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 set of social studies standards
				  that prepare 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 were 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 - Psychology
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 United States 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.
				  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 take 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 money.
* Describe examples of goods and services.
* Describe why people in one place trade goods and
							 services with people in other places.
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, etc.).
SS.K.15
Explore the history of the school and give examples
							 of significant school 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 the student's own life (e.g., pictures, stories, etc.).
WV History
SS.K.18
Explore 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 communities.
SS.K.22
Explore 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 (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
Explore the process of how leaders are selected and
							 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
Explore natural resources and give examples of 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.1.16
Investigate ways communities change throughout
							 history using primary source documents and oral accounts.
SS.1.17
Examine cultural contributions of families through
							 the use of literature, primary source documents, and oral accounts.
SS.1.18
Explore the history of the community and give
							 examples of locally significant sites and people.
SS.1.19
Illustrate a personal history through a chronological
							 sequence of events.
WV History
SS.1.20
Recognize and recite the state motto.
SS.1.21
Investigate the common occupations of people in West
							 Virginia.
SS.1.22
Locate student's hometown and county on a West
							 Virginia map.
SS.1.23
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 responsibilities of each level and 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., July 4th, Constitution
							 Day, 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 and geographic features in the United
							 States.
SS.2.10
Identify the continents and oceans on a map and
							 globe.
SS.2.11
Analyze how climate, location, and/or 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
Identify the characteristics and purposes of maps,
							 globes, geographic information systems, and other geographic tools.
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.2.16
Explore the impact historic figures have had upon our
							 society.
WV History
SS.2.17
Investigate state symbols, celebrations, holidays,
							 famous West Virginians, and identify 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 the student's home county, surrounding
							 counties, the state capital, and states that border West Virginia 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 United States constitutional provisions.
* Explain the origins, functions, and structure of
							 different systems of government, including those created by the United States
							 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 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 historical sources, including
							 the creator, 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.
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 commonlyheld
							 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, constitutional republic, and
							 democracy.
SS.3.3
Investigate significant cultural contributions of
							 various groups creating the United States of America's multicultural
							 society.
SS.3.4
Examine historical conflicts and their resolutions
							 during the pre-colonial time period.
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, Veterans 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 SMART529, West Virginia's Education Savings
							 Solution 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
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.3.16
Use a map scale to determine the distance between two
							 given points.
SS.3.17
Recognize, define, and illustrate world geographic
							 features (e.g., peninsulas, islands, mountains, canyons, plateaus, mesas,
							 harbors, gulfs, rivers, deserts, forests, valleys, and plains).
SS.3.18
Compare and contrast regions of the United States in
							 regard to plant and animal life, landforms, climate, and human interactions
							 with the environment.
SS.3.19
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.3.20
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.3.21
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.3.22
Identify the four physical geographic regions of West
							 Virginia, the major communities, and the natural resources found within each
							 region.
SS.3.23
Investigate the nine tourist regions of West Virginia
							 and identify the counties in each region.
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, and 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, fundraisers for
							 community groups, participation in community holiday parades, celebrations,
							 services, etc.).
Economics
SS.4.5
Investigate and recognize people as consumers and
							 producers of goods, as well as 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 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.).
History
SS.4.12
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 freedom, 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.4.13
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.4.14
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 (1777)
,
U.S.
							 Constitution
,
Bill of Rights
, etc.).
* Analyze the accomplishments and challenges faced by
							 the founders during the Constitutional Convention.
* Research the contributions of early American
							 historic figures (e.g., George Washington, John Adams, Abigail Adams, Thomas
							 Jefferson, Alexander Hamilton, 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.4.15
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.4.16
Locate all county seats on a West Virginia
							 map.
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 using print and digital.
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 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 how they apply to the student's 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
Investigate the resources (e.g., oil, land, gas,
							 etc.) of the geographic regions of the United States and the world (e.g.,
							 Midwest, Middle East, etc.) 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 land ownership, 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
Utilize appropriate geographic information systems
							 including maps, globes, and geographic technology to examine, gather, and
							 analyze data in a variety of real-world situations.
SS.5.19
Display information on maps, globes, geographic
							 models, and in graphs, diagrams, and charts (e.g., designing map keys and
							 legends, etc.).
SS.5.20
Using a grid system, locate specific points on a map
							 and explain the use of lines of latitude and longitude.
History
SS.5.21
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, the civilian population, etc.).
SS.5.22
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, and
							 Fifteenth Amendments, rise of discriminatory laws and groups (Ku Klux Klan),
							 motivations to relocate, and the actions of the Freedmen's Bureau,
							 etc.).
SS.5.23
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, 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.5.24
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.5.25
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, 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.5.26
Reconstruct the economic, social, and political
							 history of West Virginia through the use of primary source documents.
SS.5.27
Sequence the events that led to the formation of the
							 state of West Virginia (e.g., timeline).
SS.5.28
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 cause
							 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 influence 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. Students 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
* 2001 Attacks on World Trade Center and Pentagon
							 (9/11)
SS.6.3
Identify the structure of the United States Congress
							 and the constitutional requirements for 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 the effectiveness of various acts
							 of patriotism and civil discourse (e.g., support of American military during
							 wartime, Vietnam War 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, United
							 Nations Children's Fund [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 economic
							 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.
SS.6.10
Define United States-Mexico-Canada Agreement (USMCA)
							 and summarize its effects on the United States economy.
SS.6.11
Trace and analyze the development of government
							 economic policy and regulation from early 1900's-present day (e.g., Reagan era,
							 Post- Great Depression, Progressive Era).
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 United States 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 natural and man-made waterways and
							 examine their impact on transportation and trade (e.g., Erie Canal, Panama
							 Canal, Suez Canal, Rhine River, Amazon River, Mississippi River, etc.).
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.
* Examine the human rights violations during times of
							 war.
* Analyze the United States 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.
* Evaluate the influence of the United States and
							 Soviet Union as leading world powers following World War II.
* Outline the United States policy of containment and
							 the social effects of this policy.
* Summarize the events of the Cold War (e.g., Korean
							 Conflict, Vietnam War, 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 United States Civil Rights Movement.
* Trace the development of Civil Rights for minority
							 groups in the United States. (e.g., women, African Americans, immigrants
							 [Asian, European], Native Americans, etc.)
* 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 United States 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 a geographic analysis
				  of the ancient world's history in a continent-based study. Students will
				  evaluate the development of ancient civilizations emerging from each continent
				  and the impact of geography on the economic and political development of those
				  groups. Students will apply geographic concepts through analyses of maps,
				  charts, and data. Students will classify and compare various forms of
				  government.
Civics
SS.7.1
Classify and compare various forms of government over
							 time (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.
SS.7.4
Examine current world events to evaluate how the
							 global landscape has changed over time.
Economics
SS.7.5
Summarize and give examples of basic economic terms
							 (e.g., barter, supply, demand, trade, interdependence, currency, and
							 scarcity).
SS.7.6
Differentiate between goods and services.
SS.7.7
Trace the emergence of traditional economies that led
							 to the development of ancient economic systems.
SS.7.8
Examine and draw conclusions about how the effects of
							 natural and human events influence economies (e.g., environmental disasters,
							 diseases, and war).
SS.7.9
Research and investigate how natural resources impact
							 the economy.
Geography
SS.7.10
Identify, define, and apply the five themes of
							 geography to ancient and modern civilizations.
SS.7.11
Apply geographic skills and interpret various maps,
							 charts, diagrams, and graphs.
* 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.
* 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).
* Differentiate between physical and human geography.
* Utilize digital mapping technology (e.g.,
							 Geographical Information Systems (GIS) to represent various features related to
							 physical and human geography.
SS.7.12
Analyze the impact of cultural diffusion on a variety
							 of regions.
* Evaluate the human and physical geography of the
							 United States and Canada.
* Explain the impact of the specific location on the
							 development of history.
* Analyze human activities (e.g., migration patterns,
							 use of natural resources) on the development of the region.
SS.7.13
Evaluate the human and physical geography of Central
							 and South America and the Caribbean.
* Investigate the connection between physical
							 landforms and population and weather patterns.
* Analyze the impact of human-environment interaction
							 (e.g., deforestation, sea travel, canals).
SS.7.14
Evaluate the human and physical geography of
							 Europe.
* Identify physical features of Europe's
							 geography.
* Examine the impact of Europe's physical geography
							 on Europeans' ability to share ideas and culture.
SS.7.15
Evaluate the human and physical geography of Russia
							 and Northern Eurasia.
* Identify major landforms (e.g., plains, mountains,
							 plateaus).
* Evaluate the relationship between landforms and
							 economic activities, ethnic diversity, and environmental issues within the
							 region.
SS.7.16
Evaluate the human and physical geography of the
							 Middle East and North Africa region.
* Identify physical geographic features and natural
							 resources located in the Middle East and North Africa.
* Examine the relationship between available
							 resources and the economy, ethnic conflict, and environmental issues.
SS.7.17
Evaluate the human and physical geography of Africa
							 South of the Sahara.
* Identify the physical features and natural
							 resources located in Africa south of the Sahara.
* Evaluate the impact of those physical features on
							 settlement patterns, use of natural resources, economic issues, and ethnic
							 conflict.
SS.7.18
Evaluate the human and physical geography of the
							 region of South Asia.
* Identify the physical features of the region of
							 South Asia (e.g., rivers, plateaus, seas).
* Evaluate the relationship between the physical
							 features of this region and the impact on settlement patterns, internal
							 conflict, and overpopulation.
SS.7.19
Evaluate the human and physical geography of East and
							 Southeast Asia.
* Identify the physical features located in East and
							 Southeast Asia.
* Analyze the significance of these physical features
							 on the development of cultural identity, settlement patterns, and relations
							 between other nations.
SS.7.20
Evaluate the human and physical geography of
							 Australia and Oceania.
* Identify physical landforms and bodies of water
							 within this region.
* Analyze the impact of those physical features on
							 settlement patterns and human activities.
History
SS.7.21
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.7.22
Analyze the rise of ancient civilizations and native
							 cultures throughout the geographic regions of the world (e.g., Mesopotamia,
							 Ancient Israel, Ancient Egypt, Mayans, Indus River Valley, etc.).
* 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.7.23
Demonstrate an understanding of civilizations across
							 the globe within the classical era.
SS.7.24
Demonstrate an understanding of present-day and
							 ancient world connections, including but not limited to colonization and trade
							 (e.g., competition for resources, culture, government, traditions,
							 etc.).
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).
* Identify 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 industries, and activities
							 under the West Virginia Lottery).
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, and activities under the
							 West Virginia 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
Provide opportunities for students to explore
							 careers, SMART529, West Virginia's Education Savings Solution, College
							 Foundation of West Virginia, and postsecondary options.
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
							 pattern.
SS.8.16
Illustrate how technological advances have affected
							 the cultural isolation of West Virginia (e.g., internet, cellphone
							 communications, electronic devices, and social media).
SS.8.17
Analyze the geographic factors that affected the
							 development of agricultural, coal, glass, chemical, metallurgic, and tourism
							 industries in West Virginia.
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.
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 initial explorers to early 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
							 various 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
							 participants of the American Revolution in western Virginia and their effects
							 on the area.
* 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 Battles of Philippi, Rich Mountain, Droop Mountain, Scary
							 Creek, and 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 19th 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 societal changes that occurred in various
							 regions of West Virginia in the late 19th century
							 due to the growth of industry.
* Explain the significance of increased immigration
							 into the United States in the late 19th 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 20th 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-20th 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).
* 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 20th century events on West Virginia (e.g.,
							 school integration, Civil Rights Movement, Cold War, and Vietnam War).
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 20th century and
							 21st 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 Policy 2510
				  for a list of required social studies courses. Civics and Contemporary Studies
				  must have one of the United States 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 United States
							 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 advent of
				  classical civilizations to the modern era. Special attention is given to the
				  formation and evolution of societies into complex social, political, and
				  economic systems. Students are engaged in critical thinking and problem-solving
				  skills using primary and secondary sources, maps, spreadsheets, charts, graphs,
				  text, and other data from a variety of credible material. Students synthesize
				  the information to predict events, build context, and anticipate outcomes as
				  history evolves through the ages.
Civics
SS.W.1
Describe the roles of citizens and their
							 responsibilities (e.g., classical civilizations, feudal systems, developing
							 nation states and neo-feudal systems, democratic and communist regimes, and
							 21st century society).
SS.W.2
Analyze and connect the status, roles, and
							 responsibilities of free men, women, children, slaves, and migrants across time
							 in various civilizations.
SS.W.3
Analyze and evaluate various ways of organizing
							 systems of government 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 (1777)
,
U.S. Constitution
, Declaration of the Rights of Man and
							 Citizen, and Treaty of Versailles).
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, industrialization, 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, and the Union
							 of Soviet Socialist Republics (USSR).
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 classical
							 civilizations (e.g., Ancient Greece, Ancient Rome, Han Dynasty, Mesoamerican
							 Civilizations, and Mauryan Dynasty) 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.
SS.W.17
Demonstrate an understanding of "post-classical"
							 societies and the influence of those societies on the history of the world in
							 areas of social, political, and economic change.
* Analyze contributions of post-classical
							 societies.
* Compare and contrast societies in Europe, Asia, and
							 the Americas, after the fall of the Classical Civilizations.
* Examine social, political, and economic change over
							 time with regards to post classical societies.
* Evaluate how some societies are similar and
							 different in the Post-Classical Era (e.g., The Mongols compared to traditional
							 empires, Feudalism in Asia, Europe, and America).
SS.W.18
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.19
Demonstrate an understanding of global politics after
							 the 16th century focusing on the long-term effects
							 of political changes resulting from the emergence of strong monarchial
							 governments.
SS.W.20
Analyze the Industrial Revolution and determine its
							 impact on the evolution of society.
* Explain the factors (environmental, societal,
							 cultural, and technological) that led to the Industrial Revolution.
* Evaluate methods that helped the spread of
							 Industrialization.
SS.W.21
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, Latin America, Haiti, Italian
							 Unification, German Unification, etc.).
SS.W.22
Many states had various motives for imperial
							 expansion and its effects varied.
* 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.
SS.W.23
Explain the causes and effects of political, social,
							 and economic transformation in Europe in the 19th
							 century, including the significance of nationalism, the impact of
							 industrialization on different countries, and the effects of democratization
							 which lead to World War I.
SS.W.24
Analyze the causes and effects of the Great
							 Depression during the Interwar period and how this led to the rise of
							 totalitarian regimes around the world (e.g., the rise of Nazi Germany, Fascist
							 Italy, USSR under Stalin, and East Asia).
SS.W.25
Evaluate causes and effects of World War II on the
							 20th/21st century
							 including western democracies and totalitarian regimes mobilizing for war.
							 Students will analyze consequences of World War II including:
* The East/West divide leading to the Cold
							 War.
* Mass atrocities in the
							 20th century.
* Economic impact of World War II in the East and
							 West because of World War II.
SS.W.26
Analyze causes, perspectives, and effects of the Cold
							 War.
* Ideological differences between the East and
							 West.
* The evolution of proxy wars and movements to
							 redistribute land in Latin America, Asia, and Africa.
SS.W.27
Analyze decolonization and independence movements
							 across the globe in the 20th century (India-Gandhi,
							 South Africa-Apartheid, African/Asian Independence from Britain).
SS.W.28
Evaluate the global causes and consequences of
							 globalization in the 20th century.
* Explain environmental interactions (e.g., diseases
							 such as Spanish Flu, Ebola, HIV/AIDs, as well as human interaction with the
							 natural environment).
* Examine continuities and changes in economies and
							 new technologies (e.g., growth of free market economies, knowledge economies,
							 regional trade agreements, and multi-national corporations).
* Discuss social and cultural changes resulting from
							 globalization (e.g., Global Culture, social media).
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 20th 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 the extent to which the
U.S.
							 Constitution
impacts conflicts between individuals, communities and
							 nations, liberty, equality, individual rights, and the rule of law vs. ethics
							 (e.g., civil disobedience).
SS.US.2
Demonstrate an understanding of the duties of
							 citizens that are necessary to preserve United States 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
Analyze the changing perceptions 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
Identify the role of market factors in the settlement
							 of the United States and the development of the free enterprise system and
							 trace economic development throughout United States History (e.g., Colonial
							 period, Revolutionary War, Westward Expansion, Civil War, and late
							 19th/early 20th
							 centuries).
SS.US.6
Analyze the debate surrounding Alexander Hamilton's
							 economic policies and evaluate their effect on the formation and direction of
							 the nation's economy (e.g., Bank of the United States, etc.).
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
Analyze the evolution of American manufacturing and
							 its impact on skilled and unskilled labor from apprenticeship, to artisanry, to
							 the market revolution, to the birth of the labor movement, and the Industrial
							 Revolution.
SS.US.9
Analyze the impact 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
Demonstrate an understanding of the concept of
							 capitalism and compare the basic components of other economic systems (e.g.,
							 Adam Smith and the Wealth of Nations).
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
Evaluate 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
Analyze the impact of migration 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 the cultural
							 contributions of indigenous and non-indigenous peoples to the United States.
SS.US.16
Analyze the impact of the environment, including the
							 location of natural resources, on immigration and settlement patterns
							 throughout United States history.
SS.US.17
Analyze the ways in which physical and cultural
							 geography have influenced significant historic events and movements.
History
SS.US.18
Analyze the impact of the European settlement of
							 North America.
* Account for the emergence of England as a global
							 colonial power.
* Compare the growth of varying colonial
							 regions.
Identify and explain European imperial rivalries
							 over land, trade, 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 an independent nation.
* Explain the impact of the
Declaration of
							 Independence
and the American Revolution on the British North American
							 colonies and the world.
* Explain the strengths and weaknesses of government
							 under the
Articles of Confederation (1777)
.
* 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 the fundamental principles and purposes of
							 the
U.S. Constitution
and the
Bill of Rights
(e.g., through the influences of the
Magna Carta
, the
English Bill of Rights
, colonial charters, and the political
							 philosophies of the Enlightenment).
* Trace the evolution of the American two-party
							 political system.
* Compare and contrast the position of the political
							 parties and leaders on a variety of issues (e.g., 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, Worcester
							 v. Georgia, Dred Scott v. Sandford 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
							 19th 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.
* Analyze the influence of the Monroe Doctrine on
							 foreign relations.
* Examine and evaluate the reform period prior to the
							 United States Civil War (e.g., abolition, women's suffrage, religious
							 principles, etc.).
SS.US.21
Demonstrate an understanding of the causes and the
							 outcomes 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 free and enslaved 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., Compromise of 1850, Missouri
							 Compromise, the abolitionist movement, conflicting views on states' rights,
							 tariffs, slavery and federal authority, emergence of the Republican Party, and
							 election of 1860).
* Identify the causes of the secession and the
							 subsequent 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).
Outline the major military events of the Civil War
							 (e.g., Gettysburg, Bull Run, Vicksburg, Antietam, Sherman's March,
							 Appomattox).
* 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 during
							 Reconstruction by various minority groups in society.
* 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 groups).
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 (e.g., Rockefeller's Standard Oil Trust, Carnegie Steel,
							 etc.).
* Examine the effects of technological change on the
							 United States (e.g., agriculture, transportation, industry, and organized
							 labor).
* Analyze the various periods and movements at the
							 end of the 19th century (e.g., the Gilded Age, the
							 Populist movement, the Progressive Era, labor movement, continuation of the
							 women's suffrage movement, etc.).
* Identify and explain 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 19th 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
							 20th 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.
* Assess 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 20th 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 United States constitutional
							 democracy within 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 (e.g., civil disobedience).
* Ethics.
* Patriotism.
SS.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.
* Develop an understanding of civil public
							 discourse.
* Civic engagement.
SS.USC.4
Analyze multiple media sources and their influence on
							 public opinion and policy issues.
* Analyze media bias and reliability.
SS.USC.5
Analyze and evaluate court cases essential to
							 fundamental democratic principles and values (e.g.,
Brown v. BOE
							 Topeka, Miranda v. Arizona, Roe v. Wade, Mapp v. Ohio, Schenck v. U.S., Doe v.
							 Holder, Dred Scott v. Sand ford, Baker v. Carr, Korematsu v. US, Gideon v.
							 Wainwright, et al.).
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 United States
							 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
Examine the history of the relations between business
							 and labor from industrialization to present (e.g., Mother Jones, John L. Lewis,
							 etc.).
SS.USC.9
Apply the concept of supply and demand in various
							 historic events.
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
Understand and 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 and developing
							 countries and evaluate their Gross Domestic Product 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.
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 (1777)
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.
* Summarize the United States' relations with foreign
							 powers during the Antebellum Era (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.
* Identify and 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 of the latter half of the 19th
							 century.
* 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 and 1930's (e.g., constitutional
							 amendments, New Deal legislation, etc.).
* Investigate the different cultural movements during
							 the late 1920's and 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-Homefront
							 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 World War II 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 (e.g., Korean War,
							 Sputnik/Space Race, Vietnam War, etc.).
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.
Analyze the various political events that shaped
							 this time period (e.g., elections of Richard Nixon, appointment/promotion of
							 Gerald Ford, elections of Jimmy Carter, Ronald Reagan, George H. W. Bush,
							 etc.).
* 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,
Providing Appropriate
							 Tools Required (to) Intercept (and) Obstruct Terrorism
Act of 2001
							 [P.A.T.R.I.O.T 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
Analyze the extent to which the fundamental United
							 States democratic values and principles of republicanism and constitutionalism
							 impact global conflicts among 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
Analyze the duties of citizens that are necessary to
							 promote 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 United Nations).
SS.CS.3
Analyze ways United States and world conflicts can be
							 resolved in a cooperative and peaceful manner (e.g., United Nations,
							 etc.).
SS.CS.4
Evaluate court cases essential to fundamental
							 democratic principles and values (e.g.,
Brown v. BOE Topeka
,
Miranda v. Arizona
,
Roe v. Wade, Gideon v.
							 Wainwright
,
Obergefell v. Hodges
,
Tinker v.
							 Des Moines
, etc.).
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 impact the United States industrialized
							 economy had on the outcome of World War I and subsequent wars (e.g., Lend/Lease
							 Act, National Interstate Defensive Highways Act, NASA, and nuclear arms
							 race).
SS.CS.7
Assess how various executive initiatives and
							 legislative acts have influenced the United States economy (e.g., New Deal,
							 Great Society, Space Race, and Strategic Defense Initiative).
SS.CS.8
Demonstrate an understanding of supply and demand in
							 various historic events that led to economic turmoil.
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 capitalism and
							 socialism.
SS.CS.11
Analyze the causes and consequences of the United
							 States' national debt and its effect upon world economic systems and foreign
							 policy decisions.
SS.CS.12
Identify various developed countries and developing
							 countries and evaluate their Gross Domestic Product 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 conflicts in the Middle East).
SS.CS.14
Apply 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.15
Explain how natural resources of various world
							 regions impact foreign and economic policy decisions.
History
SS.CS.16
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 introduction of
							 modern warfare, advancement of military technology and the massive casualties
							 in World War I.
* Analyze the primary motivations behind Wilson's
							 idealistic Fourteen Points and the subsequent failure of the League.
* Compare relief efforts and interventions of the
							 1918 pandemic to modern global health concerns.
SS.CS.17
Demonstrate an understanding of society in the 1920s
							 by examining the changing cultural, economic, and political philosophies, and
							 the ensuing consequences.
* Identify the Wall Street and United States banking
							 practices that reform legislation sought to address.
* Analyze the impact of the emerging independence of
							 women (e.g., suffrage, double standard, flappers, and employment
							 opportunities).
* Analyze the conflict over increased immigration
							 (e.g., Red Scare, Johnson Act, quotas, etc.).
* Identify the social issues that led to the passage
							 of the Eighteenth Amendment and the establishment of Prohibition, and discuss
							 the factors that led to its repeal in the Twenty-first Amendment.
* Identify specific examples of the literary,
							 musical, and artistic movements (e.g., Harlem Renaissance, jazz, and the Lost
							 Generation).
SS.CS.18
Demonstrate an understanding of both the immediate
							 and long-term impact of the Great Depression on society, economics, and
							 politics within the United States and world.
Assess the prolonged impact of the stock market
							 crash upon the social and economic activities of the United States and the
							 world.
Evaluate the impact of the New Deal and deficit
							 spending on the expansion of the size and scope of the federal government.
Explain how the world economic crisis enabled the
							 growth of totalitarian governments.
Critique the role of sports, movies, radio and other
							 forms of entertainment in the development of a new culture in America.
SS.CS.19
Demonstrate an understanding of the events
							 surrounding World War II.
* Examine the reasons why appeasement efforts such as
							 the Munich Agreement (1938) failed to prevent war.
* Demonstrate an understanding of the term genocide
							 and the causes and devastating outcomes during the Holocaust.
* Assess Japan's motives for attacking Pearl Harbor
							 and its impact on the United States entrance in World War II.
* Examine the consequences of war faced by the
							 Japanese in the United States and Japan.
* Identify the domestic contributions from Americans
							 during the war (e.g., Rosie the Riveters [Rosies], victory gardens, war bond
							 sales, wartime propaganda and opportunities for minorities).
* Demonstrate an understanding of the United States'
							 motivations for rebuilding nations destroyed by World War II (e.g., occupation
							 of Japan, Marshall Plan, etc.).
SS.CS.20
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 World War II era through
							 early 1990's.
* Assess the destructive capability of atomic and
							 hydrogen weaponry (e.g., Oppenheimer, Manhattan Project, Trinity Test,
							 etc.).
* Trace the expansion of Soviet and Chinese communism
							 to satellite nations.
* Analyze the impact of the Truman Doctrine and
							 containment policy through different presidential administrations.
* Identify major confrontations between the United
							 States and the Soviet Union as a result of the fears within American society
							 related to communism and the Space Race.
* Analyze and explain the political, social, and
							 economic impact of American involvement in the Korean Conflict and Vietnam
							 War.
* Analyze the impact of the United States' policies
							 of the 1980s on the collapse of the former Soviet Union.
SS.CS.21
Demonstrate an understanding of the origins,
							 struggles, and achievements of marginalized communities that sought 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.
BOE Topeka
). Analyze the origins of
							 the Civil Rights movements.
* Investigate the legal justification and cite
							 examples of intolerance, prejudice, persecution, discrimination and segregation
							 through Jim Crow laws.
* Debate the role of activists for and against the
							 Civil Rights Movement (e.g., Ku Klux Klan, Black Panthers, Dr. Martin Luther
							 King, Jr., Southern Christian Leadership Conference, Student Non-violent
							 Coordinating Committee, American Indian Movement, Chicano Movement, and United
							 Farm Workers Organizing Committee).
* Design a timeline of the Civil Rights Movement in
							 the United States that includes key people, places, and events.
SS.CS.22
Demonstrate an understanding of the social conflicts
							 that challenged lifestyles in the second half of the
							 20th century.
* Investigate and identify the causes and 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, the Internet and social media
							 platforms, etc.).
* Summarize the various counterculture movements and
							 their causes and effects on American society.
* Analyze the impact of federal government actions on
							 citizens' level of trust in the federal government (e.g., Watergate, Iran
							 Contra, Pentagon Papers, Clinton Impeachment, etc.).
SS.CS.23
Demonstrate an understanding of United States foreign
							 policy and global economic issues since 1990.
* Evaluate American foreign policy concerning abuses
							 of human rights (e.g., Serbian and Rwandan genocides, apartheid in South
							 Africa, etc.).
* Debate the motivation for adopting NAFTA (North
							 American Free Trade Agreement) and GATT (General Agreement on Tariffs and
							 Trade), and assess their impact on the American and world economies.
* Evaluate the causes of 9/11 and the ensuing Global
							 War on Terrorism.
SS.CS.24
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 (e.g., Israel, Iran, the wars in Iraq and
							 Afghanistan on the war against terror, etc.).
* Outline provisions of the P.A.T.R.I.O.T. Act and
							 debate the necessity of 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, social media).
* Research and analyze United States and world
							 responses to Islamic State in Iraq and Syria's (ISIS) rise in Iraq and
							 Syria.
Civics
Civics is designed as a culminating United States Studies
				  course that fosters informed citizens essential to the perpetuation of the
				  American Republic. A United States 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.
Note: A personal finance graduation requirement,
				  Personal Finance (CTE course code 1451), became effective with the 2024-2025
				  freshman cohort. However, counties may have chosen to implement this
				  requirement early.
Until counties implement a stand-alone Personal Finance
				  course, counties must embed the Personal Finance standards found in Appendix A
				  into Civics and/or Dual Credit/AP Government and Politics.
Civics
SS.C.1
Be aware of the importance of 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 the balance (or relationship) between 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 John Adams, and Natural Rights philosophy).
* 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, Rome, and
							 Classical Republicanism).
* Principles (e.g., popular sovereignty, federalism,
							 limited government, separation of powers, checks and balances, civil liberties,
							 rule of law, republicanism, and Constitutional principles).
* Judeo-Christian influence.
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
Examine 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).
SS.C.23
Examine how the First Amendment provides for freedom
							 of religion and examine the following:
* Free Exercise Clause.
* Establishment Clause.
SS.C.24
Develop an understanding of how the Fourth, Fifth,
							 Sixth, and Eighth Amendments provide citizens with legal
							 protections/defendants' rights.
SS.C.25
Develop an understanding of how the Fourteenth
							 Amendment provides for equal protection and due process.
Economics
SS.C.26
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.27
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.28
Explain how supply and demand affects prices,
							 profits, and availability of goods and services.
SS.C.29
Describe how households, businesses, and government
							 interact in a free-market economy.
SS.C.30
Identify economic influences that impact business
							 climate on the local, regional, and global level.
SS.C.31
Track the evolution of currency throughout history to
							 facilitate the exchange of goods and services.
Geography
SS.C.32
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.33
Conduct research using demographic data to interpret,
							 debate, and evaluate the geopolitical implications of a variety of global
							 issues.
* Environment and Environmental Protection
* Political and Cultural Boundaries
* Women's Rights
* Cultural Diversity and Assimilation
* Religion
* Standard of Living
SS.C.34
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.35
Analyze the consequences of human and environmental
							 interaction using geographic information systems.
SS.C.36
Explore various routes of personal travel and
							 topography using geographic information systems.
SS.C.37
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; and
* 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.
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 tradeoffs
							 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 United States
							 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 economics
							 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 United States 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.
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, and birth and death
							 rates.
SS.G.12
Evaluate the impact of migration on physical and
							 human systems.
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.
SS.G.16
Analyze ethnicity, nationalism, and religion of
							 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.
SS.G.20
Identify causes and draw conclusions about landless
							 cultures.
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 geography
							 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 and 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 United
							 States 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 sociology
							 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.
Biopsychology
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,
							 including the brain.
* 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.
Methods and issues in life span development.
* Explain the interaction of environmental and
							 biological factors in development, including the role of the brain in all
							 aspects of development.
* Explain issues of continuity/discontinuity and
							 stability/change.
* Distinguish methods used to study
							 development.
* Describe the role of sensitive and critical periods
							 in development.
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.
Physical, cognitive, and social development across
							 the life span (prenatal, infancy, childhood, adolescence, emerging adulthood,
							 adulthood, and older adulthood.)
* Identify key features of physical development from
							 prenatal through older adulthood.
* Identify key features of cognitive development from
							 prenatal through older adulthood.
* Identify key features of social development from
							 prenatal through older adulthood.
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.