Rhode Island Grade Level and Grade Span Expectations: Grade 8
Skills available for Rhode Island eighth-grade social studies standards
Strand
Print skill plan
C&G
Civics & Government
C&G 1 People create and change structures of power, authority, and governance in order to accomplish common goals.
C&G 1 (7-8)-1 Students demonstrate an understanding of origins, forms, and purposes of government by...
C&G 1 (7-8)-1 Students demonstrate an understanding of origins, forms, and purposes of government by...
a: identifying and explaining the origins and basic functions of government.
a: identifying and explaining the origins and basic functions of government.
b: comparing and contrasting different forms of government (e.g., dictatorship, democracy, theocracy, republic, monarchy).
The Enlightenment
The Constitution
b: comparing and contrasting different forms of government (e.g., dictatorship, democracy, theocracy, republic, monarchy).
The Enlightenment
The Constitution
c: explaining what happens when political structures do or do not meet the needs of people (e.g., democracy v. anarchy).
The American Revolution
The Constitution
Causes of the Civil War
c: explaining what happens when political structures do or do not meet the needs of people (e.g., democracy v. anarchy).
The American Revolution
The Constitution
Causes of the Civil War
d: explaining how geography and economics influence the structure of government.
d: explaining how geography and economics influence the structure of government.
C&G 1 (7-8)-2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by...
C&G 1 (7-8)-2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by...
a: comparing and contrasting the key stages of development of the rule of law, as presented in various enduring/significant documents (e.g., Magna Carta, Preamble of the U.S. Constitution, U.N. Rights of the Child, "I Have A Dream" speech).
a: comparing and contrasting the key stages of development of the rule of law, as presented in various enduring/significant documents (e.g., Magna Carta, Preamble of the U.S. Constitution, U.N. Rights of the Child, "I Have A Dream" speech).
b: explaining why the rule of law is necessary to the role of government (e.g., debate/Robert's Rules of Order, classroom procedures).
b: explaining why the rule of law is necessary to the role of government (e.g., debate/Robert's Rules of Order, classroom procedures).
c: defining and identifying the nature of authority and sources of power.
c: defining and identifying the nature of authority and sources of power.
C&G 2 The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.
C&G 2 (7-8)-1 Students demonstrate an understanding of United States government (local, state, national) by...
C&G 2 (7-8)-1 Students demonstrate an understanding of United States government (local, state, national) by...
a: identifying the functions of the three branches of government; and analyzing and describing the interrelationship among the branches (i.e., checks and balances/cause and effect, separation of powers).
a: identifying the functions of the three branches of government; and analyzing and describing the interrelationship among the branches (i.e., checks and balances/cause and effect, separation of powers).
b: explaining how and why power is divided and shared among the levels of government (federalism).
b: explaining how and why power is divided and shared among the levels of government (federalism).
c: tracing the process of how an idea transforms into a bill and then becomes a law.
c: tracing the process of how an idea transforms into a bill and then becomes a law.
C&G 2 (7-8)-2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by...
C&G 2 (7-8)-2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by...
a: explaining how democratic values are reflected in enduring documents, political speeches (discourse), and group actions.
a: explaining how democratic values are reflected in enduring documents, political speeches (discourse), and group actions.
b: using a variety of sources to identify and defend a position on a democratic principle (e.g., self-government in Declaration of Independence, women's rights in Seneca Falls Declaration, Habeas Corpus in Laws of 12 Tables, freedom of religion in Washington's letter to the Touro Synagogue).
b: using a variety of sources to identify and defend a position on a democratic principle (e.g., self-government in Declaration of Independence, women's rights in Seneca Falls Declaration, Habeas Corpus in Laws of 12 Tables, freedom of religion in Washington's letter to the Touro Synagogue).
c: exhibiting and explaining what it means to be a responsible citizen in the state and nation.
c: exhibiting and explaining what it means to be a responsible citizen in the state and nation.
C&G 3 In a democratic society all people have certain rights and responsibilities.
C&G 3 (7-8)-1 Students demonstrate an understanding of citizens' rights and responsibilities by...
C&G 3 (7-8)-1 Students demonstrate an understanding of citizens' rights and responsibilities by...
a: defining and applying the concepts: "civic" (adj.), "civics" (n), "civil," "citizen," and "rights."
a: defining and applying the concepts: "civic" (adj.), "civics" (n), "civil," "citizen," and "rights."
b: evaluating and defending a position on issues involving individual rights (personal, economic, legal, or political rights reflected in the Bill of Rights).
b: evaluating and defending a position on issues involving individual rights (personal, economic, legal, or political rights reflected in the Bill of Rights).
c: analyzing and defending a position on an issue involving civic responsibilities (personal, economic, legal or political rights).
c: analyzing and defending a position on an issue involving civic responsibilities (personal, economic, legal or political rights).
d: providing examples that reflect conflicts between individual rights and the common good, within the context of civic responsibility.
d: providing examples that reflect conflicts between individual rights and the common good, within the context of civic responsibility.
C&G 3 (7-8)-2 Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by...
C&G 3 (7-8)-2 Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by...
a: identifying an issue, proposing solutions, and developing an action plan to resolve the issue.
a: identifying an issue, proposing solutions, and developing an action plan to resolve the issue.
b: identifying and explaining how an action taken by an individual or a group impacts the rights of others.
b: identifying and explaining how an action taken by an individual or a group impacts the rights of others.
c: identifying the impact of an historic court case.
c: identifying the impact of an historic court case.
C&G 4 People engage in political processes in a variety of ways.
C&G 4 (7-8)-1 Students demonstrate an understanding of political systems and political processes by...
C&G 4 (7-8)-1 Students demonstrate an understanding of political systems and political processes by...
a: explaining how various factors affect how leaders are selected or elected through an election process (e.g., election process, public agenda, special interest groups, and media).
a: explaining how various factors affect how leaders are selected or elected through an election process (e.g., election process, public agenda, special interest groups, and media).
b: describing how and why individuals identify themselves politically (e.g., Federalist, Anti-federalist, suffragette, pacifist, nationalists, socialists).
b: describing how and why individuals identify themselves politically (e.g., Federalist, Anti-federalist, suffragette, pacifist, nationalists, socialists).
c: evaluating the strengths and weaknesses of various political systems (e.g., dictatorship, oligarchy, monarchy, democracy, theocracy).
c: evaluating the strengths and weaknesses of various political systems (e.g., dictatorship, oligarchy, monarchy, democracy, theocracy).
d: examining how elections are/can be vehicles of change.
d: examining how elections are/can be vehicles of change.
e: recognizing multiple perspectives on historical or current controversial issues.
e: recognizing multiple perspectives on historical or current controversial issues.
C&G 4 (7-8)-2 Students demonstrate their participation in political processes by...
C&G 4 (7-8)-2 Students demonstrate their participation in political processes by...
a: expressing and defending an informed opinion and presenting their opinion to an audience beyond the classroom (e.g., political cartoon, letter, speech, emailing Congressional membership).
a: expressing and defending an informed opinion and presenting their opinion to an audience beyond the classroom (e.g., political cartoon, letter, speech, emailing Congressional membership).
b: describing their role and impact in the voting process.
b: describing their role and impact in the voting process.
c: engaging in the political process (e.g., mock elections).
c: engaging in the political process (e.g., mock elections).
C&G 4 (7-8)-3 Students participate in a civil society by...
C&G 4 (7-8)-3 Students participate in a civil society by...
a: demonstrating an understanding and empathy for the opinions of others (e.g., listening to and asking relevant questions, considering alternative perspectives, voicing alternative points of view, recognizing bias).
a: demonstrating an understanding and empathy for the opinions of others (e.g., listening to and asking relevant questions, considering alternative perspectives, voicing alternative points of view, recognizing bias).
b: demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues).
b: demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues).
c: recognizing the cause(s) and effect(s) of taking a civil action.
c: recognizing the cause(s) and effect(s) of taking a civil action.
d: utilizing a variety of reliable sources to develop an informed opinion.
d: utilizing a variety of reliable sources to develop an informed opinion.
C&G 5 As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.
C&G 5 (7-8)-1 Students demonstrate an understanding of the many ways Earth's people are interconnected by...
C&G 5 (7-8)-1 Students demonstrate an understanding of the many ways Earth's people are interconnected by...
a: tracing and explaining social, technological, geographical, economical, and cultural connections for a given society of people (e.g., trade, transportation, communication).
Basic economic principles
Region profiles
Country profiles
a: tracing and explaining social, technological, geographical, economical, and cultural connections for a given society of people (e.g., trade, transportation, communication).
Basic economic principles
Region profiles
Country profiles
b: identifying, describing, and explaining how people are politically, economically, environmentally, militarily, and (or) diplomatically connected (e.g., World Bank, UN, NATO, European Union).
b: identifying, describing, and explaining how people are politically, economically, environmentally, militarily, and (or) diplomatically connected (e.g., World Bank, UN, NATO, European Union).
C&G 5 (7-8)-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by...
C&G 5 (7-8)-2 Students demonstrate an understanding of the benefits and challenges of an interconnected world by...
a: identifying and discussing factors that lead to the breakdown of order among societies and the resulting consequences (e.g., abolition of slavery, terrorism, Fall of Roman Empire, civil war).
Causes of the American Revolution
Causes of the Civil War
Causes of WWI
a: identifying and discussing factors that lead to the breakdown of order among societies and the resulting consequences (e.g., abolition of slavery, terrorism, Fall of Roman Empire, civil war).
Causes of the American Revolution
Causes of the Civil War
Causes of WWI
b: considering competing interests on issues that benefit some people and cause other people to suffer (e.g., slavery, whaling, oil exploration).
Basic economic principles
History
b: considering competing interests on issues that benefit some people and cause other people to suffer (e.g., slavery, whaling, oil exploration).
Basic economic principles
History
C&G 5 (7-8)-3 Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by...
C&G 5 (7-8)-3 Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by...
a: making predictions as to the effects of personal consumer, environmental, communication, and eventual political choices (e.g., hybrid cars, local v. imported).
a: making predictions as to the effects of personal consumer, environmental, communication, and eventual political choices (e.g., hybrid cars, local v. imported).
b: summarizing a significant situation; proposing and defending actions to be taken or not taken (e.g., pollution, consumption, conservation).
b: summarizing a significant situation; proposing and defending actions to be taken or not taken (e.g., pollution, consumption, conservation).
HP
Historical Perspectives/Rhode Island History
HP 1 History is an account of human activities that is interpretive in nature.
HP 1 (7-8)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by...
HP 1 (7-8)-1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by...
a: identifying appropriate sources and using evidence to substantiate specific accounts of human activity.
a: identifying appropriate sources and using evidence to substantiate specific accounts of human activity.
b: drawing inferences from Rhode Island History about the larger context of history (e.g., Opening of Japan, Separation of Church and State, Industrialism).
New England colonies
The Antebellum Period
The Industrial Revolution
Primary sources
b: drawing inferences from Rhode Island History about the larger context of history (e.g., Opening of Japan, Separation of Church and State, Industrialism).
New England colonies
The Antebellum Period
The Industrial Revolution
Primary sources
c: asking and answering historical questions, evaluating sources of information, organizing the information, and evaluating information in terms of relevance and comprehensiveness.
c: asking and answering historical questions, evaluating sources of information, organizing the information, and evaluating information in terms of relevance and comprehensiveness.
HP 1 (7-8)-2 Students interpret history as a series of connected events with multiple cause-effect relationships, by...
HP 1 (7-8)-2 Students interpret history as a series of connected events with multiple cause-effect relationships, by...
a: investigating and analyzing historical and visual data in order to draw connections between a series of events.
The Age of Exploration
The Antebellum Period
World War I
a: investigating and analyzing historical and visual data in order to draw connections between a series of events.
The Age of Exploration
The Antebellum Period
World War I
b: developing, expanding, and supporting an historical thesis, based on a series of events.
b: developing, expanding, and supporting an historical thesis, based on a series of events.
HP 2 History is a chronicle of human activities, diverse people, and the societies they form.
HP 2 (7-8)-1 Students connect the past with the present by...
HP 2 (7-8)-1 Students connect the past with the present by...
a: determining the cause(s) and effect(s) of specific historical events that impact RI today.
a: determining the cause(s) and effect(s) of specific historical events that impact RI today.
b: analyzing the impact of RI's ethnic development on local, state, and national history.
b: analyzing the impact of RI's ethnic development on local, state, and national history.
c: analyzing and evaluating how national and world events have impacted RI and how RI has impacted world events.
c: analyzing and evaluating how national and world events have impacted RI and how RI has impacted world events.
HP 2 (7-8)-2 Students chronicle events and conditions by...
HP 2 (7-8)-2 Students chronicle events and conditions by...
a: identifying key events and people of a particular historical era or time period (e.g., centuries, BCE, "The Sixties").
Colonial America
Causes of the American Revolution
The Revolutionary War
The Early Republic
Jacksonian Democracy
The Antebellum Period
Causes of the Civil War
The Civil War
Reconstruction
a: identifying key events and people of a particular historical era or time period (e.g., centuries, BCE, "The Sixties").
Colonial America
Causes of the American Revolution
The Revolutionary War
The Early Republic
Jacksonian Democracy
The Antebellum Period
Causes of the Civil War
The Civil War
Reconstruction
b: correlating key events to develop an understanding of the historical perspective of the time period in which they occurred (e.g., Jacksonian Democracy and Dorr's Rebellion, water power and steam power, WWII and women at work).
b: correlating key events to develop an understanding of the historical perspective of the time period in which they occurred (e.g., Jacksonian Democracy and Dorr's Rebellion, water power and steam power, WWII and women at work).
HP 2 (7-8)-3 Students show understanding of change over time by...
HP 2 (7-8)-3 Students show understanding of change over time by...
a: establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time; and to construct an historical narrative.
a: establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time; and to construct an historical narrative.
HP 3 The study of history helps us understand the present and shape the future.
HP 3 (7-8)-1 Students demonstrate an understanding of how the past frames the present by...
HP 3 (7-8)-1 Students demonstrate an understanding of how the past frames the present by...
a: analyzing and reporting on a social movement from its inception (including historical causes), its impacts on us today, and its implications for the future.
a: analyzing and reporting on a social movement from its inception (including historical causes), its impacts on us today, and its implications for the future.
b: evaluating alternative courses of action, (keeping in mind the context of the time), ethical considerations, and the interest of those affected by the decision, and determining the long- and short-term consequences (e.g., Post WWII use of Narragansett Bay - tourism vs. oil refinery).
b: evaluating alternative courses of action, (keeping in mind the context of the time), ethical considerations, and the interest of those affected by the decision, and determining the long- and short-term consequences (e.g., Post WWII use of Narragansett Bay - tourism vs. oil refinery).
HP 3 (7-8)-2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by...
HP 3 (7-8)-2 Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by...
a: recognizing and reflecting on how the similarities of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
a: recognizing and reflecting on how the similarities of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
b: recognizing and reflecting on how the differences of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
b: recognizing and reflecting on how the differences of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?).
c: comparing and contrasting the cultural influences that shape individuals and historical events (e.g., Conversion of Quakers from slave holders to abolitionists, emergence of mill villages, Gordon Trial).
c: comparing and contrasting the cultural influences that shape individuals and historical events (e.g., Conversion of Quakers from slave holders to abolitionists, emergence of mill villages, Gordon Trial).
HP 4 Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.
HP 4 (7-8)-1 Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by...
HP 4 (7-8)-1 Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by...
a: citing specific evidence to explain how geographic factors impacted a civilization's adaptation, development or decline (e.g., Fertile Crescent, China, Westward Expansion).
New England colonies
Mid-Atlantic colonies
Southern colonies
The Antebellum Period
a: citing specific evidence to explain how geographic factors impacted a civilization's adaptation, development or decline (e.g., Fertile Crescent, China, Westward Expansion).
New England colonies
Mid-Atlantic colonies
Southern colonies
The Antebellum Period
b: citing specific evidence from a society/civilization to explain how shared events affect how individuals and societies adapt and change (e.g., language, religion, or customs).
The Americas
Origins of religions
b: citing specific evidence from a society/civilization to explain how shared events affect how individuals and societies adapt and change (e.g., language, religion, or customs).
The Americas
Origins of religions
HP 4 (7-8)-2 Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by...
HP 4 (7-8)-2 Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by...
a: identifying and describing how traits of civilization develop in response to innovations, inventions, change and territorial expansion.
U.S. Westward Expansion
The Industrial Revolution
a: identifying and describing how traits of civilization develop in response to innovations, inventions, change and territorial expansion.
U.S. Westward Expansion
The Industrial Revolution
b: explaining the impact of interactions.
Pre-contact America
Colonial America
The American Revolution
The Early Republic
Jacksonian Democracy
U.S. Westward Expansion
The Antebellum Period
Causes of the Civil War
The Civil War
Reconstruction
The Gilded Age
Causes of WWI
Founding documents
b: explaining the impact of interactions.
Pre-contact America
Colonial America
The American Revolution
The Early Republic
Jacksonian Democracy
U.S. Westward Expansion
The Antebellum Period
Causes of the Civil War
The Civil War
Reconstruction
The Gilded Age
Causes of WWI
Founding documents
c: describing how inventions and technological improvements (e.g., irrigation systems, road construction, science) relate to settlement, population growth, and success of a civilization/country/nation.
The Age of Exploration
The Antebellum Period
c: describing how inventions and technological improvements (e.g., irrigation systems, road construction, science) relate to settlement, population growth, and success of a civilization/country/nation.
The Age of Exploration
The Antebellum Period
HP 5 Human societies and cultures develop and change in response to human needs and wants.
HP 5 (7-8)-1 Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by...
HP 5 (7-8)-1 Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by...
a: identifying how movement (e.g., ideas, people, technology) impacts cultural diversity.
Pre-contact Native peoples
The Age of Exploration
New England colonies
Mid-Atlantic colonies
Southern colonies
The Antebellum Period
a: identifying how movement (e.g., ideas, people, technology) impacts cultural diversity.
Pre-contact Native peoples
The Age of Exploration
New England colonies
Mid-Atlantic colonies
Southern colonies
The Antebellum Period
b: applying demographic factors (e.g., urban/rural, religion, socioeconomics, race, ethnicity) to understand changes in cultural diversity in an historical and contemporary context.
Region profiles
Country profiles
b: applying demographic factors (e.g., urban/rural, religion, socioeconomics, race, ethnicity) to understand changes in cultural diversity in an historical and contemporary context.
Region profiles
Country profiles
HP 5 (7-8)-2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by...
HP 5 (7-8)-2 Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by...
a: comparing and contrasting how cultural expectations impact people's behavior and role in different communities/societies (e.g., student protocols in 1800 vs. today).
a: comparing and contrasting how cultural expectations impact people's behavior and role in different communities/societies (e.g., student protocols in 1800 vs. today).
b: using an historical context, describe how diversity contributes to cultural diffusion, acculturation, or assimilation (e.g., "Melting Pot").
b: using an historical context, describe how diversity contributes to cultural diffusion, acculturation, or assimilation (e.g., "Melting Pot").
c: describing how environment (e.g., physical, cultural, etc.) or changes in that environment affects a civilization/country/nation (e.g., settlement, conflicts, transportation, climate change, commerce).
c: describing how environment (e.g., physical, cultural, etc.) or changes in that environment affects a civilization/country/nation (e.g., settlement, conflicts, transportation, climate change, commerce).
HP 5 (7-8)-3 Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by...
HP 5 (7-8)-3 Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by...
a: describing how and why various factors impact an individual or a group's perspective of events.
a: describing how and why various factors impact an individual or a group's perspective of events.
b: explaining and analyzing how changing perspectives impact history using primary documents as evidence.
b: explaining and analyzing how changing perspectives impact history using primary documents as evidence.
G
Geography
G 1 The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth's surface provides an understanding of the world in spatial terms.
G 1 (7-8)-1 Students understand maps, globes, and other geographic tools and technologies by...
G 1 (7-8)-1 Students understand maps, globes, and other geographic tools and technologies by...
a: identifying and utilizing a variety of maps for different purposes.
Africa
Asia
Europe
North America
South America
The Caribbean
Oceania
Oceans and continents
a: identifying and utilizing a variety of maps for different purposes.
Africa
Asia
Europe
North America
South America
The Caribbean
Oceania
Oceans and continents
b: utilizing technology to access geographic databases such as GPS and Geographic Information Systems (GIS).
b: utilizing technology to access geographic databases such as GPS and Geographic Information Systems (GIS).
c: analyzing charts and graphs to interpret geographical information.
Region profiles
Country profiles
c: analyzing charts and graphs to interpret geographical information.
Region profiles
Country profiles
G 1 (7-8)-2 Students interpret the characteristics and features of maps by...
G 1 (7-8)-2 Students interpret the characteristics and features of maps by...
a: analyzing multiple maps (e.g., physical, political, historical) to draw inferences about the development of societies.
World history
U.S. history
a: analyzing multiple maps (e.g., physical, political, historical) to draw inferences about the development of societies.
World history
U.S. history
G 2 Places and Regions: Physical and human characteristics (e.g., culture, experiences, etc.) influence places and regions.
G 2 (7-8)-1 Students understand the physical and human characteristics of places by...
G 2 (7-8)-1 Students understand the physical and human characteristics of places by...
a: explaining and/or connecting how and why the geographical features influenced population settlement and development of cultures (e.g., customs, language, religion, and organization).
Region profiles
Country profiles
New England colonies
Mid-Atlantic colonies
Southern colonies
The Antebellum Period
a: explaining and/or connecting how and why the geographical features influenced population settlement and development of cultures (e.g., customs, language, religion, and organization).
Region profiles
Country profiles
New England colonies
Mid-Atlantic colonies
Southern colonies
The Antebellum Period
b: analyzing and explaining how and why physical and human characteristics of places and regions change over time by citing specific example(s).
b: analyzing and explaining how and why physical and human characteristics of places and regions change over time by citing specific example(s).
G 2 (7-8)-2 Students distinguish between regions and places by...
G 2 (7-8)-2 Students distinguish between regions and places by...
a: analyzing and explaining the geographical influences that shape regions and places.
Region profiles
a: analyzing and explaining the geographical influences that shape regions and places.
Region profiles
G 2 (7-8)-3 Students understand different perspectives that individuals/groups have by...
G 2 (7-8)-3 Students understand different perspectives that individuals/groups have by...
a: analyzing and explaining how geography influences cultural perspectives and experiences and shapes how people view and respond to problems differently (e.g., urban vs. rural).
Region profiles
Country profiles
New England colonies
Mid-Atlantic colonies
Southern colonies
The Antebellum Period
a: analyzing and explaining how geography influences cultural perspectives and experiences and shapes how people view and respond to problems differently (e.g., urban vs. rural).
Region profiles
Country profiles
New England colonies
Mid-Atlantic colonies
Southern colonies
The Antebellum Period
G 2 (7-8)-4 Students understand how geography contributes to how regions are defined/identified by...
G 2 (7-8)-4 Students understand how geography contributes to how regions are defined/identified by...
a: understanding the difference between formal, vernacular, and functional regions.
a: understanding the difference between formal, vernacular, and functional regions.
b: categorizing and evaluating a variety of factors (e.g., culture, immigration) of a defined region.
b: categorizing and evaluating a variety of factors (e.g., culture, immigration) of a defined region.
G 3 Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.
G 3 (7-8)-1 Students understand why people do/do not migrate by...
G 3 (7-8)-1 Students understand why people do/do not migrate by...
a: analyzing how migration affects a population.
a: analyzing how migration affects a population.
G 3 (7-8)-2 Students understand the interrelationships of geography with resources by...
G 3 (7-8)-2 Students understand the interrelationships of geography with resources by...
a: analyzing how the abundance, depletion, use, and distribution of geographical resources impact the expansion and demise of societies/civilizations.
a: analyzing how the abundance, depletion, use, and distribution of geographical resources impact the expansion and demise of societies/civilizations.
G 3 (7-8)-3 Students understand how geography influences human settlement, cooperation or conflict by...
G 3 (7-8)-3 Students understand how geography influences human settlement, cooperation or conflict by...
a: using evidence to build a logical argument in support or in opposition to expansion of human settlement.
a: using evidence to build a logical argument in support or in opposition to expansion of human settlement.
G 4 Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth's surface to limit or promote human activities.
G 4 (7-8)-1 Students explain how humans depend on their environment by...
G 4 (7-8)-1 Students explain how humans depend on their environment by...
a: analyzing how human dependence on the environment impacts political, economic and social decisions.
a: analyzing how human dependence on the environment impacts political, economic and social decisions.
G 4 (7-8)-2 Students explain how humans react or adapt to an ever-changing physical environment by...
G 4 (7-8)-2 Students explain how humans react or adapt to an ever-changing physical environment by...
a: analyzing the impact of human reactions to environmental changes and identifying and providing alternate solutions with supporting evidence.
a: analyzing the impact of human reactions to environmental changes and identifying and providing alternate solutions with supporting evidence.
G 4 (7-8)-3 Students explain how human actions modify the physical environment by...
G 4 (7-8)-3 Students explain how human actions modify the physical environment by...
a: making predictions and drawing conclusions about the impact that human actions have on the physical environment.
a: making predictions and drawing conclusions about the impact that human actions have on the physical environment.
E
Economics
E 1 Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance.
E 1 (7-8)-1 Students demonstrate an understanding of basic economic concepts by...
E 1 (7-8)-1 Students demonstrate an understanding of basic economic concepts by...
a: explaining the relationship between resources and industry.
a: explaining the relationship between resources and industry.
b: explaining the relationship between the producers in an real-world and historical context.
b: explaining the relationship between the producers in an real-world and historical context.
c: researching and analyzing the impact of surplus, subsistence, and scarcity.
Basic economic principles
Supply and demand
Surplus and shortage
c: researching and analyzing the impact of surplus, subsistence, and scarcity.
Basic economic principles
Supply and demand
Surplus and shortage
E 1 (7-8)-2 Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by...
E 1 (7-8)-2 Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by...
a: explaining the pros and cons of consumer and producer choices.
Basic economic principles
a: explaining the pros and cons of consumer and producer choices.
Basic economic principles
b: describing how a society's definition or determination of value affects distribution of wealth and consumer choices.
Basic economic principles
Supply and demand
Surplus and shortage
b: describing how a society's definition or determination of value affects distribution of wealth and consumer choices.
Basic economic principles
Supply and demand
Surplus and shortage
E 1 (7-8)-3 Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by...
E 1 (7-8)-3 Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by...
a: explaining the relationship between availability, distribution, and allocation of goods and services.
a: explaining the relationship between availability, distribution, and allocation of goods and services.
b: explaining how scarcity impacts the organization of society and development of civilization.
Basic economic principles
b: explaining how scarcity impacts the organization of society and development of civilization.
Basic economic principles
E 2 Producers and consumers locally, nationally, and internationally engage in the exchange of goods and services.
E 2 (7-8)-1 Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by...
E 2 (7-8)-1 Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by...
a: explaining how and why incentives (price, advertising, supply, or need) affect how buyers and sellers interact to determine market value.
a: explaining how and why incentives (price, advertising, supply, or need) affect how buyers and sellers interact to determine market value.
b: comparing and contrasting different market systems by having students explain the role of the buyers and sellers in those systems.
b: comparing and contrasting different market systems by having students explain the role of the buyers and sellers in those systems.
c: predicting the impact of incentives, like advertising, on the way producers and consumers exchange goods.
c: predicting the impact of incentives, like advertising, on the way producers and consumers exchange goods.
E 2 (7-8)-2 Students analyze how innovations and technology affects the exchange of goods and services by...
E 2 (7-8)-2 Students analyze how innovations and technology affects the exchange of goods and services by...
a: describing how inventions, innovations, and technology stimulate economic growth by expanding markets, creating related industries, and improving the flow of goods and services.
World history
U.S. history
a: describing how inventions, innovations, and technology stimulate economic growth by expanding markets, creating related industries, and improving the flow of goods and services.
World history
U.S. history
b: explaining how innovations and technology positively or negatively impact industries, economies, cultures, and innovations.
World history
U.S. history
b: explaining how innovations and technology positively or negatively impact industries, economies, cultures, and innovations.
World history
U.S. history
E 3 Individuals, institutions and governments have roles in economic systems.
E 3 (7-8)-1 Students demonstrate an understanding of the interdependence created by economic decisions by...
E 3 (7-8)-1 Students demonstrate an understanding of the interdependence created by economic decisions by...
a: explaining the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).
a: explaining the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).
E 3 (7-8)-2 Students demonstrate an understanding of the role of government in a global economy by...
E 3 (7-8)-2 Students demonstrate an understanding of the role of government in a global economy by...
a: explaining how government succeeds or fails to provide support in a market economy.
a: explaining how government succeeds or fails to provide support in a market economy.
b: identifying and evaluating the benefits and cost of alternative public policies and assess who enjoys the benefits and bears the cost.
b: identifying and evaluating the benefits and cost of alternative public policies and assess who enjoys the benefits and bears the cost.