Choices have consequences. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Rules and Laws Schools and classrooms have rules and routines that govern daily life. Rules exist in families, schools and communities. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Scarcity People have and must make decisions to satisfy those wants. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Production and Consumption Resources are used to satisfy wants. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Kindergarten Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands HISTORY: Historical Thinking and Skills
Time can be measured. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Personal history can be shared through stories and pictures. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not HISTORY: Heritage Heritage is reflected through the arts, customs, traditions, family celebrations and language. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Nations are represented by symbols and practices. Symbols and practices of the United States include the American flag, Pledge of Allegiance and the National Anthem. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Spatial Thinking and Skills Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Models and maps represent places. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Human Systems Humans depend on and impact the physical environment in order to supply food, clothing and shelter. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not
Individuals are unique, but share common characteristics of multiple groups. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Participation and Skills Individuals have shared responsibilities toward the achievement of common goals in homes, schools and communities. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: and Laws The purpose of rules and authority figures is to provide order, security and safety in the home, school and community. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Scarcity People have many wants and make decisions to satisfy those wants. These decisions impact others. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Production and Consumption are objects that can satisfy people’s wants. Services are actions that can satisfy people’s wants. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Grade One Content* reflected in this content statement addressed Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to curriculum requires students to achieve cognitive demands* Changes required to guarantee students will achieve the
in the curriculum. Cite evidence required by this content statement required cognitive demands HISTORY: Historical Thinking and Skills Time can be divided into categories (e.g., months of the year, past, present and future). ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Photographs, letters, artifacts and books can be used to learn about the past. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not HISTORY: Heritage The way basic human needs are met has changed over time. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Spatial Thinking and Skills Maps can be used to locate and identify places. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Places and Regions Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people). ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Human Systems Families interact with the physical environment differently in different times and places. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Diverse cultural practices address basic human needs in various ways and may change over time. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Grade One Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* Changes required to guarantee students will achieve the required cognitive demands
required by this content statement GOVERNMENT: Civic Participation and Skills Individuals are accountable for their actions. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Collaboration requires members to respect the rights and opinions of others. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Rules and Laws Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Scarcity Wants are unlimited and resources are limited. Therefore, people make choices because they cannot have everything they want. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not ECONOMICS: Production and Consumption People produce and consume goods and services in the community. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Markets People trade to obtain goods and services they want. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Financial Literacy Currency is used as a means of economic exchange. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Two Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* Changes required to guarantee students will achieve the required cognitive demands
required by this content statement HISTORY: Historical Thinking and Skills Time can be shown graphically on calendars and timelines. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Change over time can be shown with artifacts, maps and photographs. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not HISTORY: Heritage Science and technology have changed daily life. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Biographies can show how peoples’ actions have shaped the world in which we live. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not GEOGRAPHY: Spatial Thinking and Skills Maps and their symbols can be interpreted to answer questions about location of places. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Places and Regions The work that people do is impacted by the distinctive human and physical characteristics in the place where they live. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Human Systems Human activities alter the physical environment, both positively and negatively. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Grade Two Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands
Cultures develop in unique ways, in part through the influence of the physical environment. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Interactions among cultures lead to sharing ways of life. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Civic Participation and Skills Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Groups are accountable for choices they make and actions they take. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Rules and Laws There are different rules that govern behavior in different settings. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Decision-Making and Skills Information displayed on bar graphs can be used to compare quantities. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Scarcity Resources can be used in various ways. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Most people around the world work in jobs in which they produce specific goods and services. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Grade Two Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands ECONOMICS: Markets
People use money to buy and sell goods and services. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Financial Literacy People earn income by working. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Grade Three Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands HISTORY: Historical Thinking and Skills Events in local history can be shown on timelines organized by years, decades and centuries. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Primary sources such as artifacts, maps and photographs can be used to show change over time. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not HISTORY: Heritage Local communities change over time. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Spatial Thinking and Skills Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
alphanumeric grid and cardinal directions. GEOGRAPHY: Places and Regions life is influenced by the agriculture, industry and natural resources in different communities. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not GEOGRAPHY: Human Systems Evidence of human modification of the environment can be observed in the local community. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Systems of transportation and communication move people, products and ideas from place to place. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Communities may include diverse cultural groups. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Participation and Skills Members of local communities have social and political responsibilities. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Individuals make the community a better by problems in a way that promotes the common good. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Rules and Laws Laws are which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services and protect ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
the rights of individuals in the local community. GOVERNMENT: and Systems of Government Governments have authority to make and enforce laws. ___ Fully ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The structure of local governments may differ from one community to another. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Decision-Making and Skills Line graphs are used to show changes in data over time. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Both positive and negative incentives affect people’s choices and behaviors. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Scarcity Individuals must make decisions because of the scarcity of resources. Making a decision involves an opportunity cost, the value of the next best alternative given up when an economic choice is made. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Production and Consumption A consumer is a person whose wants are satisfied by using goods and services. A producer makes goods and/or provides services. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Markets
A market is where buyers and sellers exchange goods and services. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Financial Literacy Making decisions involves weighing and benefits. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Grade Four Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands HISTORY: Historical Thinking and Skills The order of significant events in Ohio and the United States can be shown on a timeline. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Primary and secondary sources can be used to create historical narratives. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not HISTORY: Heritage
GEOGRAPHY: Spatial Thinking and Skills A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Places and Regions The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Human Systems People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio and the United States. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the cultural diversity of the United States. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
Ohio’s location and its transportation systems continue to influence the movement of people, products and ideas in the United States. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Civic Participation and Skills Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and the United States. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not participation requires individuals to make informed and reasoned decisions by accessing and using information effectively. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Effective participants in a democratic society engage in compromise. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: and Laws Laws can protect rights, provide benefits and assign responsibilities. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of rights are addressed in the First Amendment. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Roles and Systems of Government
Five Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands HISTORY: Historical Thinking and Skills Multiple-tier timelines can be used to show relationships among events and places. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not HISTORY: Early Civilizations Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices and products. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not HISTORY: Heritage European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Spatial Thinking and Skills Globes and other geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
Latitude and longitude can be used to make observations about location and generalizations about climate. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Places and Regions Regions can be determined using various criteria (e.g., landform, climate, population, cultural or economic). ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Systems Variations among physical environments within the Western Hemisphere influence human activities. Human activities also alter the physical environment. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere today. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
The Western Hemisphere is culturally diverse due to American Indian, European, Asian and African influences and interactions, as evidenced by artistic expression, language, religion and food. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Civic Participation and Skills Individuals can better understand public issues by gathering and interpreting information from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Roles and Systems of Government Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMIC: Economic and Skills Information displayed in circle graphs can be used to show relative proportions of segments of data to an entire body of data. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The choices people make have both present and future consequences. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMIC: Scarcity
The availability of productive resources (i.e., resources, capital goods and natural resources) promotes specialization that leads to trade. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMIC: Production and Consumption The availability of productive resources and the division of labor impact productive capacity. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMIC: Markets Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMIC: Financial Literacy Workers can improve their ability to earn income by gaining new knowledge, skills and experiences. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Grade Six Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that to be added to curriculum to achieve alignment Degree to curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands HISTORY: Historical Thinking and Skills
Regions can be determined, classified and compared using various criteria (e.g., landform, climate, population, cultural, or economic). ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not GEOGRAPHY: Human Systems Variations physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not GOVERNMENT: Civic Participation and Skills Different perspectives on a can be obtained from a variety of historic and contemporary sources. Sources can be examined for accuracy. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: and Systems of Government
Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens’ liberties and responsibilities varies according to limits on governmental authority. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not ECONOMICS: Economic and Skills Economists compare data sets to draw conclusions relationships among them. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not The choices people make have both present and future consequences. The evaluation of choices is relative and may differ across individuals and societies. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Scarcity The fundamental questions of economics include what to produce, how to produce and for whom to produce. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not When regions and/or countries specialize, global trade occurs. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Markets Making
The interaction of supply and demand, influenced by competition, helps to determine price in a market. This interaction also determines the quantities of outputs produced and the quantities of inputs (human resources, natural resources and capital) used. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not ECONOMICS: Financial Literacy When selecting items to buy, individuals can compare the price and quality of available goods and services. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Seven Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands HISTORY: Historical Thinking and Skills Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not HISTORY: Early Civilization
The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history. The Roman Empire also played an instrumental role in the spread of Christianity. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not HISTORY: Feudalism and Transitions Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems. Later invasions helped establish Mongol dominance in central Asia and led to the destruction of the Byzantine Empire by the Turks. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Mongol influence led to unified states in and Korea, but the Mongol failure to conquer Japan allowed a feudal system to persist. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
The Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political and social influence of the Roman Catholic Church. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not HISTORY: First Global Age Empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The advent of the slave trade had profound effects on both West and Central Africa and the receiving societies. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not European economic and cultural influence dramatically increased through explorations, conquests and colonization. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not The Columbian Exchange (e.g., the exchange of fauna, flora and pathogens) among previously unconnected parts of the world reshaped societies in ways still evident today. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GEOGRAPHY: Spatial Thinking Skills Maps and other geographic representations can be used to trace ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
the development of human settlement over time. GEOGRAPHY: Systems Geographic factors promote or impede the movement of people, products and ideas. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not GOVERNMENT: Civic Participation and Skills The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: and Systems of Government Greek democracy and the Roman Republic were radical departures from monarchy and theocracy, influencing the structure and function of modern democratic governments. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not With the decline of feudalism, consolidation of power resulted in the emergence of nation states. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
ECONOMICS: Economic Decision and Skills Individuals, governments and businesses must analyze and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Scarcity The variability in the distribution of productive resources in the various regions of the contributed to specialization, trade and interdependence. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Markets The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Grade Eight Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands HISTORY: Historical Thinking and Skills Primary and secondary sources are used to examine events from multiple ___ Full ___ Partial ___ ___ Partially
perspectives and to present and defend a position. ___ No ___ Does Not HISTORY: Colonization to Independence North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Competition for control of territory and resources in North America led to conflicts among colonizing powers. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The practice of slavery led to the forced migration of Africans to the American colonies. Their knowledge and traditions contributed to the development of those colonies and the United States. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not HISTORY: A New Nation The outcome of the American Revolution was national independence and new political, social and economic relationships for the American people. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Problems arising the Articles of Confederation led to debate over the adoption of the U.S. Constitution. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Actions of early presidential administrations established a strong federal government, provided ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Americans began to develop a common national identity among its diverse regional and cultural populations based on democratic ideals. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not GOVERNMENT: Civic Participation and Skills Participation in social and civic groups can lead to the attainment of individual and public goals. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Informed citizens understand how media and communication technology influence public opinion. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not GOVERNMENT: Roles and Systems of Government The U.S. Constitution established a federal system of government, a representative democracy and a ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
High School American History Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands Historical Thinking and Skills Historical events provide opportunities to examine alternative courses of action. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The use of primary and secondary sources of information includes an examination of the credibility of each source. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Historians develop theses and use evidence to support or refute positions. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Historians analyze effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Industrialization and Progressivism (1877-1920) The rise of corporations, industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
Opportunities for civic engagement with the structures of government are made possible through political and public policy processes. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Political parties, interest groups and the media provide opportunities for civic involvement through various means. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Civic Participation and Skills Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not The processes of persuasion, compromise, consensus-building and negotiation contribute to the resolution of conflicts and differences. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Basic Principles of the U.S. Constitution As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
Structure and Functions of the Federal Government Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not The political process creates a dynamic interaction the three branches of government in addressing current issues. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Role of the People In the United States, people have rights which protect them from undue governmental interference. Rights carry responsibilities which help define how people use their rights and which require respect for the rights of others. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Ohio’s and Local Governments As a framework for the the Ohio Constitution complements the federal structure of government in the United States. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
Individuals in Ohio have a responsibility to assist and local governments as they address relevant and often controversial problems that directly affect their communities. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Public Policy A variety of entities within the three branches of government, at all levels, address public policy issues which arise in domestic and international affairs. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Government and the Economy The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions economic costs and benefits. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not High School Modern History Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* Changes required to guarantee students will achieve the required cognitive demands
Global Economy When regions and nations use comparative advantage to produce at the lowest cost and then trade with others, production, consumption and interdependence increase. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Government actions, such as tariffs, quotas, subsidies, trade agreements and membership in multinational economic organizations significantly impact international trade. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Working and Earning Income is determined by many factors including individual skills and abilities, work ethic and market conditions. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Employee earning statements include information about gross wages, benefits, taxes and other deductions. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Financial Responsibility and Management Financial decision-making involves considering alternatives by examining costs and benefits. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not A personal financial plan includes financial and a budget, including spending on goods and services, savings and investments, insurance and philanthropy. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
Different payment methods have advantages and disadvantages. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Saving and Investing Saving and investing help to build wealth. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Savings can as a buffer against economic hardship. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Different costs and benefits are associated with saving and investing alternatives. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not brokerages and insurance companies provide access to investments such as certificates of deposit, stocks, bonds and mutual funds. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Credit and Debt There are costs and benefits associated with various sources of credit available from different types of financial institutions. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Credit and debt can be managed to maintain credit worthiness. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Consumer protection laws provide financial safeguards. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Risk Management
Property and liability insurance protect against risks associated with use of property. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Health, disability and life insurance protect against risks associated with increased expenses and loss of income. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Steps can be taken to safeguard one’s personal financial information and reduce the risk of loss. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not High School Contemporary World Issues Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands Global Connections alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Advances in communications technology have profound effects on the ability of governments, interest groups, individuals and the media to share information across national and cultural borders. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not Civic Participation and Skills
as it relates to injustices against minority groups. Modern instances of genocide and ethnic cleansing present individual, organizational and national issues related to the responsibilities of participants and non-participants. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Sustainability Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Sustainability issues are interpreted and treated differently by people viewing them from various political, economic and cultural perspectives. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not International associations and nongovernmental organizations offer means of collaboration to address sustainability issues on local, national and international levels. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Technology The development and use of technology influences economic, political, ethical and social issues. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
Technologies inevitably involve trade-offs between costs and benefits. Decisions about the use of products and systems can result in intended and unintended consequences. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not National Security and International Diplomacy Nations seek to ensure the security of geographic territories, political institutions, economic systems and ways of life. Maintaining security has political, social and economic costs. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Economic, political and social differences between global entities can lead to conflict unless mitigated through diplomacy or cooperative efforts. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Individuals and organizations work within, or outside of, established systems of power, authority and governance to influence their own security and the security of others. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not The Global Economy The global economy creates advantages and disadvantages for different segments of the world’s population. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Trade agreements, multinational organizations, embargoes and protectionism impact markets. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
The distribution of wealth and economic power among countries changes over time. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not The global economy creates interdependence so that economic circumstances in one country impact events in other countries. ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not High School World Geography Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands Spatial Thinking and Skills Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not
Globalization has shaped new cultural, economic and political ideas and entities (e.g., universal human rights, European Union, terrorist networks). ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Globalization has cultural, economic, physical and political consequences (e.g., Internet access increases availability of information, outsourcing to regional unemployment, development of infrastructure impacts local ecosystems and economies, computer hacking into sensitive data bases leads to insecurity). ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Global trade and communication systems reduce the effect of time on the distribution of goods, services, and information (e.g., reliance on local foods versus global trade in perishable foods, online brokering versus personal brokers, Internet access versus library access). ___ Full ___ Partial ___ No ___ ___ Partially ___ Does Not