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Warning Text %XTableStyleMedium2PivotStyleLight16`SS 8.1WSS 8.2;SS 8.3X SS 8.4 WLDr SS 8.4 USSSS 12.1SS 12.2SS 12.3 SS 12.4 WLD SS 12.4 US 8    ;   ;@   ;'   ;   ;   ;   ;   ;   ;  b Relevant Course Concept Indicator #Curricular Indicator AssessmentPacing Activities ResourcesDOK.SS 12.1 Students will develop and apply the skills of civic resoponsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.SS 12.1.1 Students will analyze and evaluatet the foundations, structure and functions of the United States government as well as local, state, and internaional government. SS 12.1.1.a Quarter 1Summarize the historical foundation that influenced the creation of the United States Constitution (e.g., philosophers, social contract theory, natural rights, Constitutional Convention, Federalist, and Anti-Federalist Papers) SS 12.1.1.b SS 12.1.1.c SS 12.1.1.d SS 12.1.1.e SS 12.1.1.f SS 12.1.1.g SS 12.1.1.hAnalyze and evaluate the structure of American constitutional government (e.g., federalism, democracy, representative government, branches of the government, separation of powers, checks and balances, amendment process, concurrent/enumerated/implied powers, electoral college)Analyze and evaluate the functions of United States government (e.g., national security, legislative law-making, executive implementation, judicial interpretation, constitutionalism, taxation, naturalization of citizens)Analyze and evaluate the foundation, structures, and functions of local government (e.g., city council, school board, county government, regional boards)Analyze and evaluate the foundation, structures, and functions of state government (e.g., bicameral/unicameral, reapportionment/redistricting, branches of government)Analyze and evaluate the foundation, structures, and functions of supranational organizations (e.g., United Nations, NATO, European Union, treaties, trade organizations)VAnalyze and evaluate the roles that political parties have played in the United States[Analyze and evaluate United States foreign policy issues (e.g. methods, approaches, events) Quarter 2 Quarter 1, 2Geography, World HistoryQuarter 1,2, 3 Quarter 1,4 Quarter 2,3World History, American History World History6Documment Captions, Worksheets, Notes/Discussion, Exam"Worksheets, Notes/Discussion, ExamCounty Government Days Worksheets, Political Quiz, ExamSS 12.1.2 Students will address local, state, national or international issues and policies through meaningful civic participation.'Foundations and Functions of Government SS 12.2.1.a SS 12.1.2.a'Grade Level Standard: High School Cvics SS 12.1.2.b SS 12.1.2.c SS 12.1.2.d SS 12.1.2.eCivic ParticipationEvaluate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy (e.g., lobbying, voting, contacting government officials, petitioning)Analyze the significance and benefits of patriotic symbols, songs, holidays, and activities (e.g. Pledge of Allegiance, "The Star Spangled Banner", "America", Veteran's Day, Martin Luther King, Jr. Day, American Indian Day, Constitution Day)!Engage in civic activities (e.g., discussing current issues, advocating for personal rights and the rights of others, influencing governmental actions, participating in civil discourse, registering for selective service, participating in community improvement activities, service learning)oAnalyze an issue and determine which level of government is most appropriate to utilize in addressing the issueDescribe the roles and influences of individuals, groups, and the media as checks on governmental practices (e.g., interest groups, political action committees, lobbyists, public opinion polls);Critique various media sources for accuracy and perspective SS 12.1.2.fQuarter 1, 2, 3, 4Quarter 1, 2, 3, 8TwitteriPadQuarter 1, 2, 3,Mock Legislatige SessionXMock Legislative Session, Historical Judicial Review, Worksheets, Notes/Discussion, Exam'Twitter, internet, newspaper, broadcast!iPad, radio, television, internet+Grade Level Standard: High School EconomicsSS 12.2 Students will untilize economic reasoning skills to make infomed judegements and become effective paricipants in the economy at the local, state, national, and internatinal levels. SS 12.2.1 Students will assess how market forces guide the owners of land, labor, and capital and determine the allocation of wealth in the economy.Markets SS 12.2.1.b SS 12.2.1 c SS 12.2.1.d SS 12.2.1.e SS 12.2.1.fGExplain how the factors of production are bought and sold in the market>Analyze the role of the product market and the resource marketUnderstand productivity as a measure of the quantity of goods and services produced with a given amount of resources (e.g., Gross Domestic Product)Analyze how market forces determine what producers choose to produce and which combination of productive resources will be most productiveExplain how wages/earnings are affected by the market (e.g., value of products, supply and demand of labor, worker skills and qualifications)Explain the role and importance of profit and return on investments to producers. (e.g. increase in supply and expansion of industries) SS 12.2.2.e SS 12.2.2.d SS 12.2.2.c SS 12.2.2.b SS 12.2.2.a;Understand demand, quantity demanded, and changes in demand;Understand supply, quantity supplied, and changes in supplyRUnderstand that equilibrium price and quantity are determined by supply and demandHypothesize how competition between sellers could results in lower prices, higher quality products, and better customer serviceHypothesize how producers and consumers affect market prices and quantities through the goods and services they produce and buy (e.g., shifts in supply and demand, price elasticity)`SS 12.2.1 Students will illustrate how markets determine prices and allocate goods and services.WMA 12.2.3Students will analyze how economic institutions impact individuals and groups. Institutions SS 12.2.3.a SS 12.2.3.b SS 12.2.3.c SS 12.2.3.d SS 12.2.3.eAnalyze how various economic institutions have played a role in United States economic policy and practice (e.g., corporations, labor unions, financial institutions, stock markets, cooperatives, and business partnerships)Describe how measures used by economic institutions are calculated (e.g., trends and business cycles using GDP, unemployment rates, inflation rates)SExplain how banks and a sound monetary system are critical to a functioning economyDescribe the functions and role of the Federal Reserve System and its influence through monetary policy (e.g., balancing inflation and unemployment)mUnderstand how financial markets determine the cost of borrowing and influence the level of economic activity SS 12.2.4.a SS 12.2.4.bAssess how property rights are defined, enforced, and limited by government (e.g., zoning laws, eminent domain, Homestead Act, copyright laws, patents, and intellectual property)zDescribe the role of market economy in United States history (e.g., periods of prosperity, recessions, and overall growth)kSS 12.2.5 Students will recognize and predict the impact that various economic systems will have on people.Financial LiteracylSS 12.2.4 Students will assess how private ownership of property is a basic institution of a market economy. SS 12.2.5.a SS 12.2.5.b SS 12.2.5.cvDevelop a logical argument debating the merits of various economic systems (e.g., traditional, command, market, mixed)7Evaluate the historical use of various economic systems[Compare the standard of living with other countries (Germany, Brazil, Russia, India, China)ZSS 12.2.6 Students will understand economic concepts that support rational decision making SS 12.2.6.a SS 12.2.6.b SS 12.2.6.cJExplore employment trends and reasons for growth and decline in employmentqMake career decisions by systematically considering alternatives and consequences through the use of cost benefitNAssess the incentives for investing in personal education, skills, and talents~Identify various ways people earn a living by using career programs to explore oppor< tunities (e.g., Nebraska Career Education)BSS 12.2.7 Students will apply effective money management concepts. SS 12.2.7.a SS 12.2.7.b SS 12.2.7.c SS 12.2.6.d?Organize personal finances and use a budget to manage cash flow2Compare and contrast checking and savings accounts.Assess the effects of taxes on personal incomeSS 12.2.8 Students will critique strategies used to establish, build, maintain, monitor, and control credit.Students will apply effective money management concepts. SS 12.2.8.a SS 12.2.8.b SS 12.2.8.ckAnalyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using creditIdentify strategies of establishing and maintaining a good credit rating for effective credit management (e.g., credit cards, auto loans, mortgages)Compare and contrast the cost and benefits of various lending institutions (e.g., banks, credit unions, paycheck advance businesses, pawn shops) SS 12.2.8.dkStudents will identify situations when borrowing money and paying interest may be a wise or unwise decision SS 12.2.9.a SS 12.2.9.b SS 12.2.9.cpSS 12.2.9 Students will evaluate savings, investment, and risk management strategies to achieve financial goals.=Explain the importance of saving to ensure financial security}Implement an investment strategy that is compatible with personal goals (e.g., stocks, bonds, mutual funds, retirement plans)rAnalyze appropriate and cost effective risk management strategies (e.g., health, disability, life, auto insurance)jSS 12.2.10 Students will analyze the roles and responsibilities of government in various economic systems. GovernmentExamine how governments utilize taxation to provide goods and services to society (e.g., disaster relief, flood control, police protection)Investigate multiple roles of government in a market economy (e.g., forms of taxation, enforcing private property and zoning laws, collecting sales tax)Explore various forms of taxation (earning, consumption, or wealth) and discuss outcomes of various tax philosophies as drivers of economic activity SS 12.2.10.a SS 12.2.10.b SS 12.2.10.cResearch the role of government in the development of economic systems (e.g., historic and current examples of command, market, traditional, mixed systems) SS 12.2.10.dAnalyze government policies and regulations in areas of market failure (e.g., monopolies, externalities, non-enforcement of property rights) SS 12.2.10.efSS 12.2.11 Students will examine the government s influence on economic systems through fiscal policy.Examine how governments can use taxing and spending policies to influence behavior (e.g., alcohol tax, home mortgage interest deduction)RExamine the impact of fiscal policy on budget deficits\surpluses and national debt]Examine the impact of the unemployment rate on the economy (frictional, structural, cyclical) SS 12.2.11.a SS 12.2.11.b SS 12.2.11.cjSS 12.2.12 Students will evaluate how international trade benefits individuals, organizations, and nations SS 12.2.12.a SS 12.2.12.b SS 12.2.12.c[Analyze the effects of various trade policies (e.g., identify short term/long term impacts)RIdentify goods which are available at a lower price because of international tradeYExplain how trade barriers impact the prices and quantity of goods in the domestic marketWSS 12.2.13 Students will evaluate how international trade affects the domestic economy. SS 12.2.13.a SS 12.2.13.b SS 12.2.13.c GlobalizationSS 12.3 Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels.The World In Spacial Terms SS 12.3.1.a SS 12.3.1.b SS 12.3.1.c SS 12.3.1.d`Analyze geographical information sources (e.g., map, globe, atlas, remote sensing, GPS, and GIS)Analyze mental maps and spatial relationships. (e.g., city development,Apply spatial thinking to investigate issues and justify decisions. (e.g., consolidation of schools, closing of post urban planning based on railroads, location of natural resources)tApply spatial thinking to investigate issues and justify decisions. (e.g., consolidation of schools, closing of postFSS 12.3.2 Students will examine how regions form and change over time.~SS 12.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth s surface.Analyze physical and human processes that shape places and regions (e.g., erosion, international trade, weathering, climate, migration, international trade )Examine the importance of places and regions to individual and social identity (e.g., nationalism, national monuments, local legends, parks, sub-cultures, nationalism, territoriality, iconography)Apply regional analysis of geographic issues and questions. (e.g., discussing current events and issues of the day in a geographical context)RAnalyze critical issues and problems of places and regions. (e.g., current events)YAnalyze the interdependence of places and regions. (e.g., international trade, NAFTA, EU)Analyze the changes in places and regions over time (e.g., migration, urbanization, fertility and mortality, industrialization)Place and RegionsPhysical SystemsbSS 12.3.3 Students will interpret how natural processes interact to create the natural environmentvIdentify and explain components of Earth s physical system (i.e., atmosphere, lithosphere, biosphere, and hydrosphere)fExplain plate tectonics/continental drift and predict changes over time to the earth s land and oceans5Identify and explain world patterns of extreme events9Identify and explain global ocean and atmospheric systems*Compare and contrast world climate regions SS 12.3.2.a SS 12.3.2.b SS 12.3.2.c SS 12.3.2.d SS 12.3.2.e SS 12.3.2.f SS 12.3.3.a SS 12.3.3.b SS 12.3.3.c SS 12.3.3.d SS 12.3.3.eSSS 12.3.4 Students will analyze and interpret patterns of culture around the world. SS 12.3.4 a SS 12.3.4 b SS 12.3.4 c SS 12.3.4 d SS 12.3.4 e SS 12.3.4 f SS 12.3.4 gHuman/Environment InteractionAnalyze the consequences of extreme weather and other natural disasters such as El Nino, floods, tsunamis, droughts, and volcanoes Evaluate ways that humans depend on, adapt to, and modify the physical environment (e.g., agriculture, water supply, raw materials for economic development, land use practices, the use of technology to overcome climate, terrain, distances, and resource availability){Evaluate successful solutions and problems related to the physical environment from a geographical perspective (e.g., the role of irrigation, contour farming and hybrid seeds in expansion of agriculture in the Midwest; the role of air conditioning in the industrialization of the South; recent global climate change theories, and evidence that supports and refutes such theories)Investigate the role of technology in the supply of, and substitution for, natural resources (e.g., PVC replacing copper pipes, synthetics for natural rubber, horizontal drilling, fracking, and the use of tar sands in oil recovery)Analyze the impacts of technological innovations in shaping human interaction on the physical environment (e.g., agriculture, air conditioning, desalinization) SS 12.3.4 h SS 12.3.4 iDistinguish population characteristics by world regions, country, and regions within countries (e.g., demographic transition, fertility, mortality, migration rates, population pyramids)Analyze the push and pull factors (economic, political, and cultural) driving human migration and the impacts on the source regions and destinations (e.g., the impact of migra< tion to North America, South America, Australia and New Zealand)CCompare and contrast changes in human settlement patterns over timeXCompare and contrast internal structures of cities in developed and developing countries!Evaluate the spread of cultural traits to distinguish between convergence and divergence of cultures (e.g., convergence: spread of democratic ideas, patronage of chain coffee houses, introduction of fast food restaurants worldwide; divergence: restrictions on the change of local language)Determine the level of development and standard of living in nations using economic, social, and demographic indicators (e.g., gross domestic product per capita, life expectancy, literacy, infant mortality)Evaluate the benefits and challenges of globalization (e.g., regional specialization, trade, multinational businesses, pandemics, loss of local cultures)Identify and analyze patterns of power and influence of sovereign nations and organized nation groups (e.g., NATO, United Nations, European Union)jIdentify and explain the factors that contribute to cooperation and conflict within and between countries. SS 12.3.5 a SS 12.3.5 b SS 12.3.5 c SS 12.3.5 d SS 12.3.5 eWSS 12.3.5 Students will evaluate interrelationships between people and the environment.zSS 12.3.6 Students will analyze issues and/or events using the geographic knowledge and skills to make informed decisions. SS 12.3.6. a SS 12.3.6. b|Apply geographic knowledge and skills (e.g., ask geographic questions, acquire, analyze, and present geographic information)Identify and evaluate how geographic knowledge and geographic techniques are applied to improve our lives or solve problems (e.g., use global information systems (GIS), global positioning systems (GPS), satellite images, and maps to find the best location for a new store, identify potential customers, or determine the optimum usage of irrigation and fertilizers, mapping cases of cholera to determine that city water supply was contaminated)-Application of Geography to Issues and EventsSS 12.4: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels.UDescribe how individuals, events, and ideas have changed communities past and presentSS 12.4.1 Students will analyze how major past and current world events are chronologically connected, and evaluate their impact(s) upon one another. SS 12.4.1.a SS 12.4.1.b SS 12.4.1.c SS 12.4.1.d(WLD) Describe concepts of time and chronology (e.g., Middle Ages, Global Interaction, Age of Revolutions, Global Conflict and Achievement, Contemporary World)(WLD) Select, record, and interpret key global events in chronological order (e.g., timelines with eras and selected key event)(WLD)Examine the chronology of historical events throughout the world to evaluate their impact on the past, present, and futureSS 12.4.2 (WLD) Students will analyze and evaluate the impact of people, events, ideas, and symbols upon world history using multiple types of sources.(WLD) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history throughout the world (e.g., Middle Ages: Charlemagne, Reformation, Mongol Empire, Renaissance; Global Interaction: Columbian Exchange; Trans-Atlantic Slave Trade, Montezuma; Age of Revolutions: French Revolution, Industrial Revolution, Simon Bolivar; Global Conflict and Achievement: Imperialism, World War I; World War II, Holocaust, failure of Nazism/Fascism, Einstein, Cold War; Contemporary World: Decolonization, fall of Communism, Democracy Movements, Mohandas Gandhi, Nelson Mandela, globalization)(WLD) Analyze and evaluate how global civilizations have changed over the course of time, using maps, documents, and other artifactsP(WLD) Analyze and evaluate the appropriate uses of primary and secondary sources SS 12.4.2.a SS 12.4.2.b SS 12.4.2.cHistorical ComprehensionMultiple PerspectiveslSS 12.4.3 (WLD) Students will analyze and evaluate historical and current events from multiple perspectives.(WLD) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of world history (e.g., the Crusades, nationalism, imperialism, apartheid, Arab/Israeli conflicts)(WLD) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Magna Carta, Narrative of the Life of Olaudah Equiano, Lin Zexu s letter to Queen Victoria preceding the Opium War, Nuremberg Laws) SS 12.4.3.a SS 12.4.3.bSS 12.4.4 (WLD) Students will identify and evaluate the effects of past, current, and potential future events, issues, and problems.~(WLD) Evaluate the relationships among historical events across the globe and the students' lives today (i.e., current events)(WLD) Analyze and evaluate multiple causes and effects of key events in world history (e.g., Black Death, Ming exploration, Industrial Revolution, totalitarianism, acts of terrorism)f(WLD) Evaluate how decisions affected events across the world (e.g., revolutions, alliances, treaties)(WLD) Evaluate and formulate a position on alternative courses of action in United States and around the globe (e.g., How does conflict impact political borders?)(WLD) Compare and evaluate contradictory historical narratives of Modern World History through determination of credibility, contextualization, and corroboration SS 12.4.4.a SS 12.4.4.b SS 12.4.4.c SS 12.4.4.d SS 12.4.4.e&Historical Analysis and InterpritationASS 12.4.5 (WLD) Students will develop historical research skills.,(WLD) Develop questions about World history.(WLD) Obtain, analyze, evaluate, and cite appropriate sources for research about Modern World History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format.)p(WLD) Gather historical information about the world (e.g., document archives, artifacts, newspapers, interviews)(WLD) Present an evaluation of historical information about the world (e.g., pictures, posters, oral/written narratives, and electronic presentations) SS 12.4.5.a SS 12.4.5.b SS 12.4.5.c SS 12.4.5.dHistorical Research SkillsChronological Thinking(US) Examine the chronology of historical events in the United States and throughout the world to evaluate their impact on the past, present, and future (US) Describe concepts of time and chronology (e.g., Progressive Era, Expansion, World War I, The Depression, The New Deal, World War II, Cold War, Civil Rights Era, Space Exploration, Economic Boom and Recessions, Contemporary United States)(US) Select, record, and interpret key national and global events in chronological order (e.g., timelines with eras and selected key event) (US) Select, record, and interpret key national and global events in chronological order (e.g., timelines with eras and selected key event) SS 12.4.2 (US) Students will analyze and evaluate the impact of people, events, ideas, and symbols upon US history using multiple types of sources"(US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States (e.g., unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals; Progressive Era: Teddy Roosevelt, The Jungle , Elizabeth Cady Stanton, suffrage; World War I: Woodrow Wilson, League of Nations, Harlem Renaissance, Jazz, Prohibition, The Depression: Franklin Delano Roosevelt; World War II: Dwight Eisenhower, internment camps, Holocaust; Cold War: Marshall Plan, John F. Kennedy, Eleanor Roosevelt, < Korea, Vietnam, Ronald Reagan; Civil Rights Era: Martin Luther King, Jr., Malcolm X, NAACP, AIM, Cesar Chavez, Supreme Court decisions such as Brown v. Board of Education, key legislation; Contemporary United States: patriotism, Watergate, Sandra Day O'Connor, Clarence Thomas, fall of the Berlin Wall, Colin Powell, 9/11, Steve Jobs, Bill Gates) (US) Analyze and evaluate how the United States has changed over the course of time, using maps, documents, and other artifacts P(US) Analyze and evaluate the appropriate uses of primary and secondary sources mSS 12.4.3 (US) Students will analyze and evaluate historical and current events from multiple perspectives. (US) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of US history (e.g., Immigration, early 20th Century African American leaders, World Wars, international trade agreements, women s rights) (US) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Equal Rights Amendment, Martin Luther King, Jr.'s "I Have a Dream" speech, Franklin Delano Roosevelt's Declaration of War speech, the Pentagon Papers)SS 12.4.4 (US) Students will identify and evaluate the effects of past, current, and potential future events, issues, and problemsSS 12.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another. (US) Compare and evaluate contradictory historical narratives of Twentieth-Century U.S. History through determination of credibility, contextualization, and corroboration (US) Evaluate and formulate a position on alternative courses of action in United States and around the globe (e.g., What are the possible outcomes of peace treaties? ) (US) Evaluate how decisions affected events in the United States (e.g., Supreme Court Decisions, revolutions, alliances, treaties) (US) Analyze and evaluate multiple causes and effects of key events in US history (e.g., World Wars I and II, Korean Conflict, Cuban Missile Crisis, assassination of political leaders, Vietnam Conflict, Middle East Peace Efforts, 9/11 and other acts of terrorism) (US) Evaluate the relationships among historical events in the United States and the students' lives today (i.e., current events) @SS 12.4.5 (US) Students will develop historical research skills.(US) Present an evaluation of historical information about the world (e.g., pictures, posters, oral/written narratives, and electronic presentations)x(US) Gather historical information about the United States (e.g., document archives, artifacts, newspapers, interviews) (US) Obtain, analyze, evaluate, and cite appropriate sources for research about Twentieth-Century U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format.) 2(US) Develop questions about United States historyGrade Level Standard: 6-8iSS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.!Forms and Functions of GovernmentIdentify and describe different forms of government via the study of early and current civilizations (e.g., tribal, monarchy, democracy, republic, theocracy, and oligarchy).Describe the structure and roles of governmentIdentify the development of written laws and other documents (e.g., Hammurabi s Code, Magna Carta, Declaration of Independence, United States Constitution, Preamble and Bill of Rights)KExplain how various government decisions impact people, places, and historyxDescribe important government principals (e.g., freedom, democracy, equality, rule of law, popular sovereignty, justice)>Describe the history of political parties in the United StateslCompare civic life in the United States with other countries (e.g. England, China, Nigeria, India, Honduras)sExplain the ways in which governments meet the needs of citizens, manage conflict, and establish order and securitySS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. SS 8.1.1.a SS 8.1.1.b SS 8.1.1.c SS 8.1.1.d SS 8.1.1.e SS 8.1.1.f SS 8.1.1.g SS 8.1.1.h SS 8.1.2.a SS 8.1.2.b SS 8.1.2.c SS 8.1.2.d SS 8.1.2.eCivic PaticipationDescribe ways individuals participate in the political process (e.g., registering and voting, contacting government officials, campaign involvement)Describe the significance of patriotic symbols, songs and activities (e.g., Pledge of Allegiance, "The Star Spangled Banner", celebration of Memorial Day, Independence Day, Veteran s Day, Martin Luther King, Jr. Day, American Indian Day, Constitution Day)LDemonstrate civic engagement (e.g., service learning projects, volunteerism)Evaluate how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United StatesIdentify the roles and influences of individuals, groups, and the media on governments (e.g., Seneca Falls Convention, Underground Railroad, Horace Greeley, Harriet Beecher Stowe, Jane Addams, Muckrackers, Booker T. Washington)6-8 Social Studies Curriculum SS 8.2.1.d SS 8.2.1.c SS 8.2.1.b SS 8.2.1.abSS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.eUnderstand the relationship between consumers and producers in a market economy (e.g., circular flow)dIllustrate how individuals are both consumers and producers (buyers and sellers) in a market economyDescribe the development and effects of technology in economic history (e.g., increased productivity, increased standard of living, increased employment)AIdentify the role of entrepreneurs and profit in a market economy SS 8.2.2.aIllustrate how consumers will demand more at lower prices and suppliers will produce more at higher prices (law of supply and demand) (e.g., Adam Smith, Invisible Hand)_Explain how the relationship between supply and demand determines price (market clearing price) SS 8.2.2.bSS 2.2.2 Students will recognize that producers use resources to make goods, deliver services, earn a profit, and satisfy economic wants. SS 8.2.3.a SS 8.2.3.bDescribe the purpose and role of economic institutions (e.g., corporations, labor unions, financial institutions, stock markets, cooperatives, and business partnerships)Recognize how inflation and deflation impacts purchasing power (e.g., track GDP in various years, compare consumer purchasing power)qSS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.mSS 8.2.4 Students will identify how private ownership of property is a basic institution of a market economy. InstitutionDefine and distinguish private property (e.g., factories and homes) and public property (e.g., parks, public schools, and government buildings)QSS 8.2.5 Students will identify the basic economic systems in the global economy. SS 8.2.4.a SS 8.2.5.a SS 8.2.5.boCompare and contrast characteristics of different economic systems. (e.g., traditional, command, market, mixed)dDiscuss various philosophies regarding governments' role in an economy (e.g., capitalism, socialism) SS 8.2.10.abSS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.{Identify various goods and services provide< d by the government (e.g., disaster relief, public works, postal service, roads)Explain how governments provide economic assistance (e.g., social security, Medicare, Medicaid, farm subsidies, disaster relief) SS 8.2.10.bOSS 8.2.11 Students will explain how tax revenues are collected and distributed.lSS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations. SS 8.2.11.a SS 8.2.11.bRIdentify taxes paid by individuals (e.g., income taxes, sales tax, property taxes)XIdentify institutions supported by tax dollars (e.g., schools, roads, police protection))Differentiate between exports and importsGExplain how individuals gain through specialization and voluntary trade SS 8.2.12.a SS 8.2.12.bVSS 8.2.13 Students will identify how international trade affects the domestic economy. SS 8.2.13.a SS 8.2.13.bLExplain that currency must be converted to make purchases in other countriesCExplain how prices of goods change as exchange rates go up and downEconomics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels.Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels.}SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth s surface. SS 8.3.1.a SS 8.3.1.b SS 8.3.1.cThe World In Spaial TermseUse and interpret different types of maps/charts/diagrams/timelines (primary sources where available)Use and interpret the results of mapping technologies, parts of a map and map projections (e.g., cartography/ Geographic Information Systems)Compare world views using mental maps (e.g., students sketch a map to demonstrate their personal perception of the world and compare it to previous personal maps) SS 8.3.2.a SS 8.3.2.b SS 8.3.2.c SS 8.3.2.d SS 8.3.2.ePlaces and RegionsIdentify the location of major world regions (e.g., Arctic, Caribbean, Central America, Balkans, Horn of Africa, East Asia, South Asia), countries, and citiesAnalyze how humans group and label environments and how those groupings/labels impact human societies (e.g., Dixie, Midwest, Ring of Fire)fAnalyze changes in places and regions over time (e.g., irrigation, growth of cities, Manifest Destiny)Analyze impact of land and water features on human decisions (e.g., location of settlements and transportation systems with respect to the location of river valleys, mountains, deserts, plains, oceans)ZAnalyze physical and human characteristics of places and regions (e.g., climate, language) SS 8.3.3.a SS 8.3.3.b SS 8.3.3.cnSS 8.3.3 Students will investigate how natural processes interact to create and change the natural environmentTCompare and contrast various biomes/climates (e.g., rainforest, grasslands, forests)Analyze the impact of natural events on biomes, climates and wind and water systems (e.g., rivers/floods/ precipitation/drought)Use physical processes to explain patterns in the physical environment (e.g., volcanoes creating islands, faulting changing mountains, glaciation creating the Great Lakes)ESS 8.3.2 Students will examine how regions form and change over time.RSS 8.3.4 Students will analyze and interpret patterns of culture around the world. SS 8.3.4.a SS 8.3.4.b SS 8.3.4.c Human SystemsAnalyze and explain components and diffusion of cultures (e.g., religion-spread of various belief systems, popular culture, spread of fast food chains, language-spread of English, technology-adoption of agricultural advancements, railroads, people as carriers and physical and cultural barriers, expansion and relocation, hierarchical-expansion diffusion of fashion from Paris and London to Nebraska communities, )Analyze purpose of population centers, (e.g., function of cities as providers of goods and services, economic activities and interdependence, trade and transportation)Compare and contrast characteristics of groups of people/settlements (e.g., population density, distribution and growth, migration patterns, diffusion of people, places, and ideas, westward expansion of immigrants, Homestead Act)ZSS 8.3.5 Students will analyze how humans have adapted to different physical environments.Identify and evaluate human adaptations to the environment from the local to the international levels (e.g., clothing, sewage systems, transportation systems, natural disasters, scarcity of resources ) SS 8.3.5.e SS 8.3.5.d SS 8.3.5.c SS 8.3.5.b SS 8.3.5.aExamine world patterns of resource distribution and utilization (e.g., major source regions for coal, iron ore, oil, natural gas, and the major industrial regions in which they are utilized)Analyze issues related to the physical environment globally (e.g., water supply, air quality in cities, solid waste disposal, availability of arable land)Identify and evaluate how humans utilize the physical environment (e.g., irrigation, levees, terraces, fertile soils, mechanized agriculture, changes in land use)Describe the impact of extreme natural events on the human and physical environment globally (e.g., earthquakes, tornadoes, floods, hurricanes, volcanic eruptions, mudslides)uSS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. SS 8.3.6.a SS 8.3.6.bAnalyze the physical or human geographic factors explaining the spatial pattern of world events. (e.g., water scarcity and conflict in the Middle East, contrasting demographic trends in developed and developing countries)Describe and analyze the role of geographic factors in determining the spatial arrangement of humans and their activity (e.g., geographic concentration of manufacturing, banking, or high tech industries; urbanization; availability of arable land, water and suitable climate for farming; access to resources for development, surveying, mapping, public land survey system, drawing of state and county boundaries)History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels.Grade Level Standard: 6-8thSS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.kSS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.]SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.:SS 8.4.5 Students will develop historical research skills.Describe concepts of time and chronology (e.g., Three Worlds Meet, Colonial America, Establishing a Nation, Expansion and Reform, Civil War & Reconstruction, Industrialization)l(US) Classify key national events in chronological order (e.g., timelines with eras and selected key events){(US) Examine the chronology of historical events in the United States analyze their impact on the past, present, and futureChronologial Thinking(US) Analyze the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States by era (e.g., Establishing a Nation: Revolutionary War: Founders and Founding Documents: unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals, George Washington, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols; Expansion and Reform: land acquisition, <Manifest Destiny, Standing Bear, Indian Removal Acts; Civil War/Reconstruction: Dred Scott, secession, acts and legislations, Civil War leaders; Industrialism: rise of corporations, growth of organized labor, assembly line, immigration; Transportation and Technology: Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, Orville and Wilbur Wright)q(US)Analyze how the United States has changed over the course of time, using maps, documents, and other artifactsB(US) Analyze the appropriate uses of primary and secondary sources(US) Analyze and interpret how multiple perspectives facilitate the understanding of the full story of US history (e.g., Dawes Act, Chinese Exclusion Act, Treaty of Guadalupe Hidalgo, The Emancipation Proclamation, Organized Labor, Women's Suffrage)(US) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., The Bill of Rights, slavery, Gettysburg Address, The New Colossus Poem, images, political cartoons, photographs, newspapers)(US) Analyze the relationships among historical events in the United States and the students' lives today (i.e., current events)(US) Identify and analyze multiple causes and effects upon key events in US history (e.g., Antebellum, Kansas-Nebraska Act, Civil War/Reconstruction, Wounded Knee Massacre)(US) Analyze how decisions affected events in the United States (e.g., Supreme Court decisions, immigration, declaration of war)k(US) Evaluate alternative courses of action in United States history (e.g., Why and how was land acquired?)(US) Analyze sources on Nineteenth-Century American History through determination of credibility, contextualization, and corroboration SS 8.4.1.a SS 8.4.1.b SS 8.4.1.c SS 8.4.2.a SS 8.4.2.b SS 8.4.2.c SS 8.4.3.a SS 8.4.3.b SS 8.4.4.a'Historical Analysis and Intterpretation SS 8.4.4.b SS 8.4.4.c SS 8.4.4.d SS 8.4.4.e MA 8.4.5.a MA 8.4.5.b MA 8.4.5.c MA 8.4.5.d(US) Present an analysis of historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations)w(US) Gather historical information about the United States (e.g., document archives, artifacts, newspapers, interviews)(US) Obtain, analyze and cite appropriate sources for research about Nineteenth-Century U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format)SS 8.4.1 (WLD) Students will analyze how major past and current world events are chronologically connected, and evaluate their impact(s) upon one another.(WLD) Describe concepts of time and chronology (e.g., Early Civilizations & Rise of Pastoral People 4000-1000 BCE, Rise of Giant Empires & Major Religions 1000-300CE, Expanding Zones of Exchange and Encounter 300-1000 CE)k(WLD) Classify key global events in chronological order (e.g., timelines with eras and selected key events)(WLD) Examine the chronology of historical events throughout the world to analyze their impact on the past, present, and futureSS 8.4.2 (WLD) Students will analyze the impact of people, events, ideas, and symbols upon world history using multiple types of sources.(WLD) Analyze the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history throughout the world by era (e.g., Early Societies and Civilizations: culture prior to urbanization, Chavin, Toltecs, River Valley Civilizations and the development of agriculture, Songhai, Mali, Mesoamerica, Gupta Empire; Ancient and Classical Empires and Major Religions: Chinese and Japanese Dynasties, Greco-Roman Empires, Incas, Mayas, Aztecs, Hinduism, Taoism, Buddhism, Judaism, Christianity, Islam; Expanding Zones of Exchange and Encounter: Silk Road (World Studies might also include: Ancient Civilizations of the Americas, Europe, Asia, and Africa)w(WLD) Analyze how global civilizations have changed over the course of time, using maps, documents, and other artifactsC(WLD) Analyze the appropriate uses of primary and secondary sourceslSS 8.4.3 (WLD) Students will analyze and interpret historical and current events from multiple perspectives.(WLD) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Confucius Analects, Code of Hammurabi, slavery, Mandate of Heaven, Conference of Berlin, images and videos - Terracotta Soldiers, Untouchables, foot binding)^SS 8.4.4 (WLD) Students will identify causes of past and current events, issues, and problems.w(WLD) Analyze sources on Early World History through determination of credibility, contextualization, and corroboration|(WLD) Evaluate alternative courses of action in world history (e.g., How were ideas and products diffused to other regions?)y(WLD) Analyze how decisions affected events across the globe (e.g., migrations, declarations of war, treaties, alliances)(WLD) Identify and analyze multiple causes and effects upon key events in world history (e.g. Fall of Roman Empire, Fall of Mayan Civilization, Unification of China, Boxer Rebellion)}(WLD) Analyze the relationships among historical events across the globe and the students' lives today (i.e., current events)+(WLD) Develop questions about world history(WLD) Obtain, analyze and cite appropriate sources for research about Early World History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format)t(WLD) Gather historical information about other nations (e.g., document archives, artifacts, newspapers, interviews)(WLD) Present an analysis of historical information about the world 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