1 Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
1 apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process).
2 assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author).
3 interpret and apply information to support conclusions and use group decision making strategies to solve problems in real world situations (e.g., school elections, community projects, conflict resolution, role playing scenarios).
2 Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.
1 describe the purpose of government and how the powers of government are acquired, maintained and used.
2 identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government).
7 explain the need for laws and policies governing technology and explore solutions to problems that arise from technological advancements.
3 Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).
1 analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.
2 locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, land forms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.
5 use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).
6 describe and distinguish between the environmental effects on the earth of short-term physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation).
7 describe major changes in a local area that have been caused by human beings (e.g., a new highway, a fire, construction of a new dam, logging, mining) and analyze the probable effects on the community and environment.
4 Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
1 interpret the past using a variety of sources (e.g., biographies, documents, diaries, eye-witnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.
3 use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interviews, comparative accounts, research) to make informed decisions as responsible citizens.
4 identify significant events and people and important democratic values (e.g., freedom, equality, privacy) in the major eras/civilizations of Montana, American Indian, United States, and world history.
6 explain how and why events (e.g., American Revolution, Battle of the Little Big Horn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians.
2 apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns.
3 compare and contrast the difference between private and public goods and services.
4 analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment).
5 explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individuals and groups (e.g., businesses, financial institutions, and governments).
6 Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.
1 compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.
2 explain and give examples of how human expression (e.g., language, literature, arts, architecture, traditions, beliefs, spirituality) contributes to the development and transmission of culture.