS.S.18
Categorize groups within a society by comparing
							 primary and secondary groups, in and out groups, reference groups, and social
							 networks.
SS.S.19
Analyze the components, varieties, and functions of
							 group dynamics; including factors such as group size, leadership, and
							 authority.
SS.S.20
Evaluate the strengths and weaknesses of formal
							 organizations and bureaucracies (e.g. unions, universities, public education,
							 service organizations, veterans, churches).
SS.S.21
Identify and evaluate the stages of socialization;
							 including roles and responsibilities, childhood, adolescence, and
							 adulthood.
SS.S.22
Evaluate the factors that socialize the individual
							 (i.e. family, marital status, peers, education, gender, ethnicity, media,
							 religion).
SS.S.23
Describe how norms and values aid in the development
							 of social control in society.
SS.S.24
Analyze and evaluate the causes and consequences of
							 deviant behavior on both the individual and society.
SS.S.25
Examine the methods of social control in different
							 types of societies and evaluate how groups and institutions promote social
							 obedience and impose conformity.
SS.S.26
Analyze the functions and inequalities of the
							 criminal justice system in relation to a society's construct of crime and
							 punishment.
SS.S.27
Evaluate the effectiveness of institutions in the
							 rehabilitation and resocialization process.
SS.S.28
Explain how unequal distribution of power and
							 resources affects the life chance of individuals in society.
SS.S.29
Research the sources and effects of global
							 stratification society (i.e. race, ethnicity, gender, age; and emotional,
							 mental, and physical disabilities).
SS.S.30
List the various forms of collective behavior (e.g.
							 crowds, riots, rumors, panics, mass hysteria, moral panics, fads, and urban
							 legends).
SS.S.31
Evaluate the impact of technology on social
							 change.
SS.S.32
Analyze the impact of demographic changes and changes
							 in settlement patterns on a society (e.g. population, migration,
							 mortality).
Application
SS.S.33
Career options:
* Identify careers in sociology.
* Identify resources to help select sociology
							 programs for further study.
SS.S.34
Educational requirements:
* Identify careers in sociology.
* Identify resources to help select psychology
							 programs for further study.
SS.S.35
Vocational applications of sociology:
* Discuss ways in which sociology addresses domestic
							 and global issues.
* Identify careers in sociology that have evolved as
							 a result of domestic and global issues.
Psychology
Psychology is defined as the scientific study of the mind and
				  behavior. In a high school psychology course, students are introduced to the
				  scientific method and the core ideas and theories of psychology. As a result,
				  students gain an understanding of the complexities and diversity of human
				  thought and behavior.
Scientific Inquiry
SS.P.1
Development of psychology as an empirical
							 science:
* Define psychology as a discipline and identify its
							 goals as a science.
* Describe the emergence of psychology as a
							 scientific discipline.
* Describe perspectives employed to understand
							 behavior and mental processes.
* Explain how psychology evolved as a scientific
							 discipline.
SS.P.2
Major subfields within psychology:
* Discuss the value of both basic and applied
							 psychological research with human and non-human animals.
* Describe the major subfields of psychology.
* Identify the important role psychology plays in
							 benefiting society and improving people's lives.
SS.P.3
Research methods and measurements used to study
							 behavior and mental processes:
* Describe the scientific method and its role in
							 psychology.
* Describe and compare a variety of quantitative
							 (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews,
							 narratives, focus groups) research methods.
* Define systematic procedures used to improve the
							 validity of research findings, such as external validity.
Biopsyhological
SS.P.4
Structure and function of the nervous system in human
							 and non-human animals:
* Identify the major divisions and subdivisions of
							 the human nervous system.
* Identify the parts of the neuron and describe the
							 basic process of neural transmission
* Differentiate between the structures and functions
							 of the various parts of the central nervous system.
* Describe lateralization of brain functions.
* Discuss the mechanisms of, and the importance of,
							 plasticity of the nervous system.
SS.P.5
Structure and function of the endocrine
							 system:
* Describe how the endocrine glands are linked to the
							 nervous system.
* Describe the effects of hormones on behavior and
							 mental processes.
* Describe hormone effects on the immune
							 system.
SS.P.6
The interaction between biological factors and
							 experience:
* Describe concepts in genetic transmission.
* Describe the interactive effects of heredity and
							 environment.
* Explain how evolved tendencies influence
							 behavior.
SS.P.7
Methods and issues related to biological
							 advances:
* Identify tools used to study the nervous
							 system.
* Describe advances made in neuroscience.
* Discuss issues related to scientific advances in
							 neuroscience and genetics.
SS.P.8
The processes of sensation and perception:
* Discuss processes of sensation and perception and
							 how they interact.
* Explain the concepts of threshold and
							 adaptation.
SS.P.9
The capabilities and limitations of sensory
							 processes:
* List forms of physical energy for which humans and
							 non-human animals do and do not have sensory receptors.
* Describe the visual sensory system.
* Describe the auditory sensory system.
* Describe other sensory systems, such as olfaction,
							 gustation, and somesthesis (e.g., skin senses, kinesthesis, and vestibular
							 sense).
SS.P.10
Interaction of the person and the environment in
							 determining perception:
* Explain Gestalt principles of perception.
* Describe binocular and monocular depth cues.
* Describe the importance of perceptual
							 constancies.
* Describe the nature of attention.
* Explain how experiences and expectations influence
							 perception.
Cognition
SS.P.11
Encoding of memory:
* Identify factors that influence encoding.
* Characterize the difference between shallow
							 (surface) and deep (elaborate) processing
* Discuss strategies for improving the encoding of
							 memory.
SS.P.12
Storage and retrieval of memory:
* Describe the differences between working memory and
							 long-term memory.
* Identify and explain biological processes related
							 to how memory is stored.
* Analyze the importance of retrieval cues in
							 memory.
* Discuss strategies for improving the retrieval of
							 memories.
SS.P.13
Basic elements comprising thought:
* Define cognitive processes involved in
							 understanding information.
* Define processes involved in problem solving and
							 decision making.
* Discuss non-human problem-solving abilities.
SS.P.14
Obstacles related to thought:
* Describe obstacles to problem solving.
* Describe obstacles to decision making.
* Describe obstacles to making good judgments.
Development and Learning
SS.P.15
Classical conditioning:
* Describe the principles of classical
							 conditioning.
* Describe clinical and experimental examples of
							 classical conditioning.
* Apply classical conditioning to everyday
							 life.
SS.P.16
Operant conditioning:
* Describe the Law of Effect.
* Describe the principles of operant
							 conditioning.
* Describe clinical and experimental examples of
							 operant conditioning.
* Apply operant conditioning to everyday life.
Sociocultural Context
SS.P.17
Social cognition:
* Describe attributional explanations of
							 behavior.
* Describe the relationship between attitudes
							 (implicit and explicit) and behavior.
* Identify persuasive methods used to change
							 attitudes.
SS.P.18
Social influence and relations:
* Describe effects of others' presence on
							 individuals' behavior.
* Discuss how an individual influences group
							 behavior.
* Discuss the nature and effects of stereotyping,
							 prejudice, and discrimination.
* Describe determinants of prosocial behavior.
* Discuss influences upon aggression and
							 conflict.
* Discuss factors influencing attraction and
							 relationships.
SS.P.19
Social and cultural diversity:
* Define culture and diversity.
* Identify how cultures change over time and vary
							 within nations as well as internationally.
* Discuss the relationship between culture and
							 conceptions of self and identity.
* Discuss psychological research examining race and
							 ethnicity.
* Discuss psychological research examining
							 socioeconomic status.
* Discuss how privilege and social power structures
							 relate to stereotypes, prejudice, and discrimination.
Individual Variations
SS.P.20
Perspectives on motivation:
* Explain biologically based theories of
							 motivation.
* Explain cognitively based theories of
							 motivation.
* Explain humanistic theories of motivation.
* Explain the role of culture in human
							 motivation.
SS.P.21
Perspectives on emotion:
* Explain the biological and cognitive components of
							 emotion.
* Discuss psychological research on basic human
							 emotions.
* Differentiate among theories of emotional
							 experience.
SS.P.22
Perspectives on abnormal behavior:
* Define psychologically abnormal behavior.
* Describe historical and cross-cultural views of
							 abnormality.
* Describe major models of abnormality.
* Discuss how stigma relates to abnormal
							 behavior.
* Discuss the impact of psychological disorders on
							 the individual, family, and society.
SS.P.23
Categories of psychological disorders:
* Describe the classification of psychological
							 disorders.
* Discuss the challenges associated with
							 diagnosis.
* Describe symptoms and causes of major categories of
							 psychological disorders (including schizophrenic, mood, anxiety, and
							 personality disorders).
* Evaluate how different factors influence an
							 individual's experience of psychological disorders.
SS.P.24
Perspectives on treatment of Psychological
							 Disorders:
* Explain how psychological treatments have changed
							 over time and among cultures.
* Match methods of treatment to psychological
							 perspectives.
* Explain why psychologists use a variety of
							 treatment options.
Application
SS.P.25
Career options:
* Identify careers in psychological science and
							 practice.
* Identify resources to help select psychology
							 programs for further study.
SS.P.26
Educational requirements:
* Identify degree requirements for psychologists and
							 psychology-related careers.
* Identify resources to help select psychology
							 programs for further study.
SS.P.27
Vocational applications of psychological
							 science:
* Discuss ways in which psychological science
							 addresses domestic and global issues.
* Identify careers in psychological science that have
							 evolved as a result of domestic and global issues.